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How your performance is assessed
The IELTS speaking exam part 2 tests your ability to speak for 2 minutes about one topic. You are assessed on your ability to satisfy the points under the 4 criteria groups below.
The IELTS speaking exam part 2 tests your ability to speak for 2 minutes about one topic. You are assessed on your ability to satisfy the points under the 4 criteria groups below.
Fluency & Coherence
Fluency & Coherence
* Speak continuously but also pause correctly in sentences & between sentences.
* Speak continuously but also pause correctly in sentences & between sentences.
* Speak without saying "emm..., ahh..., ehh..." too much.
* Speak without saying "emm..., ahh..., ehh..." too much.
* Use filler words between phrases and/or sentences, e.g. "actually..., well..., so..., let me see...".
* Use filler words between phrases and/or sentences, e.g. "actually..., well..., so..., let me see...".
* Use linking words to connect ideas, e.g. "and, however, on the other hand, for example".
* Use linking words to connect ideas, e.g. "and, however, on the other hand, for example".
* Develop ideas: add explanations, examples, reasons, results and details about like WHAT, WHERE, WHEN, HOW, WHY, HOW MUCH.
* Develop ideas: add explanations, examples, reasons, results and details about like WHAT, WHERE, WHEN, HOW, WHY, HOW MUCH.
* Logically organise your ideas, e.g. introduce a topic, then give details, then give a reason/example/result.
* Logically organise your ideas, e.g. introduce a topic, then give details, then give a reason/example/result.
* Use contractions, e.g. "They’re ok / We should’ve gone".
* Use contractions, e.g. "They’re ok / We should’ve gone".
Remember:
Remember:
* You are not assessed on your ideas and opinions (you can say anything you want and agree or disagree with anything in the exam questions).
* You are not assessed on your ideas and opinions (you can say anything you want and agree or disagree with anything in the exam questions).
* You are not assessed on the complexity or advanced nature of your ideas and opinions. You could say your favorite school subject was sports (and then explain it) or philosophy (and then explain it), and your grade would be the same.
* You are not assessed on the complexity or advanced nature of your ideas and opinions. You could say your favorite school subject was sports (and then explain it) or philosophy (and then explain it), and your grade would be the same.
* You don't have to answer all the extra prompts on the question cue card. Those prompts are only there to help you if you run out of ideas about the main question topic. You can mention other ideas different to the extra prompts that are related with the main question topic.
* You don't have to answer all the extra prompts on the question cue card. Those prompts are only there to help you if you run out of ideas about the main question topic. You can mention other ideas different to the extra prompts that are related with the main question topic.
Vocabulary Range
Vocabulary Range
* Use synonyms of words in questions and synonyms of words already used in your answers, e.g. "yummy" instead of "delicious".
* Use synonyms of words in questions and synonyms of words already used in your answers, e.g. "yummy" instead of "delicious".
* Use phrasal verbs, e.g. "What’s up, Go on, Take up space".
* Use phrasal verbs, e.g. "What’s up, Go on, Take up space".
* Use idioms, e.g. "break a leg. it’s not my cup of tea".
* Use idioms, e.g. "break a leg. it’s not my cup of tea".
* Use collocations, e.g. "bake a cake", do exercise".
* Use collocations, e.g. "bake a cake", do exercise".
* Use metaphors, e.g. "A starving audience. Boiling weather. A Furious storm".
* Use metaphors, e.g. "A starving audience. Boiling weather. A Furious storm".
* Use expressions specific to the question topic/context, e.g. "book a table" at a restaurant, "offer condolences" or "pay my respects" at a funeral.
* Use expressions specific to the question topic/context, e.g. "book a table" at a restaurant, "offer condolences" or "pay my respects" at a funeral.
* Use advanced/rare/technical/academic words, e.g. "enormous" (not "big"), "breath-taking" (not "good").
* Use advanced/rare/technical/academic words, e.g. "enormous" (not "big"), "breath-taking" (not "good").
Remember:
Remember:
* You don't have to use many advanced words to score highly in the exam. Using enough of the other vocabulary range items (synonyms, phrasal verbs, idioms, collocations, metaphors, and words that fit the topic/context) is enough. For example, some IELTS exam takers are aged 18 and below, and are unlikely to know as many advanced, rare, technical, professional or academic words as an adult; which puts them at a disadvantage. This is why the IELTS exam values all vocabulary range items as much as advanced words; and a teenager who uses expressions like "my BFF (best friend forever), my bro, my blood brother, my ride-or-die homie" can score as highly as an adult who says "my most valued companion and friend".
* You don't have to use many advanced words to score highly in the exam. Using enough of the other vocabulary range items (synonyms, phrasal verbs, idioms, collocations, metaphors, and words that fit the topic/context) is enough. For example, some IELTS exam takers are aged 18 and below, and are unlikely to know as many advanced, rare, technical, professional or academic words as an adult; which puts them at a disadvantage. This is why the IELTS exam values all vocabulary range items as much as advanced words; and a teenager who uses expressions like "my BFF (best friend forever), my bro, my blood brother, my ride-or-die homie" can score as highly as an adult who says "my most valued companion and friend".
Grammar Range & Accuracy
Grammar Range & Accuracy
* Use grammar correctly.
* Use grammar correctly.
* Use a variety of tenses, e.g. past simple, present simple, future simple (will), future simple (going to), present perfect, future continuous, past perfect continuous, etc.
* Use a variety of tenses, e.g. past simple, present simple, future simple (will), future simple (going to), present perfect, future continuous, past perfect continuous, etc.
* Connect sentence ideas with: "that, which, who, where, because, whose, whom, what, why", e.g. "He has a flat that’s nicely furnished.
* Connect sentence ideas with: "that, which, who, where, because, whose, whom, what, why", e.g. "He has a flat that’s nicely furnished.
* Use conditionals: 0 (FOR FACTS): If you read, you learn. --- 1st (FOR FUTURE IMAGINATION): If you read, you will learn. --- 2nd (FOR PRESENT IMAGINATION): If you read, you would learn. - 3rd (FOR PAST IMAGINATION): If you had read, you would have learned.
* Use conditionals: 0 (FOR FACTS): If you read, you learn. --- 1st (FOR FUTURE IMAGINATION): If you read, you will learn. --- 2nd (FOR PRESENT IMAGINATION): If you read, you would learn. - 3rd (FOR PAST IMAGINATION): If you had read, you would have learned.
* Use passive voice, e.g. "Pizzas are made in stone ovens".
* Use passive voice, e.g. "Pizzas are made in stone ovens".
* Use contractions, e.g. "They’re (they are) / should’ve (should have) gone".
* Use contractions, e.g. "They’re (they are) / should’ve (should have) gone".
* Use inversion: "Never have I been in such a dangerous place" instead of "I have never been in such a dangerous place".
* Use inversion: "Never have I been in such a dangerous place" instead of "I have never been in such a dangerous place".
Remember:
Remember:
* Just one use of a few of the grammar points above is enough to help you score highly. The more single uses of each grammar point, the wider a range of grammar your will be showing the examiner.
* Just one use of a few of the grammar points above is enough to help you score highly. The more single uses of each grammar point, the wider a range of grammar your will be showing the examiner.
Pronunciation
Pronunciation
* Pronounce the individual soundsv(phonemes) in words correctly, e.g. over = "əʊvə" or "OUVR".
* Pronounce the individual soundsv(phonemes) in words correctly, e.g. over = "əʊvə" or "OUVR".
* Pronounce the stressed and unstressed syllables in words, e.g. banana = "ba NA na".
* Pronounce the stressed and unstressed syllables in words, e.g. banana = "ba NA na".
* Pronounce the stressed and unstressed words in sentences, e.g. "Are you tired"?
* Pronounce the stressed and unstressed words in sentences, e.g. "Are you tired"?
* Rise and fall in intonation (voice music).
* Rise and fall in intonation (voice music).
* Speak at an appropriate speed (not too fast / not too slow).
* Speak at an appropriate speed (not too fast / not too slow).
* Pause correctly in the middle of sentences (chunking) AND between sentences.
* Pause correctly in the middle of sentences (chunking) AND between sentences.
* Speak without a foreign accent that is so strong that it prevents understanding.
* Speak without a foreign accent that is so strong that it prevents understanding.
Remember:
Remember:
* You don't need to have a British, American, Australian, or Canadian accent. It is absolutely fine to have a foreign accent when you speak English. It only becomes a problem if your accent is so strong that people cannot understand you.
* You don't need to have a British, American, Australian, or Canadian accent. It is absolutely fine to have a foreign accent when you speak English. It only becomes a problem if your accent is so strong that people cannot understand you.
Below are the band descriptors from www.ielts.org. These are published and updated regularly for students like you to understand how you are assessed and what each band score/grade requires. "Lexical Resource" is used instead of "Vocabulary Range".
The Benefits
The Benefits
Knowing what you will be assessed on, how you will be assessed, and the average score you achieve when practising for the exam means you will enter the exam feeling clear and confident about what you should to achieve that score (or a higher score).
Knowing what you will be assessed on, how you will be assessed, and the average score you achieve when practising for the exam means you will enter the exam feeling clear and confident about what you should to achieve that score (or a higher score).
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