IELTS Speaking Test - British Council

1y ago
180 Views
13 Downloads
221.13 KB
9 Pages
Last View : 4d ago
Last Download : 23d ago
Upload by : Dani Mulvey
Transcription

IELTS Speaking TestLesson 1Learning outcomes: students will be familiar with the format of the IELTS speaking test students will have analysed what is required of them in Part 1 of the test in terms of topics andlexical resource students will have practised a range of ‘typical’ Part 1 questions.Activity 1: What do you know about the IELTS speaking test?Material: handout 1 (m/c questions)Time: 15 minutesProcedure: make a copy of handout 1 for each student (or project questionnaire on screen) put students into pairs or small groups to discuss and answer the questions elicit the answers from the class go over key points of the speaking testAnswers: 1 b, 2 a, 3 a, 4 c, 5 c, 6 b, 7 a, 8 cLength of test: 11-14 minutes3 partspart 1 – questions on personal/everyday topics (4-5 mins)part 2 – a 2-minute talk on a give topic with 1 minute preparation time (3-4 mins)part 3 – a discussion based on the topic in part 2, in which candidates will be expected to expressopinions, to speculate and to discuss on a more abstract level (4-5 mins)The test is recorded in case the candidate’s performance needs to be re-marked.Activity 2: Part 1 topicsMaterial: A3 paper and board pens (optional)Time: 10-15 minutesProcedure: put students into small groups write ‘personal/everyday topics’ on the board elicit an example of an everyday topic e.g. home and family tell students they have 60 seconds to brainstorm and write down as many possible topics asthey can when the time is up, find out which group has the most topics. Get a student from the group towrite the list on the board. If other groups have different ideas, add these to the list. either tell students to make a copy of the list on the board, or write the list on an A3 piece ofpaper and display in the classroom. The list can form the basis of further practice of Part 1 in future lessons.Possible answers:my family, hobbies, work, studies, home and accommodation, my town, my country, learning English,important festivals, food, music, ambitions, transport, TV, reading, travelling, musicThe United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

Activity 3: model answersMaterial: handout 2Time: 15-20 minutesProcedure: make a copy of handout 2 for each student (or project on screen) give students about 5-10 minutes to read the questions and answers and to discuss whichanswers are good/bad and why. elicit the answers from the class and discuss the reasons.1a) about right length and amount of informationb) too shortc) probably too long and too much information. It doesn’t sound like a natural response to thequestion.2a) Just lists places. Again, not very natural-sounding.b) too shortc) about the right length and amount of information3a) about right length and amount of informationb) ) probably too long and too much information. It doesn’t sound like a natural response to thequestion.c) too short summarise the main points: Students should . . . give natural replies, neither too long nor too short not list things try not to give one word answers not rehearse/memorise answers students continue working in pairs and ask and answer the questions about themselves(closed pairs)call on two students in the class to ask and answer a question (open pairs)repeat open pairs as necessary Activity 4: developing vocabularyMaterial: handout 3Time: 20 minutesProcedure: tell students that the speaking test is assessed by 4 criteria: fluency & coherence, lexicalresource, grammatical range & accuracy, and pronunciation. This exercise is designed to helpstudents to think about appropriate vocabulary for the topics that arise in Part 1 of the test. make a copy of handout 3 for each student. put students into pairs to complete the task. when some pairs have finished, ask them to write their lists on the board. The rest of the classcheck their answers. tell faster finishers to think of more vocabulary items to add to each list. Add all these to thelists on the board. you may wish to extend this exercise (for homework) by writing other topics from Activity 2,e.g. family, hobbies, food etc. on the board. Students can brainstorm these for appropriatevocabulary.

Activity 5: practise of Part 1 and feedbackMaterial: handout 4Time: 20-30 minutesThere are a number of different ways in which this activity can be done. A procedure can be chosenthat suits the size of the class, and/or the number of times the teacher wishes to practise the activity.Procedure 1 students will work in pairs, so copy handout 4 – a copy of Student A and Student B for eachpair. Also, copy the feedback questions for each student.students should not show their copy to their partner.tell students to look at the feedback questions and explain that they should tick the boxes astheir partner is talkingstudent A gives student B a co-ordinate, for example D2. Student B then acts as theinterviewer and asks student A the questions in that box.student B then gives student A a co-ordinate, and student A asks him/her the questions in thebox.when both students have asked and answered questions, they should take turns to give theirpartner feedbackyou may wish to collect the feedback sheets, or do class feedback by asking the questionsthere are enough topics for each student in the pair to answer questions 16 times and it canbe used for future lessonsProcedure 2 students work in groups of 3cut up the handout 4A into cards so that there is a pack of 16 topics for each group.photocopy a copy of the feedback questions for each student.give out a pack of topic cards face down to each groupthe first student turns over the top card and interviews the second student in the group.the third students listens to the answers and marks the feedback questionsrepeat this until each students has asked and answered the questions, and taken feedbacknotesallow 5-10 minutes for students to give each other the feedbackPage 3 of 9

Handout 1: What do you know about the IELTS speaking test?1The speaking test lasts about2There are3In the first part you will be asked questions on:a) personal topicsb) academic subjectsc) topics in the news4In the next part of the test you will:a) choose your own topic to talk aboutb) choose between 2 topics you are given to talk aboutc) be given 1 topic to talk about5In this part, you will havea) no time to prepareb) 30 seconds to preparec) 60 seconds to prepare6You will then talk for a maximum of a) 1 minuteb) 2 minutesc) 3 minutes7In the last part of the test you willa) further discuss the topic from part 2b) discuss your reasons for taking IELTSc) discuss your plans and ambitions8The speaking test is recordeda) so you can have a copyb) because it is always marked twicec) in case it needs to be re-markeda) 3b) 4c) 5a) 7-11 minutesb) 11-14 minutesc) 14-18 minutesparts to the test.

Handout 2: Good and bad answersWork in pairs or small groups. Look at the answers to typical questions from Part 1 of theSpeaking Test. Which answers (a, b or c) are best? Why?1 Do you come from a small family or a large family?a) Large. There are my parents, me, and my 2 brothers and 2 sisters.b) Large.c) Large. There’s my mother, Anna. She’s a teacher. My father, Paul, is an engineer. I have 2 olderbrothers, Phil and Dave. They’re at university. And then my 2 younger sisters, Chris and Helen.They’re still at school.2 What is the area like where you live?a) It’s boring. There isn’t anything to do. There are no shops, or parks, or cinemas, or restaurants, ordiscos or sports centres.b) It’s boring.c) It’s quite boring. There isn’t much to do – no shops or cinemas or anything.3 What do you find most difficult about learning English?a) The grammar, especially the tenses. Sometimes I don’t know the right one to use.b) The grammar. The tenses are very difficult and I don’t know when to use the present perfect or thepast tense or when to use the continuous or simple, or when to use ‘will’. Very difficult.c) The grammar.2 Work in pairs. Ask and answer the 3 questions in exercise 1 about yourself.Page 5 of 9

Handout 3: Vocabulary for Part 1Add words from the box to the topics below.beach holidaydocumentarieslook for a jobpedestrian precinctssci-fibook onlineeco-tourismmade redundantpublic edjob satisfactionpackage holidayrush hoursuburbscurrent affairslong-haul flightpart-timesalarythrillersHolidays and travelCities and transportbeach holiday.TV programmesTypes of novels.Work.

Handout 4: Tell me aboutStudent A1234ABCDTell me about your friends.Do you spend a lot of time withthem?What do you do together?Where do you meet?How do you keep in contact withyour friends?Tell me about transport on yourhometown.How do you usually travel aroundyour town?Is the public transport system good?In what ways?How could it be improved?Tell me about your reading habits.Do you read a lot?What types of books do you enjoy?Why?What are you reading at themoment?Do you read books in English?Tell me about televisionprogrammes.Do you watch TV a lot?What type of programmes do youprefer?What is your favourite programme?Do you get the news from the TV?Where else do you get the news?Tell me about festivals in yourcountry.What days are celebrated? Why?How are they celebrated?Do you eat special food on thesedays?Tell me about your holidays.Do you generally go away for yourholidays?Where do you go?Who do you usually go with?What do you enjoy doing on yourholidays?Tell me about your studies.How long have you been learningEnglish?What do you find most difficult?Do you think you will use English infuture studies or in a job?Tell me about sports.What sports or exercise do youenjoy doing?How often do you do it?Is there a sport you would like totake up? Why (not)?Tell me about shopping.Do you enjoy going shopping? Why(not)?How much time do you spendshopping?Do you shop online? What do youbuy that you don’t buy from ordinaryshops?Tell me about your hometown.Is it a big or a small place?What sort of jobs or industries arethere?Does it have places to spend yourfree time in?Do you enjoy living there? Why(not)?Tell me about your home.Do you live in a flat or a house?What are some good things aboutyour home?Are there any bad things?Which is better, living in a house or aflat? Why?Tell me about food in your country.Is there a national dish? What is it?Do you enjoy cooking? Why (not)?If yes, what sort of things do youcook?If no, who does the cooking in yourhome?Tell me about your plans for thefuture.Do you plan to do more studies?What sort of job would you like?Why?What is more important to you, jobsatisfaction or a high salary? Why?Tell me about your hobbies andinterests.What do you do in your free time?Why do you like doing these things?Do your friends share the sameinterests?Are there any hobbies you would liketo take up? Why?Tell me about your family.Do you come from a large or a smallfamily?Do you spend a lot of time with yourfamily?What do you do together?How do you celebrate birthdays inyour family?Tell me about your taste in music.Do you enjoy listening to music?What sort of music do you listen to?Do your friends like the same music?What about your family? Do theyenjoy your music?The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

Student B1234ABCDTell me about your holidays.Do you generally go away for yourholidays?Where do you go?Who do you usually go with?What do you enjoy doing on yourholidays?Tell me about your hometown.Is it a big or a small place?What sort of jobs or industries arethere?Does it have places to spend yourfree time in?Do you enjoy living there? Why(not)?Tell me about shopping.Do you enjoy going shopping? Why(not)?How much time do you spendshopping?Do you shop online? What do youbuy that you don’t buy from ordinaryshops?Tell me about your home.Do you live in a flat or a house?What are some good things aboutyour home?Are there any bad things?Which is better, living in a house or aflat? Why?Tell me about televisionprogrammes.Do you watch TV a lot?What type of programmes do youprefer?What is your favourite programme?Do you get the news from the TV?Where else do you get the news?Tell me about your taste in music.Do you enjoy listening to music?What sort of music do you listen to?Do your friends like the same music?What about your family? Do theyenjoy your music?Tell me about your friends.Do you spend a lot of time withthem?What do you do together?Where do you meet?How do you keep in contact withyour friends?Tell me about your plans for thefuture.Do you plan to do more studies?What sort of job would you like?Why?What is more important to you, jobsatisfaction or a high salary? WhyTell me about transport on yourhometown.How do you usually travel aroundyour town?Is the public transport system good?In what ways?How could it be improved?Tell me about festivals in yourcountry.What days are celebrated? Why?How are they celebrated?Do you eat special food on thesedays?Tell me about your family.Do you come from a large or a smallfamily?Do you spend a lot of time with yourfamily?What do you do together?How do you celebrate birthdays inyour family?Tell me about your hobbies andinterests.What do you do in your free time?Why do you like doing these things?Do your friends share the sameinterests?Are there any hobbies you would liketo take up? Why? Tell me about your studies.How long have you been learningEnglish?What do you find most difficult?Do you think you will use English infuture studies or in a job?Tell me about food in your country.Is there a national dish? What is it?Do you enjoy cooking? Why (not)?If yes, what sort of things do youcook?If no, who does the cooking in yourhome?Tell me about sports.What sports or exercise do you enjoydoing?How often do you do it?Is there a sport you would like totake up? Why (not)?Tell me about your reading habits.Do you read a lot?What types of books do you enjoy?Why?What are you reading at themoment?Do you read books in English?

Feedback questionsName: .1 Did your partner answer all the questions?Yes 2 Did they speak English all the time? 3 Did they speak 4 Were the answers too short?too long?about the right length? 5 Did your partner use appropriate vocabulary? 6 If they didn’t know the correct word, did theymanage to explain or describe what they meant? 7 If they made a grammar mistake, did they try to correctthemselves? Yes sometimes1 Did your partner answer all the questions?No 2 Did they speak English all the time? 3 Did they speak 4 Were the answers too short?too long?about the right length? 5 Did your partner use appropriate vocabulary? 6 If they didn’t know the correct word, did theymanage to explain or describe what they meant? 7 If they made a grammar mistake, did they try to correctthemselves? too quickly?too slowly?at about the right pace?sometimesNo Feedback questionsName: .too quickly?too slowly?at about the right pace?Page 9 of 9

students will be familiar with the format of the IELTS speaking test students will have analysed what is required of them in Part 1 of the test in terms of topics and lexical resource students will have practised a range of ‘typical’ Part 1 questions. Activity 1: What do

Related Documents:

CEFR level: IELTS band: C1 IELTS band: 8 IELTS band: 7.5 IELTS band: 7 B2 IELTS band: 6.5 IELTS band: 6 IELTS band: 5.5 IELTS : 4.5 IELTS band: 4 IELTS band: 5 978-X-XXX-XXXXX-X Author Title C M Cullen, French and Jakeman Y K Pantoene XXX STUDENT'S BOOK with DVD-ROM WITH ANSWERS B1-C1 The

Best Practice Book for IELTS Writing. Table of Contents IELTS Writing 1 IELTS Writing 9 IELTS Writing - Overview 9 IELTS Academic Writing 10 IELTS ACADEMIC WRITING 10 IELTS General Writing 11 IELTS Writing Task General (Task 1) 12 Sample 1 12 Sample 2 12 Sample 3 13 Sa

IELTS is jointly owned by the British Council, IDP: IELTS Australia and Cambridge Assessment English. There are two types of IELTS: Academic and General Training. IELTS - Mechanics. Why Take IELTS? 4 IELTS - Mechanics If you are looki

some differences between the IELTS Progress Check practice test experience to an actual IELTS test day experience. Some of these differences include: IELTS Progress Check FAQs 1. General questions IELTS Progress Check Total test time Speaking test – time Speaking test – asking to repeat a question L

May 10, 2019 · courses and classes at IELTS Speaking Success. After giving more than 2000 IELTS tests, I decided to list the most common mistakes that I have seen candidates make in IELTS speaking. Enjoy reading and if you would like more tips and resources to help you succeed in the IELTS Speaking tes

Session 1 www.cambridgeenglish.fluentify.com 3 Session 1 IELTS Speaking During your first session with your tutor, you will look at the IELTS Speaking test Part 1. Your tutor will give you information about how the IELTS Speaking test is assessed and ideas for what you need to work on to achieve success in your test.

ielts.magoosh.com IELTS Speaking Topics How to use this PDF: The IELTS is an English proficiency test. It’s used for university admissions, immigration, and employment. The exam includes the IELTS Speaking

Keywords: IELTS, Speaking test, Oral proficiency interview, Reliability, Usefulness, Test qualities Review Introduction The focus of this review is the Internati onal English Language Testing System’s(IELTS) speaking sub-test (test). The speaking component has been chosen

2 IELTS test ormat IELTS uide or teahers 4–55 IELTS is a task-based test covering the four language skills (Listening, Reading, Writing and Speaking). IELTS test takers rece

IELTS Australia and Cambridge English Language Assessment. A guide to booking an IELTS Test This is a guide to help parents and guardians to register their children for an IELTS Test with the British Council. Our policy on child protecti

4.1 IELTS Speaking test: examiner questionnaire 165 4.2 Individual comments made by IELTS examiners (Australia) 169 4.3 Individual comments made by IELTS examiners (Asia-Pacific) 179 6.1 Sources of IELTS Task 2 items used in the study Sample IELTS Task 2 items used in th

Speaking English. An IELTS preparation course: This can help you familiarise yourself with the types of tasks included in an IELTS test. Ask your local IELTS test centre for more information about a preparation course near you. Book your IELTS test and get FREE access to an online prep

Duration: 12 weeks (FREE official IELTS Test in 10thweek) Level : Target score IELTS 5.5 (Intermediate or above) Target score IELTS 6.0 (Minimum IELTS 5.0 or equivalent) Target score IELTS 6.5 (Minimum IELTS 6.0 or equivalent) Condition : 1) Take either an Academic or a General Training Modul

IELTS General – visas for the UK, Canada, Australia and New Zealand. Students requiring band scores of 6, or above, in all areas of the IELTS test. Students of all backgrounds, nationalities and abilities. IELTS COURSE INCLUDES 90 minute assessment lesson

Speaking Recent Actual Tests with Suggested Answers aims to develop speaking and test-taking skills along with language proficiency to help you achieve a high IELTS Speaking score. It contains IELTS Speaking questions that were asked and would be asked in IELTS Speaking tests in 2020. The

The International English Language Testing System (IELTS) is the world’s . IELTS Australia and Cambridge English Language Assessment. International teams of writers contribute to IELTS test materials. Ongoing . book-ielts-u

Ace the IELTS IELTS General Module – How to Maximize Your Score Third Edition Simone Braverman www.IELTS-Blog.com Author Note Correspondence concerning this book should be addressed to Simone Braverman via e-mail [email protected] IELTS General T

IELTS with Pitman English . Understanding the Difference Between the IELTS General and Academic Lesson 4 IELTS Overview: Understanding the Overall Structure of IELTS Lesson 5 . will get tips from teachers on how to ace the most common task types on the IELTS Listening a

Produced by IDP IELTS Europe www.ielts-europe.org IELTS General Training Writing Task 1 & 2: . How to plan and structure an essay . Produced by IDP IELTS Europe www.ielts-europe.org Lesson Plans

Version of IELTS 12.15 – 13.00 Bio Sam McCarter’s teaching career spans a period of more than 30 years with nume-rous publications for IELTS, and EAP and ESP, such as the widely used IELTS publi-cation Ready for IELTS (Macmillan), now in its 2nd Edition (2017) , Direct to IELTS, IELTS