IELTS Podcast

In this tutorial, we look at how to make notes on cue cards in IELTS Speaking Part 2.

Listen and you will learn:

• The best way to approach IELTS Speaking Part 2
• How to develop your ideas for Speaking part 2
• Tips to make notes on your cue cards
• How to expand your speaking vocabulary in part 2 answers
• Examples of words you can use in your answer to improve your score

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You can download or listen to the full tutorial here:

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The post Making notes on cue cards in IELTS Speaking Part 2 appeared first on IELTS Podcast.

In this tutorial, we discuss everything you need to know about the IELTS Video Call Speaking Test with ex-examiner Robert.

For the last couple of years, the Speaking Test has been offered in many centres through a video link. Test takers go to the test centre venue but will talk to a “remote” examiner and not face–to–face across a table. The examiner is remote; the test taker is not.

Examiners are organized regionally and may have interviews with candidates from the country where they are based or from neighbouring countries.

Those involved in the Video Call Speaking (VCS) test claim that the switch to a remote link with the examiner makes no difference. Yes, there will be some minor changes in the way the test is administered but, and this they say is the most important point, neither the content of the test nor the interaction between the examiner and the test taker will be affected. Let’s look at that in more detail and then decide.

What happens before, during and after the video call speaking test

The VCS interview takes place in what they call a secure or controlled environment. Let’s take a look at what happens before, during and after the test.

After identification checks, the candidate is taken to an exam room and sits in front of a screen. The invigilator logs the test taker in and he or she is provided with headphones and a video connection using Zoom with the examiner is established by first ensuring everything is in perfect working order by testing volume levels and checking that the examiner will be able to see the test taker clearly. Your ID must be left on the desk for the duration of the test.

It’s worth pointing out that the test taker has no control whatsoever over volume or any other controls. Also, test takers are also asked to keep their hands on the table during the test and not to pick up or play around with the pencil and paper provided for the Part 2 long turn in other parts of the exam to avoid any noise interference.

When it’s all set up, the invigilator leaves the room and the exam starts. It follows the pattern of the traditional in-person IELTS speaking interview. Three parts, around 14 minutes with the only major difference being the sharing onscreen of the test card for Part 2. It will fill more than half the screen and will remain there until the long speaking turn is over. Meanwhile, the test taker has a note paper and pencil for the one-minute preparation time. The examiner of course has a full view of the test taker during this and in fact, all phases.

The official British Council video on VCS advises you to speak clearly and not to touch your face, the screen, or items on the table in case that interferes with the sound quality.

Once the examiner ends the test, the candidate has to wait to be collected by the invigilator before leaving the room.

Now then, although IELTS is keen to stress that the differences between the traditional in-person format and this remote version are minimal there are several key aspects that we should be prepared for.

How the Video Call Speaking Test can affect both the test taker and an examiner

1. The first issue might be sound quality. While every effort is made to ensure good sound quality, it cannot be taken for granted. Clarity is especially important when it comes to pronunciation and so it does not favour anyone if they have difficulties because of poor sound, even if it is momentary rather than throughout the test.
2. The fact that the examiner may not be that familiar with listening to certain speakers may also be an issue. An examiner based in India linking up with test takers from China, say, might cause difficulties in understanding.
3. I’ve heard of examiners and test takers pointing out the lack of warmth at the beginning of the test, after all, examiners often try to make the test taker feel at ease before the exam starts with a brief exchange of words even if it’s just a polite “if you’d like to take a seat there, please....”. Online that may not be so easy.
4. The use or limited use of gestures in the VCS version. Examiners use non-verbal signals to interact with the test taker when they face each other across a table. You can signal for example that the speaker should continue talking in part 2 long turn as well as a gesture that the time is up accompanied no doubt by “thank you”. Remotely, these natural cues get lost in the effort both participants make to follow what the other is saying. We tend to hang on to the words more and pay less attention to non-verbal communication skills.
5. Remote does not just mean physical distance. It can also mean “cultural distance”. Remember that in VCS, it’...

In today’s tutorial, we discuss Band 9 Speaking grammar examples from an ex-IELTS Examiner.

According to band descriptors to get a Band 9 in Speaking in GRA (grammatical range and accuracy), it says that the test taker:

• uses a full range of structures naturally and appropriately
• produces consistently accurate structures apart from ‘slips’ characteristic of native speaker speech

Below are three Band 9 speaking grammar examples. Each one will illustrate an aspect of English grammar considered “complex” and, as such, the kind of grammar you should be using in IELTS Speaking to obtain a really high band score.

Conditional Sentences

The first example refers to conditional sentences. A great opportunity to show the examiner how well you handle this structure is in that typical Part 1 question which ends that 4-question sequence of short questions. Take this one on photography:

Would you like to learn more about photography?

Dunno. Maybe, I mean if it didn’t take up too much time, I might. It’s not that I want to be a professional or anything but it’s always nice to learn new things, isn’t it? Yeah, I guess if I had the chance...

My example is invented but I’m trying to show how spoken English, and therefore spoken grammar, is not exactly the same as the formal written variety. The conditional parts are there (if it didn’t take up too much time, I might// if I had the chance) but the “sentences”, if we can call them that, are different to written English. They appear less complete, a lot of things are left unsaid, for example, I might ....what?

Ellipsis

Leaving things unsaid in grammatical terms we call ellipsis. In written English, it plays a part but is never considered complex or that frequent. A simple example would be:

I had one hamburger but Ben had three.

We just omit the second use of “hamburgers”.

But in spoken English, especially when we are exchanging information, the ellipsis is much more frequent. We are using shortcuts all the time. Going back to the photography example. The first word was Dunno. It’s perfectly acceptable in everyday, informal conversation.

Let me read that again. How many other examples are there of ellipsis?

Dunno. Maybe, I mean if it didn’t take up too much time, I might. It’s not that I want to be a professional or anything but it’s always nice to learn new things, isn’t it? Yeah, I guess if I had the chance ...

Let’s see:

...I might be interested in learning more about photography

...a professional photographer

...if I had the chance to (learn more about photography/take a course in photography)

Going back to the Band 9 descriptor, it refers to the “full range of structures naturally and appropriately”. I am saying that this use of ellipsis is exactly what we need to show off that naturalness and appropriateness.

Question Tags

The third example is from what the grammar books call “question tags”. It’s something that most language books and courses tend to neglect. I mean, you don’t often find it mentioned that much.

But it does play such an essential role in what we could call “establishing or negotiating meaning in conversation. Let’s go to Part 3 Speaking. A test taker is asked about whether it’s better to read the book before seeing the film or the other way around.

That maybe depends on the type of book we’re talking about, doesn’t it? I mean, take for example, a murder mystery, an Agatha Christie for example. It’s just a narrative, a story, isn’t it? The dialogues might be important but the characters don’t have too much depth, do they? So, I guess it could be better, couldn’t it, the film first that is.

If you feel that your spoken English is not as natural sounding as you’d like, visit this page where you’ll find some great ideas, activities and professional advice to help you reach your goals.

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