IELTS SPEAKING SEQUENCE  BACKGROUND KNOWLEDGE CHECK:

Write the numbers 1-8 next to each statement to correctly order the steps from the beginning to the end of the test.

DESCRIPTION

A ______. The candidate responds to questions about personal background and familiar topics.

B ______. The examiner asks follow-up questions related to the cue card to deepen the discussion.

C ______. The examiner concludes the speaking part.

D ______. The candidate speaks on the given topic for 1-2 minutes.

E ______. The examiner gives the candidate a cue card with a topic and asks them to prepare.

F ______. The candidate answers questions about opinions, causes, comparisons or predictions related to the topic.

G ______. The examiner greets the candidate and asks some introductory questions.

IELTS SPEAKING SEQUENCE  BACKGROUND KNOWLEDGE CHECK:

Write the numbers 1-8 next to each statement to correctly order the steps from the beginning to the end of the test.

DESCRIPTION

A ______. The candidate responds to questions about personal background and familiar topics.

B ______. The examiner asks follow-up questions related to the cue card to deepen the discussion.

C ______. The examiner concludes the speaking part.

D ______. The candidate speaks on the given topic for 1-2 minutes.

E ______. The examiner gives the candidate a cue card with a topic and asks them to prepare.

F ______. The candidate answers questions about opinions, causes, comparisons or predictions related to the topic.

G ______. The examiner greets the candidate and asks some introductory questions.
IELTS Speaking Test Examiner Script
Prepared by Viraldyn Kim

Part 1: Introduction and Interview (4-5 minutes)

Examiner: Good afternoon. My name is ______________ [Examiner's Full Name]. Can you please tell
me your full name?

Candidate: [Candidate states full name]

Examiner: And what should I call you?

Candidate: [Candidate states preferred name]

Examiner: Thank you.

Examiner: Now, in this first part of the test, I'd like to ask you some questions about yourself.

Instructions for the Examiner:

 Selects ONE of two compulsory topics (Work/Study OR Hometown) and asks 3-4 questions from the
list of the CHOSEN topic
 Select TWO more Part 1 topics and also 3-4 questions each.

EXAMPLE:

Examiner: Let's talk about your work or studies. Do you work or are you a student?

(If Student): What are you studying? / Why did you choose this subject? / Do you enjoy studying?

(If Working): What kind of work do you do? / Why did you choose that job? / What do you like most
about your job?
*********************************************************************************************
STUDIES/WORK HOMETOWN

Are you a student or do you work? Where is your hometown?

What do you study, or what is your job? What do you like most about it?

What do you enjoy most about your What is the weather like there?
studies/work?
Are there any famous landmarks in your
What are the challenges you face in your hometown?
studies/work?
Would you recommend your hometown to
How did you choose your field of study or career? tourists?
Examiner: Now, let's talk about ____________ [insert topic]

[Choose only TWO topics below and ask 3-4 questions under each.]

TRAVELLING MUSIC

Do you like to travel? Do you like listening to music?

Do you prefer traveling alone or in a group? What type of music do you enjoy most?

Where would you like to travel next? When do you usually listen to music?

How do you usually plan a trip? Do you prefer live music or recorded music?

When you visit new places, what do you like to do? Can music affect your mood?

Do you like long or short holidays? Have your music preferences changed over time?

ENVIRONMENT FOOD

Do you do anything to help the environment? What is your favorite food?

What do you recycle at home? Do you prefer eating out or cooking at home?

How do you try to save energy? Are there any foods you dislike?

Do you like spending time in nature? Why or why not? Do you have a healthy diet?

Have you ever participated in a clean-up event? What is a popular dish in your country?

TECHNOLOGY Do you enjoy trying new foods?

What is your favorite piece of technology? MIRRORS

Is there any technology that you dislike? Do you often look at yourself in the mirror?

How often do you use electronic devices? Have you ever bought a mirror for your room?

How much time do you spend using a computer at Do you prefer large mirrors or small ones?
work/school or at home?
How often do you look at yourself in the mirror each
What electronic devices have you bought lately? day?

SPORTS Do you usually check your appearance before going out?

Do you like playing sports? Have you ever used a mirror for something other than
checking your looks?
Do you play any sports?

What sport would you like to try in the future?

Examiner: Thank you.
Do you like watching sports programmes on TV?

How often do you watch sports on TV?

Have you ever attended a live sports event?

Part 2: Long Turn and Discussion (3-4 minutes)
Instructions for the Examiner:

 Provide the candidate with a task card.

 Hand the candidate a pen/pencil and paper for Part 2 of the test.
 Give the candidate 1 minute to prepare.
 Ask the student to speak for 1-2 minutes.
 Follow up with related discussion questions.
*********************************************************************************************

Examiner: Now, let’s move on to Part 2. In this part of the test, I'm going to give you a topic.
You have exactly ONE MINUTE to think about what you're going to say.
Here’s a pen and paper to prepare and make some notes to help you if you wish.
Read the card carefully. Do you understand?
Here is your topic. [hand cue card] I'd like you to talk about __________ [Task Card Topic].
[SET UP TIMER TO 1 MINUTE]
------[AFTER EXACTLY ONE MINUTE] ------

Examiner: All right. You now have between one to two minutes for this part, so don't worry if I stop you. I'll
tell you when the time is up. Can you start speaking now, please?

Examiner Reference of the Cue Card:

Talk about a piece of technology that is no longer used

You should say:
 what it is
 how long it has not been used
 why you think it is not used anymore
and say whether you personally still use it
Talk about a piece of technology that is no longer used.
You should say:
 what it is
 how long it has not been used
 why you think it is not used anymore
and say whether you personally still use it.
Step-by-Step Instructions for Teachers Conducting
the IELTS Speaking Test
Prepared by Viraldyn Kim

1. Prepare Your Equipment

 Have your phone ready as a timer to manage each part of the test accurately.
2. Start with a Warm Welcome
 Greet the candidate warmly to create a comfortable environment.
3. Maintain Positive Body Language
 Smile genuinely.
 Make eye contact (but avoid staring).
 Show attentiveness through your posture and facial expressions.
4. Use Encouragement Appropriately
 Nod occasionally to show understanding.
 Use MINIMAL encouragers like "Uh-huh," "Right," or "I see" to keep the candidate speaking.
 Avoid over-interrupting or giving comments or responses to candidate’s answers.
5. Manage Time Strictly
 Keep track of time for each part:
 Part 1: About 4-5 minutes
 Part 2: 3-4 minutes (including the 1-minute preparation)
 Part 3: 4-5 minutes
 Use your phone to signal when time is up.
6. Maintain Neutrality
 Keep a neutral facial expression and tone throughout.
 Do not show reactions that suggest approval or disapproval.
7. No Feedback During or Immediately After
 Do not comment on the candidate’s performance during the test.
 Focus on conducting the test smoothly.
8. Handling Comprehension Issues
 If the candidate does not understand a question:
 Repeat the question.
 Rephrase it simply.
 Clarify a specific word if needed.
 Do not explain the concept or give hints.
9. Part 2 Prompts
 Use the standard cue: "Don’t worry if I stop you" to reassure the candidate they can stop at 2 minutes.
 Remind yourself to stop the candidate at the 2-minute mark, even if they are speaking.
IELTS Speaking Part 3: Examiner's Question List
(Example Topic: Technology and its Impact)
(This is the list the examiner might have in front of them, following a Part 2 about a piece of technology.)
* What are some of the most significant technological advancements you've witnessed in your
lifetime?
* How has technology changed the way people communicate with each other?
* Do you think technology makes people more connected or more isolated? Why?
* What are the advantages and disadvantages of children using technology from a young age?
* Do you believe technology will eventually replace human jobs?
* How important is it for governments to regulate new technologies?

Sample Part 3 Conversation with Candidate Requiring Follow-ups

Examiner: We've been talking about electronic devices. Now let's discuss technology and its impact on society
in general.

Examiner: What are some of the most significant technological advancements you've witnessed in your
lifetime? (Examiner asks Q1 from their list)

Candidate: Oh, I think, like, smartphones. And the internet. They are very significant. Everyone uses them
now.

**Candidate's answer is brief and descriptive. They named advancements but didn't elaborate on their
significance or impact. The examiner needs to prompt for deeper discussion.

Examiner: Yes, smartphones and the internet are certainly important. Could you elaborate a little on why you
consider them so significant? What kind of impact have they had on people's lives?

Candidate: Uh, well, with smartphones, you can do many things. You can call, message, go online. Before, we
needed computers, but now it's all in your hand. So it's convenient. And the internet, it gives us information
easily.

**Still a bit descriptive, focusing on convenience rather than broader societal or personal impact. The examiner
will push a bit more.

Examiner: So, they offer great convenience and access to information. Do you think these advancements have
fundamentally changed the way people interact with each other on a daily basis? (Examiner implicitly
transitions from Q1's significance to a key aspect of Q2 – communication – without asking Q2 directly yet, as
the candidate's answer flows into it).

Candidate: Yes, definitely. People mostly communicate by phone now. Like, messaging apps are very popular.
We don't write letters anymore. It's faster.
**The candidate is now talking about communication, which links to Q2. However, the answer is still focused
on the "how" (messaging apps, faster) and less on the deeper "impact" on relationships or human connection,
which is a key part of Q3.

Examiner: You've mentioned faster communication. Do you think this increased speed and reliance on digital
communication, like messaging apps, makes people more connected to each other, or perhaps more isolated
in some ways? (Examiner moves into the core of Q3, building on the candidate's previous answer).

Candidate: I think it's more connected. You can talk to friends far away easily. Like, my cousin lives abroad,
and we can video call often. So, we are more connected.

**The candidate offers one perspective (more connected) but doesn't explore the "or more isolated" part of the
question. The examiner will prompt for a more balanced view.

Examiner: That's a good example of connecting with people far away. But what about relationships closer to
home? Do you think the constant use of devices might sometimes lead to people feeling less connected to
those physically around them? (Examiner prompts for the opposing viewpoint implied in Q3).

Candidate: Oh, maybe sometimes. Like, if everyone is looking at their phone during dinner, then maybe they
don't talk to each other so much. So, yes, it can make people feel alone sometimes, even if they are together.

**Excellent! The candidate has now provided a more nuanced answer, exploring both sides of the "connected
vs. isolated" argument. The examiner has successfully led them to a deeper discussion. Now, the examiner
might move on to the next distinct question on their list, or a follow-up that broadens this point.

Examiner: That's a very insightful observation. Let's move on to consider a different aspect now. What are the
advantages and disadvantages of children using technology from a young age? (Examiner now smoothly
transitions to Q4 from their list, having adequately explored the previous points.)
THE IELTS SPEAKING QUESTION TYPES
Prepared by Viraldyn Kim

IELTS SPEAKING PART 1 QUESTION TYPES

QUESTION TYPE PURPOSE EXAMPLE QUESTIONS ANSWERING TIPS

Describe people, "Describe your favorite

Descriptive Use adjectives, specific details
places, things place."

Liking / Express preferences or

"Do you like coffee?" State preference, give reasons
Disliking opinions

Habits / Daily or regular "What do you do in the Use time expressions, simple
Routine activities morning?" sentences

Yes / No Confirm or deny, brief

"Do you like sports?" Yes/No + brief explanation
Questions answer

"Wh" Gather detailed "What do you do on Direct answer + example or

Questions information weekends?" reason

Past Recall childhood or "What games did you Past tense, recall specific
Experiences previous events play as a child?" memories

Discuss upcoming "What will you do

Future Plans Future tense, specific plans
activities tomorrow?"

Compare two or more Use comparative language

Comparison "City vs. countryside"
things ("more than," "less than")

How often someone "How often do you Use adverbs of frequency

Frequency
does something travel?" ("always," "sometimes")

Preferences / Personal likes/dislikes "Would you prefer tea

State preference + reason
Choices or choices or coffee?"

Opinions / Express personal "What do you think Clear opinion + supporting

Views beliefs or opinions about pollution?" reasons
THE 5 COMMON TYPES OF IELTS SPEAKING PART 2 TOPICS
TYPE DESCRIPTION EXAMPLE TOPICS

Describe a specific event or occasion you A festival, celebration, or memorable

Event
experienced or attended. event.

Describe a person who is important or A family member, friend, teacher, or

Person
interesting to you. famous person.

Your hometown, a park, a city, or a

Place Describe a location you like or have visited.
tourist spot.

Describe an object that is meaningful or useful

Object A gift, a piece of jewelry, or a device.
to you.

Describe a personal experience or activity you

Experience A hobby, a trip, or a special activity.
enjoyed.

IELTS SPEAKING PART 3: QUESTION TYPES & STRATEGIES

QUESTION SAMPLE
DESCRIPTION STRATEGIES TO APPROACH
TYPE QUESTIONS

- Clearly state your opinion.

Ask for the candidate’s "Do you think
- Support it with reasons or examples.
Opinion view or belief about a technology is
- Use linking phrases like "In my opinion," "I
topic. beneficial?"
believe that..."

- Identify similarities and differences.

Compare two or more "How is city life
- Use comparative structures ("more than,"
Comparison things, ideas, or different from rural
"less than," "similarly").
situations. life?"
- Give examples.

- Identify causes or effects.

Explore reasons or
Cause and "What causes - Use linking words like "because," "as a
consequences related to
Effect pollution?" result," "due to."
a topic.
- Provide examples.

"What would happen if - Use conditional sentences ("If... then...").

Discuss possibilities or
Hypothetical people worked from - Express opinions on potential outcomes.
imagined scenarios.
home more?" - Be speculative but logical.

"What are some - Describe the problem clearly.

Problem and Talk about issues and
solutions to traffic - Suggest feasible solutions.
Solution suggest remedies.
congestion?" - Support ideas with reasons or examples.

"How do you think - Use future tense ("will," "going to").

Future Discuss what might
technology will change - Make predictions based on current trends.
Predictions happen in the future.
in the next 20 years?" - Support with reasons.
IELTS SPEAKING BAND DESCRIPTORS
IELTS SPEAKING VIDEO ANALYSIS AND RATER PRACTICE
Prepared by Viraldyn Kim

Speaker 1: Tina from Vietnam talks about 'An interest or hobby you enjoy'.
Here's why this performance was given a Band 5:

This test taker is able to keep going and is willing to give long answers, but coherence is occasionally lost through hesitation while she
searches for words and ideas. She uses a good range of connecting words and markers (actually; in this way; I think the most important
reason; as an example; as we know) but overuses them.

Vocabulary is the strongest feature of her performance. She is able to discuss topics at length and demonstrates some awareness of
style and collocation (contemporary society; casual activities; temporarily forget; a moment just for yourself; time and resources). While
she does make errors, these do not interfere with communication (for your healthy).

Her grammatical control is less strong, although she does produce some complex structures, such as subordinate clauses, accurately.
Her control of verb tenses is variable and she has recurring difficulty with subject/verb agreement (you shouldn’t to be too addict;
they’re too focusing on; he need to). Despite these errors, her meaning is usually clear.

She uses a range of pronunciation features but with variable

control. Her rhythm is at times affected by syllable-timing but stress and intonation are used to some good effect (our life is not just for
working – we should enjoy our lives as well). Some individual words and sounds are mispronounced, particularly ‘th’, but this has no
significant impact on intelligibility and she can generally be understood without effort.

This test taker’s vocabulary is a slightly stronger feature but this is not enough to lift her score above Band 6.

IELTS SPEAKING VIDEO ANALYSIS AND RATER PRACTICE

Prepared by Viraldyn Kim

Speaker 1: Tina from Vietnam talks about 'An interest or hobby you enjoy'.
Here's why this performance was given a Band 5:

This test taker is able to keep going and is willing to give long answers, but coherence is occasionally lost through hesitation while she
searches for words and ideas. She uses a good range of connecting words and markers (actually; in this way; I think the most important
reason; as an example; as we know) but overuses them.

Vocabulary is the strongest feature of her performance. She is able to discuss topics at length and demonstrates some awareness of
style and collocation (contemporary society; casual activities; temporarily forget; a moment just for yourself; time and resources). While
she does make errors, these do not interfere with communication (for your healthy).

Her grammatical control is less strong, although she does produce some complex structures, such as subordinate clauses, accurately.
Her control of verb tenses is variable and she has recurring difficulty with subject/verb agreement (you shouldn’t to be too addict;
they’re too focusing on; he need to). Despite these errors, her meaning is usually clear.

She uses a range of pronunciation features but with variable

control. Her rhythm is at times affected by syllable-timing but stress and intonation are used to some good effect (our life is not just for
working – we should enjoy our lives as well). Some individual words and sounds are mispronounced, particularly ‘th’, but this has no
significant impact on intelligibility and she can generally be understood without effort.

This test taker’s vocabulary is a slightly stronger feature but this is not enough to lift her score above Band 6.
IELTS SPEAKING VIDEO ANALYSIS AND RATER PRACTICE
Prepared by Viraldyn Kim

Speaker 2: Harry from Vietnam talks about 'An interest or hobby you enjoy'.
Here's why this performance was given a Band 3.5:
"This test taker is unable to keep going without noticeable pauses as he searches for language. His speech is slow with
frequent repetition and self-correction and there are some breakdowns in coherence. He links some ideas but can only
use simple connecting words (so; because).
Vocabulary is this test taker’s strongest feature and allows him to talk about topics familiar to him. However, it is
sufficient for only limited discussion of unfamiliar topics (balance; relax; salary; ability; free time for chatting; rely on
drinking – it’s not good for society or people’s health). Some ideas are repeated (good for their health).
His grammatical control is weak. Some simple sentence forms are produced fairly accurately (has more ability to meet
others; may be more developed) and he sometimes attempts more complex forms. Subordinate clauses, however, are
rare, turns are short and errors frequent.
He uses a very limited range of pronunciation features. His problems with hesitations and false starts have a serious
impact on his ability to produce connected speech and there is little evidence of control of stress and intonation.
However, it is his production of individual sounds which causes greatest strain to the listener. Final consonants are often
not pronounced (becau(se); balan(ce); li(ke); heal(th)), and some are incomprehensible without context (wishen for
‘question’). Understanding requires considerable effort and there are patches of speech that cannot be understood.
This test taker’s vocabulary is stronger than other features of his performance, but his pronunciation is poor, restricting
his rating to a Band 3.5."

IELTS SPEAKING VIDEO ANALYSIS AND RATER PRACTICE

Prepared by Viraldyn Kim

Speaker 2: Harry from Vietnam talks about 'An interest or hobby you enjoy'.
Here's why this performance was given a Band 3.5:
"This test taker is unable to keep going without noticeable pauses as he searches for language. His speech is slow with
frequent repetition and self-correction and there are some breakdowns in coherence. He links some ideas but can only
use simple connecting words (so; because).
Vocabulary is this test taker’s strongest feature and allows him to talk about topics familiar to him. However, it is
sufficient for only limited discussion of unfamiliar topics (balance; relax; salary; ability; free time for chatting; rely on
drinking – it’s not good for society or people’s health). Some ideas are repeated (good for their health).
His grammatical control is weak. Some simple sentence forms are produced fairly accurately (has more ability to meet
others; may be more developed) and he sometimes attempts more complex forms. Subordinate clauses, however, are
rare, turns are short and errors frequent.
He uses a very limited range of pronunciation features. His problems with hesitations and false starts have a serious
impact on his ability to produce connected speech and there is little evidence of control of stress and intonation.
However, it is his production of individual sounds which causes greatest strain to the listener. Final consonants are often
not pronounced (becau(se); balan(ce); li(ke); heal(th)), and some are incomprehensible without context (wishen for
‘question’). Understanding requires considerable effort and there are patches of speech that cannot be understood.
This test taker’s vocabulary is stronger than other features of his performance, but his pronunciation is poor, restricting
his rating to a Band 3.5."
IELTS SPEAKING VIDEO ANALYSIS AND RATER PRACTICE
Prepared by Viraldyn Kim

Speaker 3: Stephen from China talks about 'Hobbies'.

Here's why this performance was given a Band 6:

"This test taker is willing to speak at length but there are moments when coherence is lost as a result of repetition, self-
correction and hesitation and he is unable to answer the question about why people need a hobby. He is able to use a variety
of markers to link his ideas (first of all; I guess; like; it depends; at least; so), although these are not always used appropriately.
Limitations in his performance are evident when he falls back on fillers such as how to say; how do you say.
He has a wide enough vocabulary to discuss topics at length (China opening up to the world; cut down the working shifts;
more work opportunities), but while he uses some natural colloquial expressions (some other guys; that’s sweet), there are
also some collocation errors (broaden your friendship; kill the spare time; in the past times; make more troubles). These rarely
cause comprehension problems.
He produces a mix of short and complex sentence forms with a variety of grammatical structures. However, overall his
grammatical control is variable and errors recur (you are make trouble to the society; people like spend; in the past … people
work more … there is a period; may go travel round; we have also get), although these do not impede communication.
His pronunciation is generally clear and he divides the flow of his speech into meaningful word groups with good use of stress
and intonation (normally we work eight hours a day, five days a week – that’s forty hours in total). Generally he can be
understood, but occasionally some words are hard to catch because of mispronunciation of sounds (bose for ‘both’; yoursels
for ‘yourself’; cupper years for ‘couple of years’; zen for ‘then’; word for‘world’).
This test taker is a good example of a Band 6."

IELTS SPEAKING VIDEO ANALYSIS AND RATER PRACTICE

Prepared by Viraldyn Kim

Speaker 3: Stephen from China talks about 'Hobbies'.

Here's why this performance was given a Band 6:
"This test taker is willing to speak at length but there are moments when coherence is lost as a result of repetition, self-
correction and hesitation and he is unable to answer the question about why people need a hobby. He is able to use a variety
of markers to link his ideas (first of all; I guess; like; it depends; at least; so), although these are not always used appropriately.
Limitations in his performance are evident when he falls back on fillers such as how to say; how do you say.
He has a wide enough vocabulary to discuss topics at length (China opening up to the world; cut down the working shifts;
more work opportunities), but while he uses some natural colloquial expressions (some other guys; that’s sweet), there are
also some collocation errors (broaden your friendship; kill the spare time; in the past times; make more troubles). These rarely
cause comprehension problems.
He produces a mix of short and complex sentence forms with a variety of grammatical structures. However, overall his
grammatical control is variable and errors recur (you are make trouble to the society; people like spend; in the past … people
work more … there is a period; may go travel round; we have also get), although these do not impede communication.
His pronunciation is generally clear and he divides the flow of his speech into meaningful word groups with good use of stress
and intonation (normally we work eight hours a day, five days a week – that’s forty hours in total). Generally he can be
understood, but occasionally some words are hard to catch because of mispronunciation of sounds (bose for ‘both’; yoursels
for ‘yourself’; cupper years for ‘couple of years’; zen for ‘then’; word for‘world’).
This test taker is a good example of a Band 6."
IELTS SPEAKING STRATEGIES FOR TEACHERS
Prepared by Viraldyn Kim

STRATEGY DESCRIPTION IMPLEMENTATION TIPS

Use themed vocabulary lists, flashcards, and context-

Focus on high-frequency, useful based practice. Encourage students to learn
Build Vocabulary
words and phrases related to synonyms and simple adjectives.
Gradually
common topics.
Let them PRACTICE using these words naturally.

Use drills to practice subject-verb agreement, basic

Practice Sentence Reinforce simple, correct sentence tenses, and common question forms.
Structures patterns before complex ones.
Relate activities to IELTS Speaking.

Repeatedly practice common

Use Repetition & Conduct short daily speaking drills, role-plays, or
questions and answers to build
Routine quick interviews.
fluency.

Focus on
Prioritize clear pronunciation over Practice minimal pairs, stress, and intonation. Use
Pronunciation &
perfect accent. recordings for self-assessment.
Intelligibility

Encourage Simple but Teach students to answer fully but Use frameworks like "I think... because..." or "In my
Complete Answers simply, avoiding hesitation. opinion..." to structure answers.

Teach Basic Help students express ideas Practice rephrasing questions and answers during
Paraphrasing differently to avoid repetition. lessons.

Use Visual Aids & Support speaking with pictures, Use real objects, pictures, or simple prompts to
Prompts cue cards, or topic cards. stimulate speech.

Build Confidence Highlight improvements, correct gently, and praise

Focus on what students do well
through Positive attempts. Provide a safe and open classroom
and encourage effort.
Feedback environment.

Set Realistic Goals &

Gradually increase difficulty to Start with familiar topics, then introduce less
Incremental
prevent overwhelm. common ones.
Challenges

Practice Time Teach students to organize their Use timers during practice to simulate test
Management responses within time limits. conditions.

Help students listen to their own

Record & Review
speaking to identify areas for Use recordings for self-assessment or peer feedback.
Practice
improvement.

Correct common mistakes gently Provide error correction lessons if the mistakes are
Error Correction
and focus on communication. common.