ielts speaking webinar by marcus campbell windsor school of english - moscow
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IELTS Speaking Webinar
By Marcus Campbell
Windsor School of English - Moscow
Overview of the exam
Overview of the exam
• Listening
Overview of the exam
• Listening
• Reading
Overview of the exam
• Listening
• Reading
• Writing
Overview of the exam
• Listening
• Reading
• Writing
• Speaking
Overview of the exam
• Listening
• Reading
• Writing
• Speaking
Overview of the Speaking
Overview of the Speaking
• Three parts
Overview of the Speaking
• Three parts
• Parts 1 and 3 are an interview
Overview of the Speaking
• Three parts
• Parts 1 and 3 are an interview
• Part 2 is a monologue
Overview of the Speaking
• Three parts
• Parts 1 and 3 are an interview
• Part 2 is a monologue
• Questions become more challenging
Overview of the Speaking
• Three parts
• Parts 1 and 3 are an interview
• Part 2 is a monologue
• Questions become more challenging
• The test will begin only when the examiner says “In this first part I’d like to ask you some questions about yourself”
Part 1 - It’s all about you!
Part 1 - It’s all about you!
• Approximately 8 – 10 questions
Part 1 - It’s all about you!
• Approximately 8 – 10 questions
• Lasts for about 4-5 minutes
Part 1 - It’s all about you!
• Approximately 8 – 10 questions
• Lasts for about 4-5 minutes
• First question is usually about your background
Part 1 - It’s all about you!
• Approximately 8 – 10 questions
• Lasts for about 4-5 minutes
• First question is usually about your background
• Work/Studies
Part 1 - It’s all about you!
• Approximately 8 – 10 questions
• Lasts for about 4-5 minutes
• First question is usually about your background
• Work/Studies
• Hometown
Part 1 - It’s all about you!
• Approximately 8 – 10 questions
• Lasts for about 4-5 minutes
• First question is usually about your background
• Work/Studies
• Hometown
Part 1 - It’s all about you!
• Approximately 8 – 10
• Lasts for about 4-5 minutes
• First question is usually about your background
• Work/ Studies
• Hometown
• Two more topics based on hobbies, lifestyle, interests, habits, etc
Part 1 - It’s all about you!
• Weather
Part 1 - It’s all about you!
• Weather
• Food
Part 1 - It’s all about you!
• Weather
• Food
• Family
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
• Reading
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
• Reading
• Television
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
• Reading
• Television
• Films
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
• Reading
• Television
• Films
• Free time
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
• Reading
• Television
• Films
• Free time• Public transport
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
• Reading
• Television
• Films
• Free time• Public transport• Holidays
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
• Reading
• Television
• Films
• Free time• Public transport• Holidays• Names
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
• Reading
• Television
• Films
• Free time• Public transport• Holidays• Names• Exercise
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
• Reading
• Television
• Films
• Free time• Public transport• Holidays• Names• Exercise• Shopping
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
• Reading
• Television
• Films
• Free time• Public transport• Holidays• Names• Exercise• Shopping• Music
Part 1 - It’s all about you!
• Weather
• Food
• Family
• Friends
• Reading
• Television
• Films
• Free time• Public transport• Holidays• Names• Exercise• Shopping• Music• Animals
Question time
• The questions are designed so that every student has an equal opportunity to answer them.
Question time
• The questions are designed so that every student has an equal opportunity to answer them.
• “What food is popular in your country?”
Question time
• The questions are designed so that every student has an equal opportunity to answer them.
• “What food is popular in your country?”
• Not “How do you make pizza?”
Question time
• Focus on the question types, not the content of the answer.
Question time
• Focus on the question types, not the content of the answer.
• Describe
Question time
• Focus on the question types, not the content of the answer.
• Describe
• Identify
Question time
• Focus on the question types, not the content of the answer.
• Describe
• Identify
• Compare
Question time
• Focus on the question types, not the content of the answer.
• Describe
• Identify
• Compare
• Predict
Question time
• Focus on the question types, not the content of the answer.
• “Tell me about your hometown”
Question time
• Focus on the question types, not the content of the answer.
• “Tell me about your hometown”
• “Show me your ability to describe something (a place) and give me some town or city vocabulary”
Question time
“Tell me about your hometown”
• “I come from London. It is the capital of England. London is a very nice city. In London there are many things to do.”
Question time
“Tell me about your hometown”
• “I come from London. It is the capital of England. London is a very nice city. In London there are many things to do.”
• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”
Question time
• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”
Question time
• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”
• Redundant language
Question time
• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”
• Linking words
Question time
• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”
• Range of tenses
Question time
• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”
• Complex structures
Question time
• “Well, actually, I come from smack-bang in the middle of London, and I’ve lived here all my life, although at the moment I’m actually working in another city. I suppose if I had to describe London the first thing I’d say is that it’s pretty big, one of the biggest cities in Europe. Another thing is that there’s loads of stuff to do here…”
• Idiomatic vocabulary
Don’t be so direct!
Don’t be so direct!
• Begin with a lead-in phrase
Don’t be so direct!
• Begin with a lead-in phrase
• “Ok then…”
Don’t be so direct!
• Begin with a lead-in phrase
• “Ok then…”
• “Alright…”
Don’t be so direct!
• Begin with a lead-in phrase
• “Ok then…”
• “Alright…”
• “Well, you know…”
Don’t be so direct!
• Begin with a lead-in phrase
• “Ok then…”
• “Alright…”
• “Well, you know…”
• “To be honest…”
Don’t be so direct!
• Begin with a lead-in phrase
• “Ok then…”
• “Alright…”
• “Well, you know…”
• “To be honest…”
• “Well first of all…”
Add a Pointing Phrase
Add a Pointing Phrase
• “I suppose I should begin by saying..”
Add a Pointing Phrase
• “I suppose I should begin by saying..”
• “I’d like to point out that…”
Add a Pointing Phrase
• “I suppose I should begin by saying..”
• “I’d like to point out that…”
• “The main thing is…”
Add a Pointing Phrase
• “I suppose I should begin by saying..”
• “I’d like to point out that…”
• “The main thing is…”
• “You might not know but…”
Use your own vocabulary
Use your own vocabulary
• “Do you like animals?”
Use your own vocabulary
• “Do you like animals?”
• “Yes, I like animals. I like cats and dogs because they are lovely”
Use your own vocabulary
• “Do you like animals?”
Use your own vocabulary
• “Do you like animals?”
• “Well, I actually really love cats – they’re so cute! I don’t know about dogs though really, I think I probably prefer little dogs as a general rule.”
The long turn
The long turn
• A monologue
The long turn
• A monologue
• 1 minute to prepare
The long turn
• A monologue
• 1 minute to prepare
• You can (and should) make notes
The long turn
• A monologue
• 1 minute to prepare
• You can (and should) make notes
• Speak for 2 minutes
The long turn
• A monologue
• 1 minute to prepare
• You can (and should) make notes
• Speak for 2 minutes
• Be prepared to answer a closing question
Marking scheme
Marking scheme
• Fluency
Marking scheme
• Fluency
• Lexical resource
Marking scheme
• Fluency
• Lexical resource
• Grammar
Marking scheme
• Fluency
• Lexical resource
• Grammar
• Pronunciation
Part three - being more general
Part three - being more general
• 4-5 minutes
Part three - being more general
• 4-5 minutes
• Same or similar topic to part 2
Part three - being more general
• 4-5 minutes
• Same or similar topic to part 2
• No longer about YOU, but more abstract
Part three - being more general
• 4-5 minutes
• Same or similar topic to part 2
• No longer about YOU, but more abstract
• Questions will become more complex
Part three - being more general
• 4-5 minutes
• Same or similar topic to part 2
• No longer about YOU, but more abstract
• Questions will become more complex
• Examiner can rephrase the questions
Golden rules
Golden rules
• You are being tested on your language skills only.
Golden rules
• You are being tested on your language skills only.
• If you don’t hear or understand the question, ask the examiner to repeat.
Golden rules
• You are being tested on your language skills only.
• If you don’t hear or understand the question, ask the examiner to repeat.
• Grammar and fluency are equally important.
Golden rules
• You are being tested on your language skills only.
• If you don’t hear or understand the question, ask the examiner to repeat.
• Grammar and fluency are equally important.
• Ignore anything the examiner is writing.
Golden rules
• Use your own vocabulary
Golden rules
• Use your own vocabulary
• Don’t be afraid to experiment with idioms
Golden rules
• Use your own vocabulary
• Don’t be afraid to experiment with idioms
• Use contractions to make your speech more fluent.
Golden rules
• Use your own vocabulary
• Don’t be afraid to experiment with idioms
• Use contractions to make your speech more fluent.
• Don’t worry about what you have already said
Golden rules
• Use your own vocabulary
• Don’t be afraid to experiment with idioms
• Use contractions to make your speech more fluent.
• Don’t worry about what you have already said
• Don’t waste time searching for words.
IELTS Speaking Webinar
By Marcus Campbell
Windsor School of English - Moscow
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