IELTS® Speaking 3 Practice 14

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Your Review

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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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Pronunciation training
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IELTS Speaking Vocabulary Lesson - Friends
Useful vocabulary for Part 1 questions about friends

Do you have many friends? 

I only have four close friends. We have a lot in common and have been through thick and thin. I think it is better to have fewer confidantes, rather than many fair-weather friends.

I have many friends from all walks of life. My friends are all very different, some of them I hit it off with immediately, and it took longer to get to know others. 

I don’t have that many friends. My bestie is like my sister, I can count on her for everything. After high school, I drifted apart from most people. 

I don’t have that many friends, but I do have a few bosom friends who I am close with and confide everything in.

Are most of your friends from school or from outside school? 

Most of my friends are from college. I have always loved going to school, so it makes sense most of my friends would be from school. I do have a few friends that I met at my job. 

I have some friends at school, but mostly my classmates are just my acquaintances. I prefer to focus on my studies, rather than friendships. Most of my friends are net pals, who I can play games with.

How do you meet most of your friends? 

I participate in many extracurricular activities, and that is where I meet most of my friends. We have a lot in common and see each other a couple of times per week with our sporting schedules. 

I meet most of my friends through school. We like to study together and hang out before our classes, so it is very convenient.

I have met a lot of my friends online. We have met through playing internet games, but we really hit it off and the friendship blossomed into something great

Are you still close to your school friends? 

I still get on well with my school friends. We keep in touch through Facebook and try to meet for dinner every few months. 

I’ve lost touch with my school friends. We started drifting apart after graduation and I haven’t seen them for a couple of years. 

Tell me a bit about your best friend?

My best friend is Sarah. We get on like a house on fire because we have similar outgoing personalities. 

My bestie’s name is Julia. We have been friends for over ten years and have never drifted apart! I think we will be friends forever. 

Describe your friends:

  • Close friend
  • Bosom friend: a friend that you like a lot and have a very close relationship with:
  • Confidante:  a person you trust and share your feelings and secrets with:
  • buddy/sister/bestie: best friend
  • Fair-weather friend: a person whose friendship cannot be relied on in times of difficulty.
  • Acquaintancea person one knows slightly, but who is not a close friend.
  • Net pal:  a friend who one meet online

Describe you and your friends’ friendship:

  • Through thick and thin: under all circumstances, no matter how difficult.
  • Lose touch with someone
  • Drift apart: (of two or more people) gradually become less intimate or friendly.
  • Have a lot in common
  • Get on like a house on fire: If two people get on like a house on fire, they like each other very much and become friends very quickly
  • Get on well with someone
  • Hit it off with someone:  to be friendly with someone immediately
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