Questions and topics
Choose one of the topics to practice for your speaking exam,
Speaking test Thursday next week- all recorded and scored
full speaking test( part 1 intro questions, part 2 presentation -2 mins and part3 an academic conversation
Click here
26/01/2012
24/01/2012
23/01/2012
Top Speaking tips
IELTS Tips
1. Give a full answer. Don't just give one word answers. Include more information. For example, when asked where you're from, instead of just saying the name of the place, speak in a sentence which states the name, the location, and how long you've been there. This shows the examiner you are confident speaking in English. But don't speak too long or the examiner will think you've misunderstood the question!
2. Speak clearly and don't worry about your accent. Everyone has an accent when they speak English. The important point is that you enunciate the best you can so the examiner can understand you. Rehearse in advance to overcome any obvious pronunciation problems. If you make a mistake, don't worry, just correct yourself and keep going.
3. Use descriptive words. Don't use boring words like good, bad, nice, or okay. Use exciting words that covey emotion. Practice using higher level words for every simple word you know – such as thrilled instead of happy, or depressed instead of sad.
4. Speak up. Sometimes, students mumble and speak very softly because they are nervous or unsure of their words. Use simple, correct language rather than complicated vocabulary and speak loudly enough that the examiner does not have to strain to hear you. This indicates self-confidence and command of the language.
5. Don't use slang. You have 11 minutes to display the best English you know in all the years that you have been learning English! Choose to be formal rather than informal.
6. Keep a steady pace. Don't speak too fast or too slow.
7. Don't try to memorize answers to sample subjects. The examiner has enough experience to recognize that you are not speaking naturally and spontaneously and will change the subject or give you a lower score. Use the sample subjects to give you practice speaking on a variety of topics, but not to memorize.
8. Explain names or words which are in another language. For instance, if you are asked to speak about a festival, which involves using words in your language, say the words clearly and give the meaning if any afterwards, so the examiner can follow your explanation.
9. Ask questions, if necessary, in Part 3 only. You cannot ask questions in Parts 1 and 2, but you can do so, if necessary in Part 3.
10. Practice speaking with a watch. Get an idea of how long two minutes is and approximately how much content you will have to cover.
11. Stay on topic. Don't change the subject or the examiner will think you have misunderstood and may give you a lower mark.
12. Have daily discussions with friends.Take turns asking each other questions about current events and develop your ability to speak about various topics, using varied sentence structure and vocabulary.
19/01/2012
18/01/2012
17/01/2012
speaking-Part 3
Have a conversation using these questions;
- What types of companies (or, businesses or, industries) are there in your hometown (or, where you live or, in your country)?
- What are the most common types of businesses in your hometown (or, where you live or, in your country)?
- Why did these companies choose to set up business in your hometown?
- Are these successful companies small or big?
- Which of these businesses (or, industries) has most recently come to your hometown?
- Why have these companies come to your hometown?
- Do you all of these companies promote the development of your country?
12/01/2012
10/01/2012
Topic: Water
08/01/2012
05/01/2012
Writing Task #1
The three bar charts show average years of schooling, numbers of scientists and technicians, and research and development spending in developing and developed countries. Figures are given for 1980 and 1990.
It is clear from the charts that the figures for developed countries are much higher than those for developing nations. Also, the charts show an overall increase in participation in education and science from 1980 to 1990.
People in developing nations attended school for an average of around 3 years, with only a slight increase in years of schooling from 1980 to 1990. On the other hand, the figure for industrialised countries rose from nearly 9 years of schooling in 1980 to nearly 11 years in 1990.
From 1980 to 1990, the number of scientists and technicians in industrialised countries almost doubled to about 70 per 1000 people. Spending on research and development also saw rapid growth in these countries, reaching $350 billion in 1990. By contrast, the number of science workers in developing countries remained below 20 per 1000 people, and research spending fell from about $50 billion to only $25 billion.
(187 words)
It is clear from the charts that the figures for developed countries are much higher than those for developing nations. Also, the charts show an overall increase in participation in education and science from 1980 to 1990.
People in developing nations attended school for an average of around 3 years, with only a slight increase in years of schooling from 1980 to 1990. On the other hand, the figure for industrialised countries rose from nearly 9 years of schooling in 1980 to nearly 11 years in 1990.
From 1980 to 1990, the number of scientists and technicians in industrialised countries almost doubled to about 70 per 1000 people. Spending on research and development also saw rapid growth in these countries, reaching $350 billion in 1990. By contrast, the number of science workers in developing countries remained below 20 per 1000 people, and research spending fell from about $50 billion to only $25 billion.
(187 words)
Writing Task 1- Bar Chart
IELTS Writing Task 1: more than one chart
Look at the following bar charts, taken from Cambridge IELTS 3, page 73.
The charts below show the levels of participation in education and science in developing and industrialised countries in 1980 and 1990.
04/01/2012
Reading Tips
A passage on the IELTS is given to you; you did not choose to read it. There are few clues. You do not know what it is about. It may or may not interest you. Yet in order to understand it, you need some clues to help you understand the passage. Without the clues, you will not understand it very well. To score welt on the IELTS, you should determine what you know and what you need to know.
When you look at a passage, you must make some predictions about the passage.
What is the passage about?
What is the main idea?
Who are the characters?
When are things taking place?
Where is it happening?
Why is it important?
You wanr to know who, what, when, where, and why.
In this section you will learn how the following can give you the answers to: Who? What? When? Where? and Why?
Using the first paragraph
Using the topic sentences Using specific details
Using the questions and answers
When you look at a passage, you must make some predictions about the passage.
What is the passage about?
What is the main idea?
Who are the characters?
When are things taking place?
Where is it happening?
Why is it important?
You wanr to know who, what, when, where, and why.
In this section you will learn how the following can give you the answers to: Who? What? When? Where? and Why?
Using the first paragraph
Using the topic sentences Using specific details
Using the questions and answers
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