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(topic) Topic development in the IELTS Speaking Test
Authors
Paul Seedhouseand Andrew Harris
Newcastle niversit!" nited #ingdom
a$stract" p%&'
Topic is integrated into the organisation o the interaction in
that there is anarchet!pal organisation
which com$ines turn taking" ad*acenc! pair and topic" as ollows%
E+aminer,uestions contain two
components-a) an ad*acenc! pair component" which re,uires the
candidate toprovide an answer. and
$) a topic component" which re,uires the candidate to develop a
speci/c topic% Thisorganisation ma!
$e termed a 0topic $ased 1 A ad*acenc! pair2% So in the Speaking
Test" unlike inconversation" topic is
alwa!s introduced $! means o a ,uestion% To o$tain a high score"
candidates needto do the
ollowing- a) understand the ,uestion the! have $een asked.$)
provide an answer to
the ,uestion.c) identi ! the topic inherent in the ,uestion.
andd) develop the topic inherent in the,uestion%
The characteristics o high scoring and low scoring tests in
relation to topic aredetailed" with
re erenceto-length o turn. topic trou$le. engagement with the
topic. coherence. useo le+ical items
and s!nta+. and pro*ection o identit!% E+aminers ma! take a
num$er o eatures o
monologic topic
development into account in Part 3% There is ver! little
variation in the interactionalst!le o e+aminers%
E+aminers rarel! diverge rom the $rie in our corpus%
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p%4)5 Part & (Introduction)-candidates answer general
,uestions a$out themselves"their
homes6 amilies" their *o$s6studies" their interests" and a range
o amiliar topicareas%
The e+aminer introduces him6hersel and con/rms the candidate2s
identit!% Thee+aminer
interviews the candidate using ver$al ,uestions selected rom
amiliar topic rames%
This part lasts $etween our and /ve minutes%
5 Part 3 (Individual long turn)-the candidate is given a ver$al
prompt on a card andis
asked to talk on a particular topic% The candidate has one
minute to prepare $e ore
speaking at length" or $etween one and two minutes% The e+aminer
then asks oneor
two rounding o7 ,uestions%
5 Part 8 (Two wa! discussion)-the e+aminer and candidate engage
in a discussion omore
a$stract issues and concepts which are thematicall! linked to
the topic prompt inPart 3%
9etailed per ormance descriptors have $een developed which
descri$e spokenper ormance at the nine
IELTS $ands" $ased on the criterialisted $elow (IELTS Hand$ook
3::;" p&&)% Scoreswere reported
as whole $ands in 3::4" which is when the tests studied were
recorded%
p%4 ;' uenc!
are speech rate and speech continuit!%
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sentences" clear marking o stages in a discussion" narration or
argument" andtheuse o cohesive
devices (egconnectors" pronouns and con*unctions) within and
$etween sentences%
Topic development in the IELTS Speaking Test
IELTS ?esearch ?eports @olume &3 www%ielts%org ;
Le+ical ?esource re ers to the range o voca$ular! the candidate
can use and theprecision with which
meanings and attitudes can $e e+pressed% The ke! indicators are
the variet! owords used" the
ade,uac! and appropriac! o the words used and the a$ilit! to
circumlocute (getround a voca$ular!
gap $! using other words) with or without noticea$le
hesitation%
Brammatical ?ange and Accurac! re ers to the range and the
accurate andappropriate use o the
candidate2s grammatical resource% The ke! indicators o
grammatical range are thelength and
comple+it! o the spoken sentences" the appropriate use o
su$ordinate clauses"and variet! o sentence
structures" and the a$ilit! to move elements around or in
ormation ocus% The ke!indicators o
grammatical accurac! are the num$er o grammatical errors in a
given amount ospeech and the
communicative e7ect o error%
Pronunciation re ers to the capacit! to produce comprehensi$le
speech in ul/llingthe Speaking Test
re,uirements% The ke! indicators will $e the amount o strain
caused to the listener"
the amount o
unintelligi$le speech and the noticea$ilit! o L&
in>uence%
(p%&;) ts-a) an ad*acenc! pair component" which re,uires the
candidate to providean
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answer. and$) a topic component" which re,uires the candidate to
develop aspeci/c topic% This
organisation can $e called a 0topic $ased 1 A ad*acenc! pair2%
So in the Speaking Test" unlike in
conversation" topic is alwa!s introduced $! means o a
,uestion%
To o$tain a high score" candidates need to do the ollowing-
5 understand the ,uestion the! have $een asked
5 provide an answer to the ,uestion
5 identi ! the topic inherent in the ,uestion
5 develop the topic inherent in the ,uestion%
p%3C' a) Is the ,uestion answeredD
$) Is the topic ocus clear or notD
c) Is there movement rom topic to topic and6or su$
d) Is such movement stepwise" motivated and >owi
e) Is topic development coherent or notD
) 9o candidates mark topic6su$ topic shi t clearl!g)
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organisation o repair in the Speaking Test has a num$er o
distinctivecharacteristics%
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conversation" that topical organisation is an accessor! toturn
taking andse,uence% J! contrast"
topic is" in the Speaking Test" to some e+tent an organising
principle or interaction"in that e+aminers
have a script with a series o ,uestions on a connected topic"
eg/lms%
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not onl! >uenc! $ut also accurac!" amiliarit! with te+t ormat
and test takingstrategies 4%; ;%;" test re,uirement
task $ased holistic aapproach. wash $ack e7ect" student centered
" acilitate alargeamount o group work pair work and individual
work" encourage sel stud! " $ut
still have a ocus on ormdela!ed eed$ack on orm " students e+pect
and want that
e+plicit discussion a$out learners needs" promote re>ective
learning selevaluation " weaknesses and strength
9ue to the particular eatures" the lessons are arranged
according to skillD notionDunctionD
emplo! a great deal o authentic materials rom internet and task
e+ercises
strategies arrandge order% might incorporate several topics
within a lesson 8 hoursem$edded with di7erent task c!cles
$ut the transition would not $e too sudden as the ocus is not to
include as man!topics as possi$le $ut to empower learners with
atrateggies and con/dence ormanage speaking test and develop
learner autonom! and sel stud! development
as the duration o the course is nt too long an intensive course
learners need to $ee,uip with learning strategies or sle
development and learning language methods"activate high cognitive
activities" emplo! pro$lem solving" and anal!tical
as this
wash$ack
opportunities or speaking practice
mock test component progressive evaluation
communication strategies
model o speaking sample
amiliariMe students
make sure student achieve the re,uirement o the test within a
holistic approach
corrective eed$ack
encourage sel research
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p%8&4
I adult oreign language learners are to sound like natives" the!
need to $e e+posed
to realistic (genuine or ela$orated) samples o target language
use ( P8 and P4)as
input components o PTs" and then helped to incorporate" store"
and retrievecollocations within that input as prepackaged chunks%
Ohen per orming tasks"that is" the!
must $e encouraged to plagiariMe% ! second suggestion or a
pedagogicprocedure
through which to realiMe P; is to encourage what might $e termed
overtplagiarism%
This re ers to a variation on a pedagogic procedure (not called
that) which I /rst sawused ver! success ull!" and then used m!sel "
with !oung adults at the Swan Schoolin
F+ ord in the late &G :s" and have since emplo!ed with
adults at the previousl!mentioned communit! English as a second
language (ESL) program or migrantworkers in
ar!land%
The procedure is simple% The teacher reads a passage aloud two
or three times (or
$etter" to save energ!" pla!s a recording o a native speaker
doing so)% The passagema!
$e an ela$orated version o a genuine te+t i learners2 pro/cienc!
level sore,uires%
Passage length is determined $! students2 pro/cienc!% Starting
with the openingsentence" the teacher then reads (or pla!s a
recording o ) progressivel! largersegments as
man! times as necessar! or students to $e a$le to repeat them
ver$atim"graduall!
com$ining progressivel! larger chunks" until teacher and
students can recite mosto the
entire passage rom memor!% Fnce memoriMation is good" even i not
per ect"students
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are shown the written passage or the /rst time" and teacher and
students read italoud
together two or three times" there$! associating spoken with
written orm% Providedthe
teacher2s (or recorded) models are livel!" the whole process is
not nearl! as drear!or
time consuming as it ma! sound" and $ecomes easier with new
passages withpractice"
*ust as learning lines in a pla! or re erencing case law $ecomes
progressivel! easierwith
practice or actors or law!ers% Students are then encouraged to
plagiariMe" i%e%" tore use
as large chunks o the passage as the! choose when talking or
writing a$out a newtopic%
Ohile initiall! skeptical" I ound the procedure worked ver!
well% Native likecollocations and larger segments $orrowed rom the
original $egan to show up inthe students2
speech and writing on all manner o topics ,uite unrelated to the
conte+ts in whichthe!
had /rst $een encountered% oreover" the initiall! large chunks
that had $eenplagiariMed were $roken down over time" and the parts
used productivel!" $ut
with the original collocations intact%
At /rst sight" the overt plagiarism pedagogic procedure ma! look
like one that could
$e ound in traditional te+t $ased LT" where mimicr! and rote
memoriMation arestaples
o ocus on orms approaches% There are important di7erences"
however% Ohat is$eing
Long" ike" ul 34" 3:&4" Second Language Ac,uisition and Task
Ja
%4)5 Part & (Introduction)-candidates answer general
,uestions a$out themselves"their
homes6 amilies" their *o$s6studies" their interests" and a range
o amiliar topicareas%
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The e+aminer introduces him6hersel and con/rms the candidate2s
identit!% Thee+aminer
interviews the candidate using ver$al ,uestions selected rom
amiliar topic rames%
This part lasts $etween our and /ve minutes%
5 Part 3 (Individual long turn)-the candidate is given a ver$al
prompt on a card andis
asked to talk on a particular topic% The candidate has one
minute to prepare $e ore
speaking at length" or $etween one and two minutes% The e+aminer
then asks oneor
two rounding o7 ,uestions%
5 Part 8 (Two wa! discussion)-the e+aminer and candidate engage
in a discussion omore
a$stract issues and concepts which are thematicall! linked to
the topic prompt inPart 3%
9etailed per ormance descriptors have $een developed which
descri$e spokenper ormance at the nine
IELTS $ands" $ased on the criterialisted $elow (IELTS Hand$ook
3::;" p&&)% Scoreswere reported
as whole $ands in 3::4" which is when the tests studied were
recorded%Le+ical ?esource re ers to the range o voca$ular! the
candidate can use and theprecision with which
meanings and attitudes can $e e+pressed% The ke! indicators are
the variet! owords used" the
ade,uac! and appropriac! o the words used and the a$ilit! to
circumlocute (getround a voca$ular!
gap $! using other words) with or without noticea$le
hesitation%
Brammatical ?ange and Accurac! re ers to the range and the
accurate andappropriate use o the
candidate2s grammatical resource% The ke! indicators o
grammatical range are thelength and
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comple+it! o the spoken sentences" the appropriate use o
su$ordinate clauses"and variet! o sentence
structures" and the a$ilit! to move elements around or in
ormation ocus% The ke!indicators o
grammatical accurac! are the num$er o grammatical errors in a
given amount ospeech and the
communicative e7ect o error%
Pronunciation re ers to the capacit! to produce comprehensi$le
speech in ul/llingthe Speaking Test
re,uirements% The ke! indicators will $e the amount o strain
caused to the listener"the amount o
unintelligi$le speech and the noticea$ilit! o L&
in>uence%
TFPI= development -
$rainstorm ideas
paralinuistics e7ects
communication strategies
sel repair
clari !ing
e length and
comple+it! o the s
to circumlocute (get round a voca$ular!
gap $! using other words)
new language rame to activate learner2s e+isting knowledge and
noticinginterlanguage gap" and e+press their meaning within their
certain voca$ular! pooland test
Biving in ormation
Stating opinions
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E+plaining6Suggesting
=omparing
9escri$ing6contrasting
s!nthesiMing6anal!Ming
likes6dislikes
each lesson an element o pre decided and a $uilt in s!lla$us rom
learners
e+pose rom collected materials rom the internet
e+pressing agreement6disagreement
e+plainingretell a stor!6 se,uence o event
likes6dislikes
the course is designed
reading6listening
speaking
writing
re>ect
plan short in writing aaaaa
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Home > Articles > Teaching English > Games for IELTS
Speaking Part One, Part Two and Part Three
Games for IELTS Speaking Part One,Part Two and Part
ThreeSummary: Games that are great practice for all three parts of
the IELTS Speaking exam, either separately or together.
http://www.usingenglish.com/http://www.usingenglish.com/articles/http://www.usingenglish.com/articles/teaching-english/http://www.usingenglish.com/articles/http://www.usingenglish.com/articles/teaching-english/http://www.usingenglish.com/
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By: Ale !ase "Audience: Teachers" Category: Teaching English
It is #$ite diffic$lt to practise all three parts of the IELTS
speaking test in one game, gi%en howdifferent Part Two
presentations are from the #$estion and answer formats of Part One
and Part
Three, &$t all the games &elow make that possi&le'
This co$ld &e $sef$l as a wa( of re%isings$ita&le lang$age
or tactics &efore or after doing a whole practice speaking
test' )oing thesame game for two different parts of the e am is
also a good wa( of mo%ing from, sa(,Speaking Part One to Speaking
Part Two in the same class' As all the games &elow can
&e$sed for *$st one or two parts of the e am as well as the
whole thing, this article sho$ldhopef$ll( also work as a $sef$l
reso$rce for an(one looking to #$ickl( find a s$ita&le game
thatis g$aranteed to li%en $p their IELTS classes' +ost of the
worksheet &ased ideas descri&edhere are a%aila&le
online for free'
IELTS Speaking Dice Game
This is one of m( fa%o$rite games for IELTS Speaking Part One
and can easil( &e con%ertedinto a mi of all three parts of the
test' In this %ariation a first throw of the dice decides
ifst$dents sho$ld answer a #$estion a&o$t themsel%es and people
the( know like Part One,answer a #$estion a&o$t the world more
generall( like Part Three, or talk for one or two min$teson the
topic like Part Two, pro&a&l( with two n$m&ers on the
dice representing each of thosethings -. or / 0 Part One st(le
#$estion etc1' A second throw of the dice then decides which ofsi
t(pical IELTS topics the( will ha%e to talk a&o$t, e'g' . for
technolog(, / for the en%ironment,2 for ed$cation, 3 for free time,
4 for e ercise, and 5 for health' Their partners make the#$estions
and the( simpl( answer the #$estion or talk a&o$t the Part Two
st(le topic -ma(&ewith their partner setting fo$r s$&topics
as in the e am1'
6ote that in this and some other games in this article, st$dents
who are new to the e am willneed #$ite a lot of help with making
the #$estions s$ch as a list of $sef$l #$estion stems'
IELTS Speaking Board Games
It is also possi&le to make a &oard game with the kinds
of topics and tasks mentioned a&o%e forthe dice game' This can
&e done &( simpl( writing the topics and7 or task t(pes in
each s#$areof the &oard, making for s#$ares like 8sport 9
opinion: and 8tra%el 9 one or two min$tes:'
St$dents co$ld *$st mo%e aro$nd the &oard &( throwing a
dice, &$t I prefer for st$dents to &e
made to p$sh themsel%es more &( making their progress depend
on their act$al speakingperformance' The easiest r$le to e plain is
st$dents &eing a&le to mo%e &( how long each oftheir
answers is, e'g' mo%ing one s#$are per thirt( seconds of speaking,
$p to si s#$aresma im$m for three min$tes of speaking a&o$t one
#$estion or Part Two st(le task'
A more $sef$l wa( of deciding how to mo%e aro$nd the &oard
&( their act$al speaking is forst$dents to monitor each other
for certain criteria that their speaking matches, mo%ing one
http://www.usingenglish.com/profiles/view/238/http://www.usingenglish.com/articles/teaching-english/http://www.usingenglish.com/profiles/view/238/http://www.usingenglish.com/articles/teaching-english/
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s#$are for each point that the( are gi%en &( their
partner-s1 for matching those criteria' All ormost of the criteria
that the( are monitoring for need to &e s$ita&le for all
three parts of the e amand hence for all or most of the s#$ares on
the &oard' The criteria co$ld &e things like
8a%oidingsilence:, 8sta(ing on topic or e plaining wh( (o$ are
going off topic:, 8checking what the#$estion means:, 8e plaining
what something is or means:, 8filling silence7 thinking alo$d:,
8$sing hedging7 softening lang$age:, 8gi%ing reasons: and 8$sing
higher le%el lang$age:' +ost of the criteria are act$all( kinds of
f$nctional lang$age, so st$dents co$ld also &rainstorm
$sef$lphrases &efore or after pla(ing the &oard game'
=ommunication andglo$alisation
A$out language keeping intouch" glo$alisation
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Education Biving in ormation ?ole pla! asinterviewersand
interviewees
