quizlet: IELTS Speaking Part 1 by SmartAcademy

This is a quizlet for IELTS Speaking Part 1.  It's not mine (I found it by searching through quizlet),  but I did use it in my class, and it worked reasonably well.

The game element itself is not particularly challenging.  (The answers to the questions are all obvious).   But exposure to this study set does work well as a way to familiarize students with possible questions that they could get on IELTS Speaking Part 1.  For that same reason, this set is also good to give to students for self-study.

Kahoot: IELTS Speaking Test Part 1 by Nicolajnz

This is a Kahoot game for IELTS Speaking Part 1.  I didn't create it, but I found it, and used it in my class, and I thought it was useful.

IELTS Speaking Part 1

(TESOL Ideas and Worksheets Subdivisions)

* Kahoot: IELTS Speaking Test Part 1

* quizlet: IELTS Speaking Part 1

Using IELTS Speaking Part 2 Topics for Communicative Follow Ups

(TESOL Ideas--Communicative Follow Ups, IELTS Speaking Part 2)

sample: docs, pub

Another idea for Communicative Follow Ups is to turn the topic of the reading/listening into an IELTS Speaking Part 2 topic.  
On the IELTS Speaking Test, students are given a topic, and have to talk about it for one to two minutes.

To turn this into a communicative follow up, you can just take the general topic of the reading or listening, make it into a speaking card, and instruct the students to talk about it to a partner for 1 to 2 minutes.

For example, I was recently teaching a listening lesson in which the students had to listen to a woman recount her experience with a lion while on Safari (Reflect Listening & Speaking 5, Unit 1, Listening 2: A Night Alone with the Lions p.10-14).  As a communicative follow up, I had the students do a speaking task in which they talked about a time they were scared of an animal:

Describe a time that when you were scared of an animal:

You should say:

• what happened

• where you were then

• who was with you

I even found sample Youtube videos of people practicing the same topic.  I was able to show this video to my students as an example before they did the task themselves.

Part 2 Sample Answer Being Scared by an Animal

Granted, it was a bit of luck to find pre-existing material on the exact topic that I was looking for.  But there is so much IELTS preparatory stuff online already that it's not unlikely that you can find pre-existing material on whatever topic you are looking for.

And if you can't find it, you can just make up an IELTS Speaking card yourself.  

This type of communicative follow up obviously works particularly well in contexts where students are already focused on IELTS preparation.  (e.g. Here in Vietnam, where I work, IELTS is the dominant English proficiency test, so most Vietnamese will have to take the IELTS sooner or later, regardless of whatever program they are currently studying in.)

But even if your students aren't studying IELTS, you can still do this activity.  Just sell it to them as "speaking practice" rather than "IELTS practice".

Big news in the world of IELTS.  After years of keeping their band descriptors private, IELTS has finally published the official band descriptors on their website HERE.  (Update: HERE).

So, now that the speaking band descriptors are officially public, I've put them into a quizlet to practice at home.  That link is HERE.

Here is a link to a Kahoot on IELTS Speaking Part 2 that I found useful for my class: IELTS Speaking: Part 2 by Ragzthebear. In my class, I used this to supplement Module 2B Speaking Part 2 p.33 of Expert IELTS 6.

Here is a Kahoot Quiz I found on IELTS speaking.  (original HERE and my duplicate here--create, play ).

I used it in my own class as a warmer when teaching IELTS Speaking, and it worked reasonably well. 

Using Writing to Practice IELTS Speaking Part 2

(TESOL Worksheets--IELTS Speaking Part 2)

Google Drive Folder HERE
* Mistakes: docs, pub
* Homework re-write 1: docs, pub
Describe a book you enjoyed reading: docs, pub
Describe a City or Town that You Do Not Like: docs, pub
Describe a Family: docs, pub
Describe a famous road, bridge, or tunnel: docs, pub
Describe a Film You Saw: docs, pub
Describe a Leader: docs, pub
Describe a Machine: docs, pub
Describe a Memorable Meal: docs, pub
Describe a modern building you like: docs, pub
Describe a Music Video: docs, pub
Describe a party that you enjoyed: docs, pub
Describe a personal possession that is valuable to you: docs, pub
Describe a place that has a special meaning to you: docs, pub
Describe a place you have lived in that you particularly liked: docs, pub
Talk about a person from your childhood whom you particularly admired: docs, pub

This is an experiment I did in one of my IELTS classes.  It was in addition to daily practicing Speaking Part 2.  I thought that it might help my students to practice writing out their responses.
This is based on the assumption that accuracy in writing could translate over to accuracy in speaking.  I thought that if students had the time to look up vocabulary, or think carefully about sentence structures, some of this accuracy might affect their speaking as well.  This is controversial.  It may or may not work depending on who you ask.
After completing Speaking Part 2 practice, students were instructed to write up the same topic for homework.  I collected the homework, did feedback the same way I did for my Telling Your Stories Project.

I follow the procedure I outlined in a previous post.

The first time, I simply underline the students mistakes, and they are responsible for finding the mistake and fixing it.  (This not only saves time for me, but I think it's better for them to find and fix their own mistakes)  I use this worksheet here (docs, pub).

Congratulations on being able to write your own story in English.
The next step is to fix all the grammar and vocabulary mistakes.
Unfortunately, if the teacher helps you with this too much, you won’t learn how to write English on your own.  Fixing your own mistakes will help you better remember the grammar for next time.
So, the teacher has underlined the mistakes for you, but not corrected them.  Your job is to try to fix these grammar mistakes on your own.
Don’t ask the teacher for help yet.
Don’t worry.  If you’re still having trouble with the grammar, the teacher will give you more detailed feedback on your next draft.  But first, try to fix everything by yourself.

I supplement this with some whole class discussion about the mistakes.  I take one sentence from each essay, and put it on a handout.  The students work in groups to find and correct the mistakes in each sentence, and then we go over it as a class. (docs, pub)

The teacher has taken one sentence from each of your homework papers.  Each sentence has some mistakes in it.  With your partner, find all the mistakes, and change them to correct English.

After the students have re-written their essay, I go over it a second time.  Any remaining errors I error code, but I still don't correct.  (drive, docs, pub)

Almost there.
You still have a few mistakes left in your story.
The teacher has used an error correction code to help you.  Use the error correction code on the back of this sheet to fix your mistakes, and re-write your essay one more time.
Don’t worry.  This is the last time you will have to re-write your essay.  After this, if you still have any mistakes, the teacher will talk to you in person.

Then, the student re-writes their essay again.

If there are any mistakes that still persist, at this point I correct them myself.  (Either in writing, or more usually by briefly talking to the students.)

IELTS Mock Speaking Test

(TESOL Worksheets--IELTS Speaking)
Google: docs, pub
[A practice IELTS test I made.  Some of the questions are my own, some of them are stolen from other IELTS websites.]

Part 1 – Introduction and Interview

Let’s talk about your hometown or village.

• What kind of place is it?

• What’s the most interesting part of your town/village? (Why?)

• What kind of jobs do the people in your town/village do? (Why?)

• Would you say it’s a good place to live? (Why?)

Let’s move on to talk about accommodation.

• Tell me about the kind of accommodation you live in?

• How long have you lived there?

• What do you like about living there? (Why?)

• What sort of accommodation would you most like to live in? (Why)

Part 2 – Individual Long Turn

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 pencil for taking notes.  And here’s your topic.  I’d like you to describe a party that you enjoyed.

(n.b.  Do not read the whole topic card)

Describe a party that you enjoyed. You should say: Whose party it was and what it was celebrating Where the party was held and who went to it What people did during the party And explain what you enjoyed about this party.

Alright?  Remember you have 2 minutes for this, so don’t worry if I stop you.  I’ll tell you when your time is up.  Can you start speaking now please.

Rounding off questions

• Did other people enjoy this party?

• Did you tell your parents about this party?

Part 3 – Two Way Discussion

We’ve been talking about a party you enjoyed, and I’d like to discuss with you one or two more general questions related to this.

Let’s consider first of all young people and parties

• What kinds of parties do younger people usually like?

• Are parties a good use of time for younger people?

• Some parents worry about their child when they are at parties.  Why do you think this is?

Part 1 – Introduction and Interview

Let’s talk about your hometown or village.

• What kind of place is it?

• What’s the most interesting part of your town/village? (Why?)

• What kind of jobs do the people in your town/village do? (Why?)

• Would you say it’s a good place to live? (Why?)

Let’s move on to talk about accommodation.

• Tell me about the kind of accommodation you live in?

• How long have you lived there?

• What do you like about living there? (Why?)

• What sort of accommodation would you most like to live in? (Why)

Part 2 – Individual Long Turn

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 pencil for taking notes.  And here’s your topic.  I’d like you to describe an important letter you received

(n.b.  Do not read the whole topic card)

Describe an important letter you received. You should say: Who the letter was from What it was about Why it was important And explain how you felt about it..

Alright?  Remember you have 2 minutes for this, so don’t worry if I stop you.  I’ll tell you when your time is up.  Can you start speaking now please.

Rounding off questions

• Did you write a reply?

• Did you tell anyone else about this letter?

Part 3 – Two Way Discussion

We’ve been talking about a letter you received, and I’d like to discuss with you one or two more general questions related to this.

Let’s consider first of all how communication has changed.

• How do people usually communicate in your country?

• What are the advantages and disadvantages of electronic communication?

• How do you think communication will change in the future?

Part 1 – Introduction and Interview

Let’s talk about your hometown or village.

• What kind of place is it?

• What’s the most interesting part of your town/village? (Why?)

• What kind of jobs do the people in your town/village do? (Why?)

• Would you say it’s a good place to live? (Why?)

Let’s move on to talk about accommodation.

• Tell me about the kind of accommodation you live in?

• How long have you lived there?

• What do you like about living there? (Why?)

• What sort of accommodation would you most like to live in? (Why)

Part 2 – Individual Long Turn

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 pencil for taking notes.  And here’s your topic.  I’d like you to describe a sporting activity you like.

(n.b.  Do not read the whole topic card)

Describe a sporting activity you like. You should say: When you first played it Who you do it with Where you do it And explain why you enjoy doing it

Alright?  Remember you have 2 minutes for this, so don’t worry if I stop you.  I’ll tell you when your time is up.  Can you start speaking now please.

Rounding off questions

• Do other people like this sport?

• Do you think you will continue to play this sport in the future?

Part 3 – Two Way Discussion

We’ve been talking about a sporting activity you enjoy, and I’d like to discuss with you one or two more general questions related to this.

Let’s consider first of all sports and culture.

• What kind of sports are most popular in your country?  Why?

• Should students be encouraged to play sports in school, or should they only concentrate on their studies ?

• Some people think watching sports on TV is a waste of time.  Do you agree or disagree?

Part 1 – Introduction and Interview

Let’s talk about your hometown or village.

• What kind of place is it?

• What’s the most interesting part of your town/village? (Why?)

• What kind of jobs do the people in your town/village do? (Why?)

• Would you say it’s a good place to live? (Why?)

Let’s move on to talk about accommodation.

• Tell me about the kind of accommodation you live in?

• How long have you lived there?

• What do you like about living there? (Why?)

• What sort of accommodation would you most like to live in? (Why)

Part 2 – Individual Long Turn

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 pencil for taking notes.  And here’s your topic.  I’d like you to describe a book you enjoyed reading.

(n.b.  Do not read the whole topic card)

Describe a book you enjoyed reading. You should say: What the book was What it was about When you read it And explain why you enjoyed it

Alright?  Remember you have 2 minutes for this, so don’t worry if I stop you.  I’ll tell you when your time is up.  Can you start speaking now please.

Rounding off questions

• Do you think you will ever read this book again?

• Have you ever recommended this book to anyone?

Part 3 – Two Way Discussion

We’ve been talking about a book you enjoyed reading, and I’d like to discuss with you one or two more general questions related to this.

Let’s consider first of all books and culture.

• Some people think books can change the world.  Do you agree or disagree?  Why?

• Did people read more in the past or do they read more now?  Why do you think this is?

• Some people think reading story books or novels is a waste of time.  Do you agree or disagree?

You will talk about this topic for one to two minutes.  Before you talk, you’ll have one minute to prepare.  You can make some notes if you wish.  Please do not write anything on this card.

Describe a book you enjoyed reading. You should say: What the book was What it was about When you read it And explain why you enjoyed it

You will talk about this topic for one to two minutes.  Before you talk, you’ll have one minute to prepare.  You can make some notes if you wish.  Please do not write anything on this card.

Describe a sporting activity you like. You should say: When you first played it Who you do it with Where you do it And explain why you enjoy doing it

You will talk about this topic for one to two minutes.  Before you talk, you’ll have one minute to prepare.  You can make some notes if you wish.  Please do not write anything on this card.

Describe an important letter you received. You should say: Who the letter was from What it was about Why it was important And explain how you felt about it..

You will talk about this topic for one to two minutes.  Before you talk, you’ll have one minute to prepare.  You can make some notes if you wish.  Please do not write anything on this card.

Describe a party that you enjoyed. You should say: Whose party it was and what it was celebrating Where the party was held and who went to it What people did during the party And explain what you enjoyed about this party.

More IELTS Speaking part 3 links.  (I've used these successfully in my own classes).  Both of these focus on Useful language

Signposting Language – Speaking Part 3

and

IELTS Speaking: Useful Vocabulary for PART 3

She first link is a PDF that is already to print out for the students.  

The second link needs to be copied and pasted onto a worksheet for the students.  My version is here: docs, pub

(I'm linking to this here as part of an effort to keep track and index my materials).

Recently, when I needed to prepare a lesson on IELTS Speaking part 3, I found the materials at this website very useful:
IELTS Speaking Part Three worksheets

In particular, in my lesson I used this worksheet: IELTS Speaking Part Three typical questions and answers, which led-in very nicely to the follow-up worksheet: IELTS Speaking Part 3 Questions Stems.

Between those 2 worksheets, I was able to fill up a 2 hour lesson quite easily.
Also, I found this worksheet: Opinions about the IELTS Speaking Test, to be a nice warmer.

[I'm posting these resources here because I'm using my blog to keep track of all the useful material that I've used in my lessons.  I'm also indexing that material here and here.]

IELTS Express Upper Intermediate Unit 7: Speaking p.81-83

(Supplementary Materials for Specific Textbooks--IELTS Express Upper Intermediate)

Board Race: drive, docs, pub

PowerPoint for feedback on Board Race: drive, slides, pub

Speaking p.81-83 PowerPoint: drive, slides, pub

Speaking practice: drive, slides, pub

Board Race.  There are 10 questions.  All of the questions are from pages 81, 82, and 83.  Work as a team to find the answers in your book.  Then write the answer on the board.  Only one team member may go up to the board at a time.  You may not bring this piece of paper or your textbook with you to the board.  The first team to get the correct answers to all 10 questions up on the board will get a prize.

1.  In part 3, the examiner will ask you different types of questions, designed to test your __________________ further.  For example, you may be questioned about an imaginary situation, requiring you to _________________.  Alternatively, you may be asked to ________________ something.

2. How long does the discussion in part 3 last?

3.  In part 2 of the Speaking exam, your talk will sound more interesting if you can “see” what you are describing and explaining.  ______________ is a useful technique for doing this.

4. In part 2, some students have trouble extending their answers for the whole 1-2 minutes.  So, remember to ________ and ___________.  When you _________, you should go into more __________ and give a longer answer.

5.  In part 3, introduce your opinions using a variety of language.  Don’t just say “I think”.  Also make sure you use phrases like _____________ and ________________.

6. TRUE or FALSE: Without a teacher to give you feedback, it’s useless to practice Speaking part 2 on your own.  So don’t even try to do it with your friends, or on your own, or in front of a mirror.  You’re just wasting your time.

7. For part 3, you should justify your opinion.  Say ____________________ and ____________________.

8. Introduce your answer confidently.  The first two or three seconds are ________________________ .

9. Before speaking part 2, make brief notes on each point on the card.  You should include _________________ and ________________ and _________________ to jog your memory in case you get stuck.

10. For part 3, say ______ and __________ to show the examiner that you are thinking, but don’t ________________________.

Answer Key.

1. range of language, hypothesise, evaluate

2. between four and five minutes

3. visualisation

4. describe, explain, explain, depth

5. In my opinion, I believe

6. False

7. what you think, why you think it

8. the most crucial

9. keywords, expressions, prompt words

10. OK, well, wait too long before you speak