IELTS Speaking Band 9 Sample Test
Summary
TLDRThis video script from Oxford Online English features a model IELTS speaking exam, showcasing band 9 language. It guides viewers through the test's three parts, highlighting key features for improving scores. The examiner, Stephanie, and candidate, Olivier, demonstrate fluent responses, relevant vocabulary, and effective use of linking words. The video also addresses how to handle difficult or unfamiliar questions, emphasizing communication ability over specific knowledge. A transcript and further analysis are available on the website for deeper study.
Takeaways
- đ The video is a model IELTS speaking exam showcasing band 9 language proficiency.
- đ The video script includes an examiner and a candidate discussing various topics to demonstrate IELTS speaking test sections.
- đ§ The candidate, Olivier Guiberteau, shares his taste in music, describing it as alternative electronica with unique influences.
- đ Olivier mentions listening to music at home during chores and while commuting, especially for high-energy tunes before sports or the gym.
- đ¶ Music's importance is highlighted as a cultural constant with a powerful emotional impact.
- đ¶ââïž The script discusses transportation options in a small UK town, including walking, cycling, buses, and taxis.
- đ Olivier's experience with learning to drive is shared, noting the difference in driving habits between the UK and Europe.
- đ The personal choice of whether to learn to drive is emphasized, with considerations based on location and necessity.
- đŹ Key points for a high IELTS speaking score include fluent speaking, relevant and developed answers, and natural use of linking words.
- đ Vocabulary richness, including idiomatic language and collocations, is crucial for a high score in the IELTS speaking test.
- đ€ The video addresses how to handle difficult or unexpected questions in the exam by reacting naturally and admitting when unsure.
Q & A
What is the purpose of the video by Oxford Online English?
-The purpose of the video is to demonstrate a model IELTS speaking exam with band 9 language, highlighting features that could help improve one's IELTS speaking score.
How can viewers access the full lesson and transcript?
-Viewers can access the full lesson and transcript through a link provided underneath the YouTube video or on the Oxford Online English website.
What is the first part of the IELTS speaking test like?
-The first part of the IELTS speaking test involves the examiner asking the candidate about their personal life, preferences, and opinions on various topics.
What type of music does Olivier Guiberteau like, according to the script?
-Olivier Guiberteau likes alternative electronica with influences from hip-hop, funk, or disco, which he admits his friends might find a bit weird.
Why is music considered important in people's lives, as per Olivier's opinion in the script?
-Olivier believes music is important because it is part of human culture and has a powerful effect on emotions, being able to uplift, inspire, or make one feel sad.
What are the transportation options Olivier mentioned for getting around his small town?
-Olivier mentioned walking, cycling, taking buses, and using taxis or Uber as transportation options in his small town.
What does the script suggest about the importance of speaking fluently for a high IELTS speaking score?
-The script suggests that to achieve a high score in IELTS speaking, one must speak fluently without hesitations that are related to the language itself.
How does Stephanie demonstrate the use of linking words and connecting devices in her answer about learning to drive a manual car?
-Stephanie uses linking phrases like 'I guess', 'doubly hard', 'extra frustrating', and 'super stressful' to connect her ideas and maintain fluency in her response.
What is the significance of choosing a specific topic in the IELTS speaking test as per Stephanie's experience?
-Choosing a specific topic allows the candidate to use specialized vocabulary and varied language, which can help achieve a higher score in the IELTS speaking test.
What does Stephanie suggest about the future of education and learning with respect to technology?
-Stephanie suggests that education and learning will become more globalized and democratic, with technology providing more options for everyone to learn, potentially diminishing the significance of formal education.
What is Stephanie's opinion on university education costs and a possible solution?
-Stephanie believes university education should be free to prevent elitist outcomes. She suggests a graduate tax system where those who benefit from higher education also help fund it.
Outlines
đ Introduction to the IELTS Speaking Exam
The script begins with Stephanie introducing the IELTS speaking exam, which is being modeled with band 9 language. The video will cover each section of the exam, highlighting features that can improve the viewer's score. Stephanie, acting as the examiner, conducts the mock exam with Olivier Guiberteau. They discuss topics such as music preferences, listening habits, and the importance of music in culture. The section concludes with advice on achieving a high score, emphasizing fluency, relevance, and the use of linking words.
đ Discussing Transportation and Driving Experiences
In this part, the conversation shifts to transportation, with Olivier discussing the best ways to navigate his small town and his personal experiences with driving. He admits having learned to drive in the UK but not having driven for several years. The dialogue explores the necessity of driving in rural areas versus the convenience of walking and cycling in urban settings. Stephanie then provides feedback on the speaking exam, focusing on the importance of fluent speaking, relevant and developed answers, and the accurate use of linking words and vocabulary.
đ€ Handling Unexpected Questions in the IELTS Exam
The script proceeds to the second part of the IELTS speaking exam, where Stephanie, as the candidate, is asked to speak on a difficult task she learned to do. She recounts her challenging experience learning to drive a manual transmission car. The summary highlights the importance of choosing specific topics to showcase specialized vocabulary and idiomatic language. Stephanie's use of colloquialisms and her approach to answering follow-up questions are analyzed, emphasizing the need for focused and well-developed responses.
đ§ Reflections on Learning and Education Systems
The final part of the script delves into broader topics of learning and education. Stephanie discusses motivations for learning new things, the impact of technology on learning, and the future of education. She also shares her views on choosing schools and universities, as well as her opinion on the affordability of university education. The summary underscores the importance of fluency, clear structure, and the use of a wide range of grammar and vocabulary in the IELTS speaking exam.
đ Conclusion and Encouragement for IELTS Candidates
The script concludes with a review of the key points made in Stephanie's answers, focusing on fluency, relevance, development, and clarity. She uses a variety of grammar and vocabulary, including idiomatic language, and effectively employs linking phrases and fillers. The video script is available for further study on the Oxford Online English website. Stephanie invites viewers to share their IELTS speaking exam experiences and wishes them luck for upcoming tests.
Mindmap
Keywords
đĄIELTS speaking exam
đĄBand 9 language
đĄFluency
đĄLinking words
đĄVocabulary
đĄIdiomatic language
đĄManual transmission
đĄCultural significance
đĄTransport
đĄEducation
đĄGlobalization
Highlights
Introduction to a model IELTS speaking exam with band 9 language.
Availability of a full lesson with a transcript on the Oxford Online English website.
Demonstration of the IELTS speaking test's part one with examiner and candidate roles.
Discussion on the importance of fluent speaking without hesitation for a high IELTS score.
Emphasis on the relevance and development of answers in the IELTS speaking test.
Advice on the appropriate use of linking words and connecting devices.
Illustration of a wide range of vocabulary and idiomatic language in answers.
The candidate's response to an unexpected question and the importance of natural reactions.
Transition to part two of the test with a role swap and a topic discussion.
Advice on selecting specific topics to demonstrate specialized vocabulary.
Importance of covering all cue card points in detail without going off-topic.
Discussion on the use of idiomatic language in a natural and accurate manner.
The significance of follow-up questions in part two of the IELTS speaking test.
Introduction to part three with related topic questions on learning new things.
Analysis of motivation factors for learning new things and the role of necessity and interest.
Observations on how technology has changed the learning process and its future implications.
Debate on the selection of the best school or university and the value of insider perspectives.
Opinions on private education and its prevalence in the candidate's country.
Arguments for free university education and the proposal of a graduate tax.
Conclusion of the speaking test and a review of what makes effective answers.
Invitation for viewers to share their IELTS speaking exam experiences.
Transcripts
Hi, Iâm Stephanie.
Welcome to Oxford Online English!
In this lesson, you can see a model IELTS speaking exam with band 9 language.
Youâll see each section of the IELTS speaking test, and after each section weâll highlight
the features that could help you to improve your IELTS speaking score.
If youâre watching on YouTube, you should check out the full lesson on our website.
Thereâs a link underneath the video.
The full lesson includes a transcript, so you can study the answers in your own time.
Letâs start with part one, where Iâll be the examiner.
Hello, my name is Stephanie.
This is the IELTS speaking test.
Can you tell me your full name, please?
My nameâs Olivier Guiberteau.
And can you tell me where youâre from?
Iâm from a small town near Northampton, in the UK.
Can I see your identification, please?
Yes, of course.
Here you are.
Okay, thank you very much.
Now, in this first part Iâd like to know something about you.
First of all, can you tell me about the kind of music you like?
Sure, well, Iâm a big fan of what you might call alternative electronica.
Itâs hard to classify, because when you say âelectronicaâ, people think of dance
music, but I wouldnât call it that.
Basically, I listen to a lot of stuff with hip-hop, funk or disco influences, but most
of my friends think my taste in music is a bit weird.
I see.
And, where do you like to listen to music?
I listen to music pretty much any time that Iâm at home.
So, if Iâm doing housework, or cooking, or anything like that, Iâll put some music
on.
Sometimes I also listen to music on the bus.
Especially if Iâm going to play sport or to the gym, Iâll listen to some high-energy
tunes on the way to get myself pumped up.
Yeah, okay.
Why do you think music is so important in many peopleâs lives?
HmmâŠ
Thatâs a big questionâŠ
Well, first of all music has always been part of human culture, so in that sense obviously
itâs an important part of our lives.
I guess thatâs because music can have such a powerful effect on our emotions.
Music can lift you up, or inspire you, or make you feel sad.
Iâd certainly find it hard to live without it!
Uh-huh.
Iâd like to move on and talk about transport.
Whatâs the best way to get around your city?
I live in quite a small town, so itâs very easy to get around.
You can walk or cycle to a lot of places, although some roads are a bit dangerous for
bikes.
There are buses which are fairly reliable, but theyâre not the fastest way to get around.
Finally, you can take a taxi or an Uber if you want to get somewhere fast and you donât
mind paying a bit extra.
Alright.
And, have you ever learned to drive?
Yes, I learned in the UK as soon as I was old enough, although I have to say I havenât
driven for several years!
Iâm not sure if youâd want to get in a car with me, but I guess Iâd pick it up
again quite quickly.
Thereâs just not much point in having a car where I am now, because I can walk or
ride my bike around town, and take public transport if I want to go somewhere else,
for the weekend or whatever.
I see.
Do you think everybody should learn to drive?
ErâŠ
Thatâs a strange idea.
I think itâs up to each person to decide.
It can be very useful in some places.
For example, where I grew up in the UKâŠ
Itâs a rural area, and if you donât have a car youâre pretty isolated.
If you live somewhere like that, you should probably learn to drive.
But, itâs still a choice, right?
Letâs look at some key points from this part of the speaking exam.
First, to get a high score in IELTS speakingâband seven or aboveâyou need to speak fluently,
without hesitation.
That doesnât mean you can never pause or hesitate, but your hesitations should not
be language-related.
So, if youâre pausing or stopping because you canât remember vocabulary, or because
you canât build a sentence fast enough, that will make it difficult to get a high
score.
Secondly, Oliâs answers were all relevant and appropriately developed.
He gave full answers to every question and added extra detail, but he never went off-topic.
This is also essential: you need to do both of these things to get a high score in your
IELTS speaking test.
He also used linking words and connecting devices well.
Letâs look at one answer as an example:
Notice that I didnât use a lot of linking words here.
IELTS students often overuse linking words, and they end up getting a lower score because
they make errors or sound unnatural.
You need to connect your ideas, but you donât get a higher score for using more linking
words.
Itâs more important to use linking words accurately and naturally.
Looking at vocabulary, Oli used a wide range of words and phrases in his answers, including
some good collocations like alternative electronica, disco influences, or a powerful effect on
our emotions.
He also used some idiomatic language in a correct, natural way.
For example, Iâm a big fan ofâŠ, get myself pumped up, lift you up, or Iâd pick it up
again quite quickly.
Finally, I got a question at the end which was harder to answer: Do you think everybody
should learn to drive?
You might have to answer some strange questions in your IELTS speaking exam, or talk about
something you havenât thought about before.
The examiner follows a script, and has no choice about what to ask you.
Many IELTS candidates have problems because they try to answer questions they have no
idea about.
In this situation, itâs better to react naturally.
For example, you could say: thatâs a weird question; hmm⊠thatâs a tricky one, or
something like that.
Then, if you have no idea what to say, say so!
So long as you explain why, this is fine, and it wonât affect your score.
Your score depends on your ability to communicate, not on your ideas and knowledge.
Letâs look at the next part of the test.
Weâre going to swap roles here, so Iâll be the candidate.
Now, Iâm going to give you a topic and Iâd like you to talk about it for one to two minutes.
You have one minute to think about what you are going to say.
You can make some notes to help you if you wish.
Are you ready?
Yes.
Okay, please tell me about something difficult you learned to do.
So, Iâm going to tell you about learning to drive a car with manual transmission.
Iâm from the States, and almost no one drives a manual there; most cars are automatic.
When I came to Europe, I found it was totally the opposite here; driving a manual is the
norm, and automatics are rare.
I guess here theyâre associated with very expensive, luxury cars.
Anyway, I had to learn to drive stick, and it was so difficult!
It was doubly hard because I already knew how to drive, so it felt extra frustrating
to be behind the wheel but unable to do the things I would normally do.
Maybe it wasnât a good idea but I didnât get any help; I could have gone to a driving
school but I didnât.
I just practiced and tried to learn by myself, by driving around car parks and open spaces
and things like that.
That was okay, but when I went out and drove properly, on the streets with traffic, it
was super stressful.
I just couldnât get the clutch right, and then Iâd stall and Iâd be stressing out
while everyone was honking at me.
I canât say that Iâm glad that I learned it.
I mean, I just learned to do it because I had to, and I didnât enjoy the experience!
If it were up to me, Iâd rather just have an automatic car.
Thank you.
So, what do you use your car for?
Mostly for getting to work.
I live quite far from the nearest metro station and the bus lines arenât good, so itâs
much easier to drive.
Sometimes we go out of town for the weekends, too.
Next, letâs look at some of the positive points which Stephanie showed in this section.
First, she chose a very specific topic.
This meant she needed a lot of specialised vocabulary to talk about it, like transmission,
drive stick, clutch, stall, honking and so on.
If youâre aiming for a high score, you need to choose a topic which lets you go into more
depth and use some more varied language.
If you choose a very simple topic, itâll be difficult to get top scores for language.
You can also see that I covered all of the points from the cue card in detail, and
didnât add any irrelevant information or go off topic.
Oli already mentioned the specialised vocabulary, but I also used some idiomatic language, like
I guess, doubly hard, extra frustrating, super stressful, or get the clutch right.
You need to use idiomatic language naturally and accurately to get a top score in IELTS
speaking.
Idiomatic language doesnât just mean idioms like âraining cats and dogsâ; it also
includes conversational words and phrases that are common in native English speech.
Donât forget about the follow-up questions in part two.
After you finish speaking, the examiner will ask one or two simple follow-up questions
about what you said.
You donât need long answers here, but you should give focused, well-developed answers,
like with every IELTS question!
Finally, letâs look at part three of the IELTS speaking test.
Right, Iâd like to ask some questions related to this topic.
First, letâs talk about learning new things.
What motivates people to learn new things?
Wow⊠thatâs a big question!
Well, there are lots of reasons.
The main one I guess is just necessity.
For example, if you want to work in a particular field, youâll need some specific training,
skills, qualificationsâŠ
Then, when you start a new job, you generally have to adapt and learn a lot of new things,
even if you came in with a lot of theoretical knowledge.
What else?
I think also interest is importantâŠ
I mean, people learn to do new things because theyâre interested in them or they find
something enjoyable.
For example, no one needs to learn to play a musical instrument, but a lot of people
do so because it brings them pleasure.
Do you think the way that people learn new things has changed compared to the past?
Absolutely.
Of course, the Internet and the development of smartphones and other new technologies
have had a huge influence.
We all have easy access to so much information now, which wasnât the case in the past at
all.
Before, people would need to dedicate a lot of time and effort to finding an expert, or
doing research in order to learn about something new.
Now, you can find tutorials online, ask people for help in discussion forums, and things
like that.
So, itâs a big difference, but I think itâs mostly for the better.
How do you think technology will change the way people learn new things in the future?
HmmâŠ
Iâm not sure.
I think weâll see the same trends developingâŠ
What I mean is: the big changes have already happened, but I donât think theyâve run
their course yet.
So, a lot of people still have the idea that you learn something by going to a class, reading
books, and so on, and they havenât realised that you just have more options nowadays.
To tie all this together, I think that in the future, education and learning will be
more globalised and democratic, in that everybody will have similar opportunities to learn.
I suppose that might mean that formal education diminishes in significance, but Iâm not
sure that will actually happen.
Okay, letâs move on to talk about school and education.
How can parents or students choose the best school or university?
In my experience, the only way to know what a school or university is really like is to
talk to people who already study there and see what they say.
Of course, you can go and look around, but I donât think you can learn very much just
by walking around a school.
If you talk to some of the staff and students, you can get a feel of what kind of establishment
it is, and whether itâs a good fit for you, or your child, whoever youâre talking about.
Mm-hmm.
How do people in your country feel about private education?
HuhâŠ
I really donât know.
I went to a public school, and so did everyone I know.
Itâs not really a topic which comes up that much, you know?
Personally, I donât have strong opinions; if someone wants to pay to send their child
to a private school, then why not?
Given that there arenât that many private schools, itâs just not something that people
are so aware of.
I see.
Do you think that university education should be free?
Definitely, yes.
In the USA, university is insanely expensive; parents have to start saving up from the moment
their child is born.
I think this leads to elitist outcomesâŠ
I mean that the richest kids go to the best universities, and if you donât have a lot
of money behind you, your options are more limited.
That said, I realize that graduates tend to earn more, so it might be fairer to have some
kind of graduate tax, so that the people who erm⊠benefit from higher education also
help to fund it.
That seems to me to be the fairest solution.
Thank you.
Thatâs the end of the speaking test.
So, letâs look at these answers more closely, and see what made them effective.
Many things here youâve already heard.
Stephanieâs answers were fluent, relevant, well-developed and clear.
She used a wide range of grammar and vocabulary accurately, including idiomatic language.
She also used linking phrases and fillers to keep her answers fluent, even when she
was dealing with more difficult answers.
For example: At the start, she used fillers to give herself
thinking time without leaving an unnatural pause.
She also used linking phrases, like what I mean is and to tie this all together to focus
her answer when she wasnât sure how to finish a sentence or an idea.
Remember that you can read the full script of this video on our website: Oxford Online
English dot com.
You can read the answers and see exactly what words, phrases and structures I used to answer
these questions.
Have you taken the IELTS speaking exam recently?
Please share your experiences in the comments: what went well, and what did you find difficult?
Good luck if you have an IELTS test coming up soon!
Thanks for watching!
See you next time!
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