meanings and attitudes can be expressed.

The key indicators are the variety of

words used, the
adequacy and appropriacy of the words used and the ability to circumlocute (get
round a vocabulary
gap by using other words) with or without noticeable hesitation.
Grammatical Range and Accuracy refers to the range and the accurate and
appropriate use of the
candidates grammatical resource. The key indicators of grammatical range are the
length and
complexity of the spoken sentences, the appropriate use of subordinate clauses,
and variety of sentence
structures, and the ability to move elements around for information focus. The key
indicators of
grammatical accuracy are the number of grammatical errors in a given amount of
speech and the
communicative effect of error.
Pronunciation refers to the capacity to produce comprehensible speech in fulfilling
the Speaking Test
requirements. The key indicators will be the amount of strain caused to the listener,
the amount of
unintelligible speech and the noticeability of L1 influence.

(p.15) ts:a) an adjacency pair component, which requires the candidate to provide
an
answer; andb) a topic component, which requires the candidate to develop a
specific topic. This
organisation can be called a topic-based Q-A adjacency pair. So in the Speaking
Test, unlike in
conversation, topic is always introduced by means of a question.
To obtain a high score, candidates need to do the following:
! understand the question they have been asked

! provide an answer to the question

! identify the topic inherent in the question
! develop the topic inherent in the question.

p.28] a) Is the question answered?

b) Is the topic focus clear or not?
c) Is there movement from topic to topic and/or sub
d) Is such movement stepwise, motivated and flowi
e) Is topic development coherent or not?
) Do candidates mark topic/sub-topic shift clearly
g) For what length of time is the topic developed?

p14] Seedhouse and

Egbert (2006) found that the overall organisation of turn-taking and sequence in the
Speaking Test
closely follows the examiner instructions. Part 1 is a succession of question-answer
adjacency pairs.
Part 2 is a long turn by the student, started off by a prompt from the examiner and
sometimes rounded
off with questions. Part 3 is another succession of question-answer adjacency pairs.
Overall, the
organisation of repair in the Speaking Test has a number of distinctive
characteristics. Firstly, it is
conducted according to strict specified rules, in which the examiners have been
briefed and trained.
Secondly, the vast majority of examiners adhere rigidly to these rules, which are
rationally designed to
ensure standardisation and reliability. Some examiners do not follow the rules, and
in these cases,they

provide a clear advantage to their candidates. Thirdly, the nature and scope of
repair is extremely
restricted because of this rational design. In particular, exact repetition of the
question is used by
examiners as the dominant means of responding to repair initiations by candidates.
Fourthly, there is
no requirement to achieve intersubjectivity in Part 1 of the Test.
p.15] :a) an adjacency pair component, which requires the candidate to provide an
answer; andb) a topic component, which requires the candidate to develop a
specific topic. This
organisation can be called a topic-based Q-A adjacency pair. So in the Speaking
Test, unlike in
conversation, topic is always introduced by means of a question.
To obtain a high score, candidates need to do the following:
! understand the question they have been asked
! provide an answer to the question
! identify the topic inherent in the question
! develop the topic inherent in the question.
So in the Speaking Tests, topic is scripted and entwined with the organisations of
turn-taking and
sequence in order to ensure standardisation. Sacks (1992, p 541) argues, in relation
to ordinary
conversation, that topical organisation is an accessory toturn-taking and
sequence. By contrast,
topic is, in the Speaking Test, to some extent an organising principle for interaction,
in that examiners
have a script with a series of questions on a connected topic, egfilms. Furthermore,
topic is tightly
entwined with turn-taking and sequence in the Speaking Test, which follows a string
of topic-based
question and answer sequences.

p38] always introduced by means of a question. To obtain a

high score, candidates need to do the following:a) understand the question they
have been asked;b)
provide an answer to the question;c) identify the topic inherent in the question;
andd) develop the
topic inherent in the question.
IELTS Research Reports series

TASK CYCLE;
good but lack the input of language . not gonna work with topic the learners not
familiar. need to build confidence, time management , task management
product vs process, part of listen, strategies in engaging in the conversation, this
can only be achieved through other element ss of the program, reading, listening,
writing
HDHJJKKKKKKKKKKKKKKKKKKKKKK
learners need to pass the Ielts test for different reasons for studying approach
no need to pactice outside classroom
need to be nurturesd and prepared with self study and increase motivation
aware of differences in culture
identify and understand the question, a certain proportion of listening and clarifying
questions
not only fluency but also accuracy, familiarity with text format and test taking
strategies 4.5-5.5, test requirement
task based holistic aapproach; wash back effect, student-centered , facilitate a
largeamount of group work pair work and individual work, encourage self-study , but
still have a focus on form
delayed feedback on form , students expect and want that
explicit discussion about learners needs, promote reflective learning self
evaluation , weaknesses and strength
Due to the particular features, the lessons are arranged according to skill? notion?
function?

employ a great deal of authentic materials from internet and task exercises
strategies arrandge order. might incorporate several topics within a lesson 3 hours
embedded with different task cycles
but the transition would not be too sudden as the focus is not to include as many
topics as possible but to empower learners with atrateggies and confidence for
manage speaking test and develop learner autonomy and self study development
as the duration of the course is nt too long an intensive course learners need to be
equip with learning strategies for slef development and learning language methods,
activate high cognitive activities, employ problem solving, and analytical
as this
washback
opportunities for speaking practice
mock test component progressive evaluation
communication strategies
model of speaking sample
familiarize students
make sure student achieve the requirement of the test within a holistic approach
corrective feedback
encourage self research

p.314
If adult foreign language learners are to sound like natives, they need to be exposed
to realistic (genuine or elaborated) samples of target language use (MP3 and MP4)
as
input components of PTs, and then helped to incorporate, store, and retrieve
collocations within that input as prepackaged chunks. When performing tasks,
that is, they
must be encouraged to plagiarize. My second suggestion for a pedagogic
procedure

through which to realize MP5 is to encourage what might be termed overt

plagiarism.
This refers to a variation on a pedagogic procedure (not called that) which I first saw
used very successfully, and then used myself, with young adults at the Swan School
in
Oxford in the late 1960s, and have since employed with adults at the previously
mentioned community English as a second language (ESL) program for migrant
workers in
Maryland.
The procedure is simple. The teacher reads a passage aloud two or three times (or
better, to save energy, plays a recording of a native speaker doing so). The passage
may
be an elaborated version of a genuine text if learners proficiency level so
requires.
Passage length is determined by students proficiency. Starting with the opening
sentence, the teacher then reads (or plays a recording of) progressively larger
segments as
many times as necessary for students to be able to repeat them verbatim,
gradually
combining progressively larger chunks, until teacher and students can recite most
of the
entire passage from memory. Once memorization is good, even if not perfect,
students
are shown the written passage for the first time, and teacher and students read it
aloud
together two or three times, thereby associating spoken with written form. Provided
the
teachers (or recorded) models are lively, the whole process is not nearly as dreary
or
time-consuming as it may sound, and becomes easier with new passages with
practice,
just as learning lines in a play or referencing case law becomes progressively easier
with

practice for actors or lawyers. Students are then encouraged to plagiarize, i.e., to
re-use
as large chunks of the passage as they choose when talking or writing about a new
topic.
While initially skeptical, I found the procedure worked very well. Native-like
collocations and larger segments borrowed from the original began to show up in
the students
speech and writing on all manner of topics quite unrelated to the contexts in which
they
had first been encountered. Moreover, the initially large chunks that had been
plagiarized were broken down over time, and the parts used productively, but
with the original collocations intact.
At first sight, the overt plagiarism pedagogic procedure may look like one that could
be found in traditional text-based LT, where mimicry and rote memorization are
staples
of focus-on-forms approaches. There are important differences, however. What is
being
Long, Mike, Jul 24, 2014, Second Language Acquisition and Task-Ba

.4)! Part 1 (Introduction):candidates answer general questions about themselves,

their
homes/families, their jobs/studies, their interests, and a range of familiar topic
areas.
The examiner introduces him/herself and confirms the candidates identity. The
examiner
interviews the candidate using verbal questions selected from familiar topic frames.
This part lasts between four and five minutes.
! Part 2 (Individual long turn):the candidate is given a verbal prompt on a card and
is
asked to talk on a particular topic. The candidate has one minute to prepare before
speaking at length, for between one and two minutes. The examiner then asks one
or

two rounding-off questions.

! Part 3 (Two-way discussion):the examiner and candidate engage in a discussion of
more
abstract issues and concepts which are thematically linked to the topic prompt in
Part 2.
Detailed performance descriptors have been developed which describe spoken
performance at the nine
IELTS bands, based on the criterialisted below (IELTS Handbook 2005, p11). Scores
were reported
as whole bands in 2004, which is when the tests studied were recorded.
Lexical Resource refers to the range of vocabulary the candidate can use and the
precision with which
meanings and attitudes can be expressed. The key indicators are the variety of
words used, the
adequacy and appropriacy of the words used and the ability to circumlocute (get
round a vocabulary
gap by using other words) with or without noticeable hesitation.
Grammatical Range and Accuracy refers to the range and the accurate and
appropriate use of the
candidates grammatical resource. The key indicators of grammatical range are the
length and
complexity of the spoken sentences, the appropriate use of subordinate clauses,
and variety of sentence
structures, and the ability to move elements around for information focus. The key
indicators of
grammatical accuracy are the number of grammatical errors in a given amount of
speech and the
communicative effect of error.
Pronunciation refers to the capacity to produce comprehensible speech in fulfilling
the Speaking Test
requirements. The key indicators will be the amount of strain caused to the listener,
the amount of

unintelligible speech and the noticeability of L1 influence.

TOPIC development :
brainstorm ideas
paralinuistics effects
communication strategies
self repair
clarifying
e length and
complexity of the s
to circumlocute (get round a vocabulary
gap by using other words)
new language frame to activate learners existing knowledge and noticing
interlanguage gap, and express their meaning within their certain vocabulary pool
and test
Giving information
Stating opinions
Explaining/Suggesting
Comparing
Describing/contrasting
synthesizing/analyzing
likes/dislikes
each lesson an element of pre decided and a built in syllabus from learners
expose from collected materials from the internet

expressing agreement/disagreement

explaining
retell a story/ sequence of event
likes/dislikes
the course is designed
reading/listening
speaking
writing

reflect
plan short in writing aaaaa
sssssssssssssssssssssssssaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
Home > Articles > Teaching English > Games for IELTS Speaking Part One, Part Two and Part Three

Games for IELTS Speaking Part One,

Part Two and Part Three
Summary: Games that are great practice for all three parts of the IELTS Speaking exam, either
separately or together.
By: Alex Case |Audience: Teachers|Category: Teaching English

It is quite difficult to practise all three parts of the IELTS speaking test in one game, given how
different Part Two presentations are from the question and answer formats of Part One and Part
Three, but all the games below make that possible. This could be useful as a way of revising
suitable language or tactics before or after doing a whole practice speaking test. Doing the
same game for two different parts of the exam is also a good way of moving from, say,
Speaking Part One to Speaking Part Two in the same class. As all the games below can be
used for just one or two parts of the exam as well as the whole thing, this article should
hopefully also work as a useful resource for anyone looking to quickly find a suitable game that
is guaranteed to liven up their IELTS classes. Most of the worksheet-based ideas described
here are available online for free.
IELTS Speaking Dice Game

This is one of my favourite games for IELTS Speaking Part One and can easily be converted
into a mix of all three parts of the test. In this variation a first throw of the dice decides if
students should answer a question about themselves and people they know like Part One,
answer a question about the world more generally like Part Three, or talk for one or two minutes
on the topic like Part Two, probably with two numbers on the dice representing each of those
things (1 or 2 = Part One-style question etc). A second throw of the dice then decides which of
six typical IELTS topics they will have to talk about, e.g. 1 for technology, 2 for the environment,
3 for education, 4 for free time, 5 for exercise, and 6 for health. Their partners make the
questions and they simply answer the question or talk about the Part Two-style topic (maybe
with their partner setting four subtopics as in the exam).
Note that in this and some other games in this article, students who are new to the exam will
need quite a lot of help with making the questions such as a list of useful question stems.
IELTS Speaking Board Games
It is also possible to make a board game with the kinds of topics and tasks mentioned above for
the dice game. This can be done by simply writing the topics and/ or task types in each square
of the board, making for squares like sport opinion and travel one or two minutes.
Students could just move around the board by throwing a dice, but I prefer for students to be
made to push themselves more by making their progress depend on their actual speaking
performance. The easiest rule to explain is students being able to move by how long each of
their answers is, e.g. moving one square per thirty seconds of speaking, up to six squares
maximum for three minutes of speaking about one question or Part Two-style task.
A more useful way of deciding how to move around the board by their actual speaking is for
students to monitor each other for certain criteria that their speaking matches, moving one
square for each point that they are given by their partner(s) for matching those criteria. All or
most of the criteria that they are monitoring for need to be suitable for all three parts of the exam
and hence for all or most of the squares on the board. The criteria could be things like avoiding
silence, staying on topic or explaining why you are going off topic, checking what the
question means, explaining what something is or means, filling silence/ thinking aloud,
using hedging/ softening language, giving reasons and using higher level language. Most of
the criteria are actually kinds of functional language, so students could also brainstorm useful
phrases before or after playing the board game.
Communication and
globalisation

About language keeping in

touch, globalisation

Formulaic
language:
keeping
in
touch
Making
comparisons

Youth

Talking
about
remembering, childhood

People and places

Describing places

Education

Giving information

Food

Expressing likes /dislikes

Transport

Describing

Communication
Travel/ tourism
Work

Comparing/ contrasting
Sequencing events
Explaining

Expressing
attitude
Consonants
Exam
techniques:
Giving yourself
time to think
Using
past
tense used to
would
Past tense -ed
ending,
dipthongs
Exam
technique:
Fluency
Comparing now
and then
Adding suffixes
Silent letters
Passive
and
causative forms
Exam
techniques:
Clarifying,
paraphrasing
and
giving
examples

Role play as
interviewers
and
interviewees
Conducting
a
survey
Finding
differences/simi
larities in public
transport
system
Role plays with

Technology
https://www.ted.com/talks/
david_pogue_10_top_time_
saving_tech_tips/transcript
?language=en
Environment
Hobbies/Interests
Places

Expressing opinions
/attitudes

Talking about cause and

effect
Expressing emotions
Speculating

Kovacs, K. (2011). Speaking for IELTS.

different
job
prompt
cards,
explaining why
you take this
jobs. Vote for
the
most
creative
explanation, the
most
funny
reason
Debate about
cloning
technology