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IELTS Speaking 9


1) The Speaking Module gives you the opportunity to show how well you can speak English. Show what you know. Make sure you use as wide a range of grammar and vocabulary as you can.

2) It is in three parts, so don't worry if you feel you have done badly in one - you can make up for it in the other parts.

3) Your English is being assessed, not your intelligence or imagination. So don't worry if you think your answers aren't very clever, or if you say something that isn't true.

4) Try to behave in a friendly, relaxed way, as that will help you to do your best. Don't expect the examiner to comment on what you say: this isn't like a normal conversation.

5) If you don't understand what the examiner asks you, ask him or her to repeat it, or say that you don't understand.

6) Don't leave long silences, as they don't show how good your English is.

Part 1

Let's talk about your work.

  • Where do you work?
  • Do you enjoy your work? Why / Why not?
  • What kinds of tasks do you have to do at work?
  • Have you ever been late for work? Why / Why not?

I'd like to move on now to talk about fashion.

  • Tell me about the popular clothes and fashions in your country.
  • What sort of fashion shops do you have in your country?
  • Have fashions changed very much since you were younger?
  • Is it important for you to be in fashion? Why / Why not?

Let's move on to the topic of the internet.

  • How often do you use the internet?
  • Does everyone in your family use the internet?
  • What do you use the internet for?
  • When did you last use the internet?

If you have someone to study with, take it in turns to ask and answer the questions. Listen to the sample on the recording and complete the checklist.

  • Did the student directly answer the questions?
  • Did he use a range of words?
  • Did he link his ideas together well?
  • Did he say enough?
  • Were the answers easy to understand?

The student gave relevant answers to all the questions, using a range of appropriate vocabulary and linkers. The answers were clear and sufficiently long for Part 1.

Part 2

Now, I'm going to give you a topic, and I'd like you to talk about it for one to two minutes. Before you talk, you'll have one minute to think about what you're going to say. You can make some notes if you wish. Do you understand? Here's some paper and a pencil, for making notes, and here's your topic.

Describe a place that you would like to visit.

You should say:
  • where it is
  • when you would like to go there
  • who you would like to go with
and explain why you would like to visit this place.

All right? Remember you have one to two minutes for this, so don't worry if I stop you. I'll tell you when the time is up. Can you start peaking now, please?

If you have someone to study with, take it in turns to do the talk in one to two minutes. Listen to the sample on the recording and complete the checklist.

  • Did the student talk for two minutes?
  • Did he stick to the topic?
  • Did he cover the three main points?
  • Did the talk flow well?
  • Did he use a range of words?

The student was able to speak for two minutes and kept to the topic. He covered all the points in the task and used a range of vocabulary and linkers. He allowed himself time to think, when necessary.

Part 3

We've been talking about a place you'd like to visit and I'd like to discuss with you one or two more general questions related to this. So, let's consider first of all the idea, as a student, of having a gap year.

  • How important do you think it is for young people to visit different places before they go to university or college?
  • What sort of challenges do you think you'd have, going on a gap year as a student?
  • Do you think it's useful to work, for other reasons as well, besides money?
  • What sort of jobs do you think would be the best sort of jobs to do?
  • What sort of preparation should a student make before they go on a gap year, do you think?
  • Let's move on to the topic of travelling to less familiar places. What sort of advantages are there to reading about a country before you visit it?
  • Do you think there are any disadvantages?
  • Some people choose to have a guide, when they go to a very unfamiliar place. Do you think that improves the quality of a travel experience?
  • Do you think you learn more from visiting important sites or from meeting local people?

If you have someone to study with, take it in turns to ask and answer the questions. Listen to the sample recording and complete the checklist.

  • Did the student respond to the key ideas?
  • Did the student support his answers well?
  • Did he use a range of words?
  • Did he speak fluently, using a range of linkers?

The student responded well to the main ideas in the questions and gave full answers, with plenty of support. He discussed the topics with ease, using a good range of words and expressions. As the student was a native speaker, he made no grammatical errors, pronounced words clearly and used rhythm, stress and intonation well.

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