Skills for the Speaking Module

Before the test begins, the examiner will check your identification. For security reasons you will be asked to bring your passport or some other photographic identification. You will be asked to sign your name, which will be matched up with the photograph and signature on your IELTS application form.

The test will then be conducted in five phases, which we will now describe in turn.

Phase 1: Introduction

In Phase 1, the examiner will first introduce himself or herself and will invite you to do the same. You may be asked some general questions about your background, family, home or personal interests.

SKILL      Greeting the interviewer and introducing yourself.

Phrases you could use:

• ‘Good afternoon. My name is    (name)    .
• ‘Hello. My name is   (name)  but most of my friends call me   (shortened version of name/nickname)   .

Think about questions that the examiner might ask about the personal information you provided on the application form. With a partner, take turns interviewing each other with questions based on this information. Try to give full and comprehensive answers to each question.

Phase 2: Extended discourse

In phase 2, the interviewer will encourage you to speak for a longer period of time on a familiar topic. You may be asked to speak on topics related to your country, such as customs or lifestyle, and your personal involvement with these. The aim of Phase 2 is to show the interviewer that you can describe something, tell a story, give information or directions or express your opinion without relying on the interviewer to help you through the task.

The idea is for you to talk and give as much information as you can. Do not simply answer 'yes' or 'no'. Remember, the interview should be like a conversation. Do not memorise responses. If you appear to be reciting from memory, the examiner will interrupt  and ask a different question.

Before you begin preparing for Phase 2, you may wish to make a list of topics related to your country, culture, lifestyle, personal interests, etc. Once you have completed such a list, form questions that relate to each of the skills for this phase. Think about possible questions that could be asked.

With a speaking partner, practise interviewing and being interviewed. Try to give full and comprehensive answers to each question.

SKILL  Providing general factual information.

Questions you may be asked:

• ‘What are some important festivals in your country?'
• ‘What kind of climate does your country have?'
• ‘What are some of the main industries in your country?'

SKILL  Expressing your opinions and attitudes.

Questions you may be asked:

• What do you enjoy about the traditional music of your country?
• ‘What do you think are positive and negative aspects of your country's education system?'
• ‘Would you prefer to live in the city or in the countryside and why?

SKILL   Describing a place, event or situation.

Questions you may be asked:

• ‘Could you describe the village/town/city in which you grew up'?
• ‘What happens during (cultural event, such as Chinese New Year/Christmas) in your country'?
• ‘Could you tell me how you like to spend your leisure time?'

SKILL   Comparing places, events or situations.

Questions you may be asked:

• ‘How is (city where candidate is studying) different from (candidate's home city)?’
• ‘What is the difference between shopping in (city where candidate is studying) and shopping in (candidate's home city)?’
• ‘What do you like most about living in (country where candidate is studying)? How does that compare with (candidate's home country)?’

SKILL    You should be able to give directions and instructions.

Questions you may be asked:

• ‘Could you tell me, in detail, how you got from your home to the test centre this morning?’
• ‘If I had to catch a train or bus in (candidate's home city) what would I do?’
• ‘If I were to meet (an important older person) in your culture, how should I greet them to be polite and show respect?’

SKILL    You should be able to re-tell a story or a sequence of events.

Questions you may be asked:

• ‘What happens in (an important festival) in your country?’
• ‘What is the most embarrassing thing that's ever happened to you?’
• ‘What did you do when you were preparing to leave (candidate's home country) to come to (country of study)?’

SKILL   Explaining how or why something is done.

Questions you may be asked:

• ‘Why do people do what?’(referring to something just mentioned)
• ‘Could you tell me more about the procedure involved in (the topic under discussion)’
• ‘How do people celebrate the New Year in (candidate's country)?’

Phase 3: Elicitation

In Phase 3, the interviewer wants to ascertain how competent you are at gaining information on a given topic.

You will be given a card. On this card will be written a brief outline of a particular situation. The card will state your role and the role of the interviewer. You need to ask questions to find out more information. The card will suggest things for you to ask but these are only given to you as a guide. Do not feel compelled to follow these suggestions if you have ideas of your own.

You are responsible for starting the conversation and, to some degree, developing and directing the flow of dialogue.

To prepare for Phase 3, select one of the exercises from the Practice work cards below. Practise asking questions with a partner.

Phase 4: Speculation and attitudes

In Phase 4, the interviewer will converse with you in greater depth on a particular topic. Topics that may be discussed include your plans for the immediate and long-term future and the impact that these may have on you and your family. Your opinion about, attitude towards and reasons for your particular future plans may also be discussed.

The interviewer may not understand or agree with some of your responses. You may be asked to expand or elaborate on some point that you have made, so be prepared for such a response. Being prepared, however, never means memorising set responses.

During Phase 4, the interviewer will allow the discussion to become more complex. He or she may refer to other comments you have previously made so you may have to defend your opinion or give a more detailed explanation of an idea you have already mentioned.

Before you begin preparing for Phase 4, you may wish to make a list of your future plans under the headings of academic, professional, personal and possible conse-quences of these plans. Also, make a list of topics that relate to your personal interests in life as well as a wider rangs of topics relating to your country, profession and specific area of study.

SKILL   Discussing your future plans.

Questions you may be asked:

• ‘Tell me what you plan to do when you finish your undergraduate studies.’
• ‘Have you thought about which university you would like to study at and why?’
• ‘How did you come to choose (a chosen area of study)?’
• ‘Would you ever like to have your own business? Why or why not?’

Here are some key phrases you could use: 

In the future	I hope to  I would like to	successfully complete	a foundation course. a master's degree.
In a few years	I intend to I'm planning to	graduate from study at	the University of Sydney. Astoria College.
In two years	what I have in mind is to	major in  study explore the area of	Psychology. International Trade. Marketing.
Within three years	I imagine I will	receive complete	a BA. an MA. an MBA. a PhD.

SKILL    Expressing your feelings, opinions and attitudes.

Questions you may be asked:

• ‘What are your thoughts about (controversial issue)?’
• ‘How would you feel if (a controversial issue) were to happen in the next three or four years?’
• ‘You seem to support (a controversial viewpoint). Why is this?’
• ‘Have you ever had to choose between (X) and (Y)? How did you make this decision? How did you feel as a result of your choice?’

SKILL   Explaining why you made certain decisions in the past and giving reasons for your plans for the future.

Questions you may be asked:

• ‘How did you know that you wanted to become a (candidate's choice of profession)?’
• ‘When did you decide to study overseas? What influenced you to make this decision?’
• ‘Why have you decided to study (candidate's choice of study)? How will this help your future career?’

SKILL   Expressing agreement and disagreement.

Questions you may be asked:

• ‘I agree with you to a point on this matter, but could you expand on it a little more, please?’
• ‘I'm not quite convinced by what you are saying. Could you develop your idea more for me, please?’
• ‘I'm sorry I don't quite understand what you are trying to say. Could you put it another way, please?’

Phrases you could use when agreeing:

• ‘Well, of course ... Naturally ... I couldn't agree more ...’

Phrases you could use when disagreeing:

• ‘I'm sorry. I can't agree with you ... I don't really think so ...’
• ‘That may be so but ... Unfortunately, I have a different point of view ...’

SKILL   Discussing hypothetical situations and speculating on future events.

Questions you may be asked:

• ‘How do you think having a degree from an overseas university is going to help your job prospects when you return to (candidate's home country)?’
• ‘Do you think that the time spent studying in a foreign country is going to benefit you personally? If so, in what ways?’
• ‘How do you think your country benefits when students return from studying abroad?’

SKILL   Following and responding to changes in tone and direction in the interview.

Questions you may be asked:

• ‘Do you have any regrets about choosing (candidate's choice of profession) or (candidate's choice of country in which to study)?’
• ‘If you could repeat the year of your life, what would you do differently?’
• ‘What advice would you give other students planning on (studying overseas)?’

Phase 5: Conclusion

This is the final section of the assessment and will naturally follow on from Phase 4. The interviewer will let you know that the interview has come to an end, wish you good luck and say goodbye.

You can prepare yourself for this phase by becoming familiar with common expressions of leave-taking, noting them and practising responses to them.

SKILLS    Noting that the interview is finishing and saying thank you (with a smile!).

Phrases you could use:

• ‘Thank you very much.’
• ‘Goodbye.’
• ‘See you.’

Coping with the interview

There may be times in the interview when you may not understand what the examiner is saying because he or she may be speaking too softly or too quickly. Perhaps the examiner may be using words or phrases you do not know. At these times, do not be afraid to assert yourself. Ask the examiner to speak more loudly, more slowly or to use other words. Also, do not hesitate to ask the examiner to repeat his or her words at any time.

Phrases you could use:

• ‘Could I ask you to speak more loudly please?’
• ‘Sorry but I didn't catch that. Would you please repeat what you just said?’
• ‘I'm not quite sure what you mean. Could you explain it to me?’ 

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Skills for the Writing Module

TASK ONE

In Task 1 of the Writing Module, you are given about 20 minutes to write a minimum of 150 words.You are asked to look at a diagram, table, graph or short piece of text and describe the information in your own words. There are three important steps you should follow: preparation, writing and editing. These steps will help you to write a coherent and well organised essay in the time given.

Preparation (about 2 minutes)

You need to spend 2-3 minutes working out exactly what you are going to do. You should pay attention to the following points:

• Study the question carefully. Most Task 1 writing involves writing a report which describes some information given. You may wish to note the instructions with a high-lighting pen.
• Think carefully about the topic. Outline some pertinent points.
• Ensure that your ideas are arranged logically.

　

Writing (about 15 minutes)

When writing a Task 1 report, include:

• introductory sentence
• body paragraphs (1-3)
• concluding sentence (optional)

Introductory sentence

The introductory sentence explains what you are describing, for example:

‘The table compares the population growth and interstate migration in each Australian state for 12 months to the end of 1994.'

‘The graph shows the growth of computers in Australia between 1975 and 1995.'

‘The pie chart represents the proportion of gases contained in natural gas.'

　

Body paragraphs

When discussing the date presented in the task, identify significant trends and give examples that relate directly to the given information to support your statements. If you are explaining a process or an object and how it works, you need to group your information so that it follows a definite logical order.

Remember that the use of verbs expressed in the present passive voice is often appropriate when giving a description of a process or procedure, for example:

‘Coffee beans are pulped to remove their casing. They are then soaked in water, rinsed thoroughly and dried. After the beans are sorted, they are roasted in a kiln and blended. Next, they are packed and dispatched to shops and supermarkets.'

　

Concluding sentence (optional)

A simple concluding statement could include any of the following, where relevant:

• significant comments
• a potential solution
• an overall summary of the ideas
• future implications.

　

Editing (about 2 minutes)

Make sure that you have followed the instructions carefully. Be sure that you have written what you intended and that no important ideas are missing.

In the last few minutes, check for obvious errors, such as spelling or grammatical errors.

　

TASK TWO

All too often students begin planning or even writing their answers in the IELTS Writing Module before they understand what is actually expected of them. Following the steps below will help you to plan a well-structured and coherent essay or report that addresses the given task.

　

Preparation

You may wish to spend about 5-7 minutes working out exactly what you are going to do. There are five steps to consider.

• Study the question carefully. Most task statements or questions have a key instructional word or words telling you what to do. Note these words with a highlighting pen.

There are also key topic words which point to the most important parts of the question. Underline those words too. Ask yourself how the key words relate to the given instruction.

• Think carefully about the topic. How do you feel about it?
• Establish a point of view and list some points for development. The answer normally takes the form of a short essay. The word ‘essay' comes from an old French word essai which meant ‘to attempt or try out', or ‘to test'. In an IELTS Writing Module Task 2 answer, your purpose is to develop your point of view in a convincing way.
• Decide which points will be written as topic sentences. Think about how they will develop into paragraphs.
• Ensure that your points are arranged in a logical order.

　

Writing

When you are writing a Task 2 answer, a structure based on the following elements could be used (summarised in the flow chart opposite).

　

Introductory paragraph

The introduction of a Task 2 answer should begin with a general statement or idea of your own that takes into account the key topic words or their synonyms. The last sentence of the introduction should include a thesis statement which shows the point of  view or direction that will be taken in the answer.

　

Body paragraphs

Body paragraphs each consist of several sentences that are arranged in a logical way to develop a main idea. You can expect to write about 2-4 body paragraphs for a Task 2 answer. Each of these contains an appropriate connective word to ensure a smooth transition between paragraphs. This connective is then put in a topic sentence which is the main point of the paragraph clearly stated in a sentence. Every sentence in the paragraph must be directly related to it. Try to develop every paragraph adequately. This may be done through the use of examples, explanations, detail, logical inference, cause and effect or making comparisons or contrasts. There are many different ways to organise your ideas for body paragraphs. Be confident of the ideas you choose.

　

The conclusion

A good conclusion serves several purposes:

• It indicates the end of your essay.
• It gives your final thoughts and assessments on the essay subject.
• It weighs up the points in your essay and should strengthen your thesis statement.
• Do not simply repeat your opening paragraph. This appears too mechanical and superficial.

　 

INTRODUCTION General statement Thesis statement

　

 

BODY PARAGRAPH 1 Topic sentence including connective word First supporting sentence Second supporting sentence Third supporting sentence

　

 

BODY PARAGRAPH 2

　

 

BODY PARAGRAPH 3

　

 

FURTHER BODY PARAGRAPHS

　

 

CONCLUSION Final assessment with concluding connective

　

Editing (about 3-5 minutes)

In the last few minutes, you should check for obvious errors, such as spelling or grammatical errors. Be sure you have written what you intended and that there are no important ideas missing.

Study the checklist for editing. It lists points to think about when checking your essay. Become familiar with the list so that you will know what to check for in the actual IELTS Writing Module. 

Checklist for editing 1. — I have used accurate grammatical structures, for example, consistent verb tenses, subject-verb agreement, accurate word formation (especially of nouns, verb and adjectives) and appropriate use of ‘a' and ‘the' as well as prepositions. 2. — I have used a range of sentence structures. 3. — I have used appropriate vocabulary. 4. — I have used accurate spelling. 5. — I have stated the main idea for each paragraph in a topic sentence and all the points are related to this topic. 6. — I have used connective words effectively to link ideas so that the thoughts move logically and clearly from sentence to sentence and paragraph to paragraph. 7. — I have developed each paragraph adequately. 8. — I have supplied enough detailed information and sufficient examples or facts. 9. — I have developed a definite point of view. 10.— Every paragraph that I have written has definitely helped to address the task.

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