IELTS® Speaking 2 Practice 16

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Review Status: No review requested Status: (N/A)
Review Summary (Sample)
Final Score Band 5.5
Fluency and Coherence 5.5/9
Lexical Resource (Vocabulary) 7/9
Grammatical Range and Accuracy 4/9
Pronunciation 6/9
Feedback Each speaking review includes detailed audio feedback.

Audio feedback (Sample)

This audio feedback is based on a student's response to the following Part 3 questions:

Questions:
1. What kind of people become famous in your country?
2. Why do sports stars and movie stars become so popular?
3. What is the difference between people who became famous in the past and people who become famous in these days?
4. Do you think it is more difficult to become famous in the past than these days?
5. What kind of people may become famous in the future?
6. Do people want to read about someone interesting like a move star or an athlete or do they want to read about someboday who wants to make a big change in the word?
How we review your speaking response Our IELTS certified instructors will review your speaking response based on the following criteria:
  1. Pronunciation
  2. Fluency and Coherence
  3. Grammatical Range and Accuracy
  4. Lexical Resource (Vocabulary)
You will receive a score, feedback, and a IELTS report on each speaking criteria. The average score for all criteria will be converted to a score out of 9.

Note:
1. If your overall score is an average of 5.25, your band score will be increased to 5.5.
2. If your overall score is an average of 5.75, your band score will be increased to 6.
3. If your overall score is an average of 5.1, your band score will go down to 5.
4. If your overall score is rounded up or down to the nearest 0.5 or whole score as shown above.

Band Pronunciation
Fluency and Coherence
Grammatical Range and Accuracy
Lexical Resource (Vocabulary)
9 • uses a full range of pronunciation features with precision and subtlety
• sustains flexible use of features throughout
• is effortless to understand
• speaks fluently with only rare repetition or self-correction;
• any hesitation is content-related rather than to find words or grammar
• speaks coherently with fully appropriate cohesive features
• develops topics fully and appropriately
• uses a full range of structures naturally and appropriately
• produces consistently accurate structures apart from ‘slips’ characteristic of native speaker speech
• uses vocabulary with full flexibility and precision in all topics
• uses idiomatic language naturally and accurately
8 • uses a wide range of pronunciation features
• sustains flexible use of features, with only occasional
lapses
• is easy to understand throughout; L1 accent has minimal
effect on intelligibility
• speaks fluently with only occasional repetition or selfcorrection; hesitation is usually content-related and only rarely to search for language
• develops topics coherently and appropriately
• uses a wide range of structures flexibly
• produces a majority of error-free sentences with only very occasional inappropriacies or basic/non-systematic errors
•uses a wide vocabulary resource readily and flexibly to convey precise meaning
• uses less common and idiomatic vocabulary skilfully, with occasional inaccuracies
• uses paraphrase effectively as required
7 • shows all the positive features of Band 6 and some, but not
all, of the positive features of Band 8
• speaks at length without noticeable effort or loss of coherence
• may demonstrate language-related hesitation at times, or some repetition and/or self-correction
• uses a range of connectives and discourse markers with some flexibility
• uses a range of complex structures with some flexibility
• frequently produces error-free sentences, though some
grammatical mistakes persist
• uses vocabulary resource flexibly to discuss a variety of topics
• uses some less common and idiomatic vocabulary and shows some awareness of style and collocation, with some inappropriate choices
• uses paraphrase effectively
6 • uses a range of pronunciation features with mixed control
• shows some effective use of features but this is not sustained
• can generally be understood throughout, though mispronunciation of individual words or sounds reduces
clarity at times
• is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction or hesitation
• uses a range of connectives and discourse markers but not
always appropriately
• uses a mix of simple and complex structures, but with limited flexibility
• may make frequent mistakes with complex structures
though these rarely cause comprehension problems
• has a wide enough vocabulary to discuss topics at length and make meaning clear in spite of inappropriacies
• generally paraphrases successfully
5 • shows all the positive features of Band 4 and some, but not
all, of the positive features of Band 6
usually maintains flow of speech but uses repetition, self
• correction and/or slow speech to keep going
• may over-use certain connectives and discourse markers
• produces simple speech fluently, but more complex
communication causes fluency problems
• produces basic sentence forms with reasonable accuracy
• uses a limited range of more complex structures, but these usually contain errors and may cause some comprehension
problems
• manages to talk about familiar and unfamiliar topics but
uses vocabulary with limited flexibility
• attempts to use paraphrase but with mixed success
4 • uses a limited range of pronunciation features
• attempts to control features but lapses are frequent
• mispronunciations are frequent and cause some difficulty
for the listener
• cannot respond without noticeable pauses and may speak slowly, with frequent repetition and self-correction
• links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence
• produces basic sentence forms and some correct simple sentences but subordinate structures are rare
• errors are frequent and may lead to misunderstanding
• is able to talk about familiar topics but can only convey basic meaning on unfamiliar topics and makes frequent errors in word choice
• rarely attempts paraphrase
3 • shows some of the features of Band 2 and some, but not
all, of the positive features of Band 4
• speaks with long pauses
• has limited ability to link simple sentences
• gives only simple responses and is frequently unable to
convey basic message
• attempts basic sentence forms but with limited success, or relies on apparently memorised utterances
• makes numerous errors except in memorised expressions
• uses simple vocabulary to convey personal information
• has insufficient vocabulary for less familiar topics
2 • Speech is often unintelligble
• pauses lengthily before most words
• little communication possible
• cannot produce basic sentence forms • only produces isolated words or memorised utterances
1 • no communication possible
• no rateable language
• no communication possible
• no rateable language
• no communication possible
• no rateable language
• no communication possible
• no rateable language
0 • does not attend • does not attend • does not attend • does not attend
 
Sample Answers
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IELTS Speaking Vocabulary Lesson - Family
Useful vocabulary for Part 1 questions about family

Do you have a large or a small family?

I have what most consider a nuclear family. Don’t get me wrong, we have relatives on each side, close and distant ones alike. But to tell you the truth, we don’t see each other that often, and our relationships are somewhat sporadic.

I grew up at my grandparents farm in a big extended family. There were a slew of jobs to do at the farm, but my grandparents never ran out of an extra pair of hands. Sadly, things have never been the same since then, and my family is pretty spread out now.

Could you tell me more about your family?

I grew up without a father, so I don’t know anyone on my father’s side of the family. On my mother’s side, we have a medical dynasty, with everyone from my great grandparents to my mother being physicians. I’m graduating next year, and I’ll be the fourth generation.

My mom is a high-school teacher, and my dad is a navy officer. Actually, military service runs in my family when it comes to men. I guess the apple doesn’t fall far from the tree, and it’s no wonder why I plan on applying to a naval academy.

Who are you closest to in your family?

I’d say I get on best with my grandfather. That is because he’s been through a lot during WWII, and I always learn something from our conversations.

I’ll tell you who I’m not closest to: it’s my sisters-in-law. They’re so annoying, and it seems like they’re the ones getting all the attention every holiday. Grant it, my brother-in-law is sweetness itself, and I love playing hide-and-seek with him.

What are your parents like?

My mom is what psychologists would call a type A personality: she’s easy-going and a real go-getter. I’d say it runs in the family since all women on my mother’s side are like that. My dad, on the other hand, is far from being a social butterfly, and he mostly keeps to himself.

My dad builds houses for a living, and he’s a jack-of-all-trades, just like my uncle. So he fixes things around the house rather quickly. This keeps my mom, who’s such a bookworm, very glad, and it helps her focus on her work: she’s a writer, like my aunt.

Do you get along with your brothers or sisters?

For better or worse, I grew up without any siblings. But I was surrounded by my cousins, and we always had so much fun playing together. I guess I shouldn’t complain: at least I never had to deal with sibling rivalry.

My parents have no other children but me, which is why I have no siblings. Luckily, I am sometimes a full-time parent to the nieces and nephews of my spouse. Watching them play and have fun sometimes makes me regret I have no brothers or sisters of my own.

Immediate/Nuclear family: Immediate family refers to a person's parents, spouse, children, and siblings and will also include the parent's spouse

Extended family: a family that includes in one household near relatives (such as grandparents, aunts, or uncles) in addition to a nuclear family

It runs in the family: If a quality, ability, disease, etc. runs in the family, many members of the family have it

The apple doesn’t fall far from the tree: The apple doesn't fall far from the tree is a phrase that is typically said in connection with children who show qualities or talents that are similar to those of their parents.

Sibling rivalry: competition between brothers and sisters

Useful vocabulary for Part 3 questions about family

Do you think parents should punish children?

Let us be honest: raising kids is far from being a cakewalk. And if you extol your children all the time, they’ll turn into spoiled brats. Surely, punishing your own child may be hard, but sometimes a stumble may prevent a fall.

If you ask me, I don’t believe fear is a good motivator. When you want to instill values in children, it’s much more effective to make them work hard for something that they desperately want. Be it a new video game or more TV time, make them earn it.

How do you think children should be raised?

You can’t go wrong with the good old carrot and stick. If your kids seem to have gotten out of hand, impose punishments: don’t hesitate to ground them for unacceptable behavior. On the other hand, be sure to praise and reward lavishly even the smallest of their achievements.

In my opinion, foster children are worth a special mention. Many of the conventional parenting strategies simply don’t apply in their case. For instance, giving kids time-outs is a popular tactic, but it may get foster children down and make them distrust their foster parents.

What do you think makes for a good parent?

As far as I’m concerned, a good parent must be an excellent role model. Perhaps the best upbringing you can give to your kids is being the example they can follow throughout their lives. It’s a lot easier to bring up your children when all they do is aspire to become someone like you.

In its essence, parenting is a balancing act. Nothing is set in stone when you are a parent: your child may behave exceptionally well one day but do something awful the day after. Nevertheless, I believe that relying on the expert advice of child psychologists can help you instill values in children.

Bring up: to teach a child to behave in a particular way or to have particular beliefs

Upbringing: the treatment and instruction received by a child from its parents throughout its childhood.

Foster: bring up (a child that is not one's own by birth).

Extol: to praise highly.

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