Hi, I’m Stephanie. Welcome to Oxford Online English! In this lesson, you can see a model IELTS speaking exam with band 9 language. You’ll see each section of the IELTS speaking test, and after each section we’ll highlight the features that could help you to improve your IELTS speaking score. If you’re watching on YouTube, you should check out the full lesson on our website. There’s a link underneath the video. The full lesson includes a transcript, so you can study the answers in your own time. Let’s start with part one, where I’ll be the examiner. Hello, my name is Stephanie. This is the IELTS speaking test.
Can you tell me your full name, please? My name’s Olivier Guiberteau. And can you tell me where you’re from? I’m from a small town near Northampton, in the UK. Can I see your identification, please? Yes, of course. Here you are. Okay, thank you very much. Now, in this first part I’d like to know something about you. First of all, can you tell me about the kind of music you like? Sure, well, I’m a big fan of what you might call alternative electronica.
It’s hard to classify, because when you say ‘electronica’, people think of dance music, but I wouldn’t call it that. Basically, I listen to a lot of stuff with hip-hop, funk or disco influences, but most of my friends think my taste in music is a bit weird. I see. And, where do you like to listen to music? I listen to music pretty much any time that I’m at home. So, if I’m doing housework, or cooking, or anything like that, I’ll put some music on. Sometimes I also listen to music on the bus. Especially if I’m going to play sport or to the gym, I’ll listen to some high-energy tunes on the way to get myself pumped up. Yeah, okay. Why do you think music is so important in many people’s lives? Hmm… That’s a big question… Well, first of all music has always been part of human culture, so in that sense obviously it’s an important part of our lives.
I guess that’s because music can have such a powerful effect on our emotions. Music can lift you up, or inspire you, or make you feel sad. I’d certainly find it hard to live without it! Uh-huh. I’d like to move on and talk about transport. What’s the best way to get around your city? I live in quite a small town, so it’s very easy to get around. You can walk or cycle to a lot of places, although some roads are a bit dangerous for bikes. There are buses which are fairly reliable, but they’re not the fastest way to get around.
Finally, you can take a taxi or an Uber if you want to get somewhere fast and you don’t mind paying a bit extra. Alright. And, have you ever learned to drive? Yes, I learned in the UK as soon as I was old enough, although I have to say I haven’t driven for several years! I’m not sure if you’d want to get in a car with me, but I guess I’d pick it up again quite quickly. There’s just not much point in having a car where I am now, because I can walk or ride my bike around town, and take public transport if I want to go somewhere else, for the weekend or whatever. I see. Do you think everybody should learn to drive? Er… That’s a strange idea. I think it’s up to each person to decide. It can be very useful in some places.
For example, where I grew up in the UK… It’s a rural area, and if you don’t have a car you’re pretty isolated. If you live somewhere like that, you should probably learn to drive. But, it’s still a choice, right? Let’s look at some key points from this part of the speaking exam. First, to get a high score in IELTS speaking—band seven or above—you need to speak fluently, without hesitation. That doesn’t mean you can never pause or hesitate, but your hesitations should not be language-related. So, if you’re pausing or stopping because you can’t remember vocabulary, or because you can’t build a sentence fast enough, that will make it difficult to get a high score. Secondly, Oli’s answers were all relevant and appropriately developed. He gave full answers to every question and added extra detail, but he never went off-topic.
This is also essential: you need to do both of these things to get a high score in your IELTS speaking test. He also used linking words and connecting devices well. Let’s look at one answer as an example: Notice that I didn’t use a lot of linking words here. IELTS students often overuse linking words, and they end up getting a lower score because they make errors or sound unnatural. You need to connect your ideas, but you don’t get a higher score for using more linking words.
It’s more important to use linking words accurately and naturally. Looking at vocabulary, Oli used a wide range of words and phrases in his answers, including some good collocations like alternative electronica, disco influences, or a powerful effect on our emotions. He also used some idiomatic language in a correct, natural way. For example, I’m a big fan of…, get myself pumped up, lift you up, or I’d pick it up again quite quickly. Finally, I got a question at the end which was harder to answer: Do you think everybody should learn to drive? You might have to answer some strange questions in your IELTS speaking exam, or talk about something you haven’t thought about before.
The examiner follows a script, and has no choice about what to ask you. Many IELTS candidates have problems because they try to answer questions they have no idea about. In this situation, it’s better to react naturally. For example, you could say: that’s a weird question; hmm… that’s a tricky one, or something like that. Then, if you have no idea what to say, say so! So long as you explain why, this is fine, and it won’t affect your score. Your score depends on your ability to communicate, not on your ideas and knowledge. Let’s look at the next part of the test. We’re going to swap roles here, so I’ll be the candidate. Now, I’m going to give you a topic and I’d like you to talk about it for one to two minutes. You have one minute to think about what you are going to say. You can make some notes to help you if you wish. Are you ready? Yes. Okay, please tell me about something difficult you learned to do. So, I’m going to tell you about learning to drive a car with manual transmission.
I’m from the States, and almost no one drives a manual there; most cars are automatic. When I came to Europe, I found it was totally the opposite here; driving a manual is the norm, and automatics are rare. I guess here they’re associated with very expensive, luxury cars. Anyway, I had to learn to drive stick, and it was so difficult! It was doubly hard because I already knew how to drive, so it felt extra frustrating to be behind the wheel but unable to do the things I would normally do.
Maybe it wasn’t a good idea but I didn’t get any help; I could have gone to a driving school but I didn’t. I just practiced and tried to learn by myself, by driving around car parks and open spaces and things like that. That was okay, but when I went out and drove properly, on the streets with traffic, it was super stressful. I just couldn’t get the clutch right, and then I’d stall and I’d be stressing out while everyone was honking at me. I can’t say that I’m glad that I learned it.
I mean, I just learned to do it because I had to, and I didn’t enjoy the experience! If it were up to me, I’d rather just have an automatic car. Thank you. So, what do you use your car for? Mostly for getting to work. I live quite far from the nearest metro station and the bus lines aren’t good, so it’s much easier to drive. Sometimes we go out of town for the weekends, too. Next, let’s look at some of the positive points which Stephanie showed in this section. First, she chose a very specific topic. This meant she needed a lot of specialised vocabulary to talk about it, like transmission, drive stick, clutch, stall, honking and so on. If you’re aiming for a high score, you need to choose a topic which lets you go into more depth and use some more varied language.
If you choose a very simple topic, it’ll be difficult to get top scores for language. You can also see that I covered all of the points from the cue card in detail, and didn’t add any irrelevant information or go off topic. Oli already mentioned the specialised vocabulary, but I also used some idiomatic language, like I guess, doubly hard, extra frustrating, super stressful, or get the clutch right. You need to use idiomatic language naturally and accurately to get a top score in IELTS speaking. Idiomatic language doesn’t just mean idioms like “raining cats and dogs”; it also includes conversational words and phrases that are common in native English speech. Don’t forget about the follow-up questions in part two. After you finish speaking, the examiner will ask one or two simple follow-up questions about what you said. You don’t need long answers here, but you should give focused, well-developed answers, like with every IELTS question! Finally, let’s look at part three of the IELTS speaking test. Right, I’d like to ask some questions related to this topic. First, let’s talk about learning new things.
What motivates people to learn new things? Wow… that’s a big question! Well, there are lots of reasons. The main one I guess is just necessity. For example, if you want to work in a particular field, you’ll need some specific training, skills, qualifications… Then, when you start a new job, you generally have to adapt and learn a lot of new things, even if you came in with a lot of theoretical knowledge. What else? I think also interest is important… I mean, people learn to do new things because they’re interested in them or they find something enjoyable.
For example, no one needs to learn to play a musical instrument, but a lot of people do so because it brings them pleasure. Do you think the way that people learn new things has changed compared to the past? Absolutely. Of course, the Internet and the development of smartphones and other new technologies have had a huge influence. We all have easy access to so much information now, which wasn’t the case in the past at all. Before, people would need to dedicate a lot of time and effort to finding an expert, or doing research in order to learn about something new. Now, you can find tutorials online, ask people for help in discussion forums, and things like that. So, it’s a big difference, but I think it’s mostly for the better. How do you think technology will change the way people learn new things in the future? Hmm… I’m not sure. I think we’ll see the same trends developing… What I mean is: the big changes have already happened, but I don’t think they’ve run their course yet.
So, a lot of people still have the idea that you learn something by going to a class, reading books, and so on, and they haven’t realised that you just have more options nowadays. To tie all this together, I think that in the future, education and learning will be more globalised and democratic, in that everybody will have similar opportunities to learn. I suppose that might mean that formal education diminishes in significance, but I’m not sure that will actually happen. Okay, let’s move on to talk about school and education.
How can parents or students choose the best school or university? In my experience, the only way to know what a school or university is really like is to talk to people who already study there and see what they say. Of course, you can go and look around, but I don’t think you can learn very much just by walking around a school. If you talk to some of the staff and students, you can get a feel of what kind of establishment it is, and whether it’s a good fit for you, or your child, whoever you’re talking about. Mm-hmm. How do people in your country feel about private education? Huh… I really don’t know. I went to a public school, and so did everyone I know. It’s not really a topic which comes up that much, you know? Personally, I don’t have strong opinions; if someone wants to pay to send their child to a private school, then why not? Given that there aren’t that many private schools, it’s just not something that people are so aware of.
I see. Do you think that university education should be free? Definitely, yes. In the USA, university is insanely expensive; parents have to start saving up from the moment their child is born. I think this leads to elitist outcomes… I mean that the richest kids go to the best universities, and if you don’t have a lot of money behind you, your options are more limited. That said, I realize that graduates tend to earn more, so it might be fairer to have some kind of graduate tax, so that the people who erm… benefit from higher education also help to fund it. That seems to me to be the fairest solution. Thank you. That’s the end of the speaking test. So, let’s look at these answers more closely, and see what made them effective. Many things here you’ve already heard. Stephanie’s answers were fluent, relevant, well-developed and clear. She used a wide range of grammar and vocabulary accurately, including idiomatic language. She also used linking phrases and fillers to keep her answers fluent, even when she was dealing with more difficult answers.
For example: At the start, she used fillers to give herself thinking time without leaving an unnatural pause. She also used linking phrases, like what I mean is and to tie this all together to focus her answer when she wasn’t sure how to finish a sentence or an idea. Remember that you can read the full script of this video on our website: Oxford Online English dot com. You can read the answers and see exactly what words, phrases and structures I used to answer these questions. Have you taken the IELTS speaking exam recently? Please share your experiences in the comments: what went well, and what did you find difficult? Good luck if you have an IELTS test coming up soon! Thanks for watching! See you next time!
Hi, I’m emma and today. We are going to be talking about Task one of the writing module for the ielts So again this is task one for the writing module of the ielts It’s in two parts The first part is going to be something about maybe a graph [a] diagram something something to do with having to write a report to describe What you see visually the second part is an essay So we’re going to be talking about the first part today Okay, so the first thing to know is [that] you’re going to have about 20 minutes to do task one so this is [not] a lot of time and It’s going to be very important for you to practice this before you actually go [into] the ielts For task 1 you have to write about 150 words describing either a graph a chart [a] table a diagram or a flow chart You will be marked on four different things in this task So this is something to keep in mind You’re going to be marked on your usage of vocabulary if you use vocabulary Correctly and if you use a lot of different vocabulary you’re going to be marked on grammar You’re going to be marked on your ability to do what they asked so for example You need to write a hundred and fifty words for this task [if] you write 120 words for this task, then you didn’t really meet the task requirements and Finally you’re going to be marked on Coherence, so [do] you have in your answer and introduction and a conclusion Do you use words like? first of all secondly in conclusion So again there are four different things are going to be marked on vocabulary grammar Coherence and Your ability to do what is asked of you, so your ability [to] meet the task requirements? Okay, so let’s get started, so this specific lesson is going to focus a lot on vocabulary What sorts of words can you use in this task that will help you to get the the top mark you can? Alright, so let’s get started so like I said before In this task you’re going to have to describe what you see this may be a Bar chart or a bar graph, so this is what is known as a bar graph? You might have to describe something like that.
You may have to describe a line graph see the line this one is a line graph This one that looks like a pizza This is called a pie chart. So another [thing] [that] you might see on task one is a pie chart [so] we have a bar graph line graph pie chart Sometimes you may see two of these You may have to describe a pie chart and a line graph or a bar graph and a pie chart You may also have [two]? If you don’t get one of these you may get what is called a flow chart? So a flow chart shows how something is organized so Usually it shows different steps so this might be step one this might be step two Step three so it’s a way to show a process [into] organized information, so you might get something like this, which is a flow chart Or you may get a table, so this is just an example of a table and Depending on which one you get you’re going to be using a different type of vocabulary So there’s specific words to use when you’re talking about a bar graph there are different words to use with flowcharts with tables Today, we’re really going to focus on bar graphs and line graphs All right, so let’s get started [okay], so now what we are going to do is talk [about] how to write your introduction and Vocabulary you can use in your introduction for this part of the ielts so when you present a graph Like I said [before] you should have an introduction The body of what you’re going to say and a conclusion This is going to affect your coherence marks.
So you want to have an introduction body and conclusion It’s very important so a lot of students when they first see ielts task 1 in the academic version of the ielts They get really nervous. They don’t know how to start off what they’re going to say, how do you start off describing a graph? So what I’m going to talk about now [is] an easy introductory sentence. You can use in order to explain your graph So I Have the sentence this line graph, so here’s an example again of a line graph shows the changes in sales between 1990 and 1996 So this is just an [example] now if I got a bar graph Just change this word this [Far] graph [I] Could also say this pie chart this table This flow chart, [so] whatever image you get You can use this plus the type of chart it is Or the type of figure it is if it’s a table if it’s a flow chart if it’s a diagram So this diagram this pie chart this bar graph This is almost like a mathematical formula. Just imagine this plus this plus this plus this equals your introduction your first sentence in your introduction so this bar graph and now we have a verb so [shows] is good.
What else could you use? Well, you could use represents this pie chart represents You could use this pie chart demonstrates [this] bar Graph illustrates If you’re doing a table, you could say this table lists so like This so what you want is you want a verb similar to these shows demonstrates represents? Illustrates these are all really good verbs to use for your introduction for the first sentence of your introduction, so this bar graph Demonstrates Here we have a specific example The changes in sales often [times] you’ll be looking at changes in sales, so for example here in this graph We have on this is known as the x-Axis so x-Axis This is just some more terminology about graphs so on our x axis we see years 1990 1994 1996 so we’re talking about time You may not see something like this, but there’s a good chance you might get a graph [that] shows time on your [x-Axis] This [is] known as the y-Axis So why? Yes and in this example on the y-Axis is sales in millions of dollars so if 300 million 200 million 100 million you may get something completely different than this this is just an example, so in here So this and again, this is a line graph demonstrates the changes in sales so if you get a different [type] of graph In this section you just write what it is.
So you write the topic you’re talking about this pie graph Demonstrates the differences between men and women in [terms] of further education Just an example So whatever your Topic is Or incidence of disease in [some] land. That’s another example So it might be an incidence prevalence So whatever your topic is you write here? So this graph Demonstrates blank and in the last section you should write Sort of the date, whatever, they’re showing so if you’re looking at years which is a good chance you will be Here you would you could say between 1990 and 1996 This was different.
Maybe if we were looking at 2000 to 2010 you could say this bar Graph Demonstrates incidence of Whatever over a 10-year period so again you can have between the State and the [State] from Have a year from 1992 So these are just different ways to show time which will be located on the excess excess. Sorry Okay, so again what you want to include in [your] introduction is First the type of graph it is is it a pie chart a bar graph? you want a verb such as demonstrate shows you want to say what the topic you’re looking at is and You want to talk [about] the dates? Wow, what are you looking at exactly 2002 2010? So the this is how you should start off your introductory sentence Okay, so we’ve talked a little bit about what your first sentence for this Task can be there are other ways to do it, but the way I showed you is a great formula that’s easy to remember and that will really help you with vocabulary marks and Coherence, so Right now what we’re going to focus on is some key terms key [vocabulary] you can use when describing movement of a graph or a Line a bar graph or a line line graph okay, so let’s get started, so [usually] when we look at graphs there are three different patterns we might see three different trends we may see An upward Trend where it goes up? we may see a downward Trend or we may see It remaining stable So you may see multiple trends on a graph so for example a graph might? Have an upward Trend reach a peak then downward Trend Or maybe it’s a downward trend first it goes up a bit, and then it becomes stable So how do we talk about? Describing movement.
What are some key words we can use so when we’re talking about a upward Trend Some of the words we can use I’ll talk about Verbs first we can use increase so So we could call this an increase We can say it went up You can say it climbed It jumped It Rose So notice when we’re talking about Describing movement on the ielts the verbs we use these are all verbs.
What tends [are] [they] in If you said a simple [pasteur] correct you want to be using the simple past when you’re describing movement for ielts Task 1 so we can say If this was talking about sales for example, so we looked at that example before Sales and this is years, so we have maybe 2000 to 2010 We could say sales Rose sales increased sales went up sales climbed sales jumped and then We would usually say between 2000 and 2010 So this is talking about the the verbs [but] we can also turn this into noun, so Rise the noun form of sorry Rose is a rise so for example there was a rise in 2000 We could say there was a and increase So this is one way to do it so If we have the noun here if we decided to use it in a verbal form we could say sales Rose between 2000 and 2010 Okay So we’ve looked at when it goes up when trends go upward what about downward trends? But are some of the words we use with that So we’ll start off with verbs we can talk about a decline Sales declined you can say decreased And again simple past we can say went down We could say dropped We could say plummeted if it’s a very steep drop Okay, so we can say sales plummeted, and we can also say so we have declined decreased went down dropped plummeted finally slumped So these are all ways to say it went notice the arrow down [so] again these are all verbs so we could write [it] here sales decreased between 2000 and 2010 sales went down between 2000 and 2010 if we decide to use [a] noun decline We can say a decline we can say a decrease a drop a slump so many of these also have a noun form so there was a a decline say a Decrease a slump and so when it’s important to note that So here is when we’re using the noun here is when we’re using the verb when we use the noun remember [its] there was a Decrease Arise whatever in Here we can actually write the topic in sales or whatever your topic is between and then we have the date Or if we use the verbal form you have the topic sales verb and the date again okay, so [finally] the third Trend Is when nothing happens we can say it remains steady? You can also say it remains stable Remains stable it remains steady, we can also call this a plateau Plateau okay, so there was or sorry sales remained steady between 2000 and 2010 sales remained stable there was a Plateau in sales between 2000 and 2010 Okay, so again when you do this part of the task you don’t want to reuse the same words [again] and again and again If for the whole time you’re describing the movement [you] use [went] up multiple [times] the Sales went up, and then they went down and then they went up again, and then they went down again The examiner is going to give you low marks on your usage of vocabulary they want to see variety So try to memorize you don’t have to memorize all of these choose a couple maybe use increased Maybe use [Rows] decreased dropped remain steady one thing I wanted to say as well with Plummeted, [I] think I said this before, but it’s a really steep Drop, so if the decline is like this that’s not plummeting plummeting is a very steep drop Now another thing we can do is we can add adverbs and adjectives To our nouns and our verbs in order to explain the degree of change So we just describe movement.
Well, what else can we add here? so races So we can add words like significant There was a significant increase meaning an important increase It’s a quite a big increase we could say there was a A steady increase We could say there was a dramatic so for example if We had to draw these a dramatic increase Would be a very sudden increase that’s another word Sudden We could say a steady increase it’s not so dramatic We could say a significant which is more than steady less than dramatic. Maybe something like this So significant steady Sudden dramatic [these] are all adjectives so where would I put it here there was a We use the word increase which can be a noun There was a sudden increase There was a dramatic increase there was a significant increase we could also use these with the words decrease there was a sudden decrease There was a steady decline There was a dramatic drop Although that one a drop usually is dramatic so it’s better to use with decline decrease so increase So something like this will help your mark if you’re using both adjectives to describe what type of increase along with nouns [similarly] we can turn all of these into adverbs Significant is an adjective if we want to describe it as a verb we say [sidon] significantly steadily dramatically suddenly sales Talking about an increase sales increased Or went up any of those verbs we learned earlier increased dramatically? between 2000 and 2010 sales increased steadily sales increased significantly [sales] increased rapidly these are all different words.
We can use to help us in terms of our ielts score So again this lesson has focused mainly on vocabulary so we haven’t really talked so much about how to get good Coherence marks meaning your organization So that will come in at a later lesson where we’ll talk about how to write a proper introduction body and conclusion For now this is focusing on vocabulary and how to get your vocabulary marks The highest you [can] get them so again the main thing to remember is you want your vocabulary to be varied? meaning you don’t want to use the same where to get [and] again you want to have an introduction a body a conclusion and also you want to have variety so There was a sudden increase you want to use now sometimes maybe you want to also show you can use these words in the verb form Again when you do use it in the verb form remember simple simple past So for more information on this I highly recommend visiting us at Wwe TV Com Another great resource if you’re planning on doing the ielts is good luck ielts comm It’s an excellent website that will give you more information on the different types of tasks you [will] be required to do So until next time take care you