IELTS Oral : Échanges, longs monologues et prononciation
IELTS Académique Sujet 5 23:03 Narration en anglais · Sous-titres anglais + 中文 incrustés
Chapitres
Transcript
The original handout introduces the four criteria. Fluency and coherence concern continuing at a useful pace with connected ideas. Vocabulary includes finding suitable words and expressing the meaning another way when a word disappears. Grammar includes using different forms accurately when the message needs them. Pronunciation concerns how understandable your speech is. These skills work together across the test. The new supplement adds worked exchanges and practice, and qualifies unsupported fixed score promises in the older notes. No written model here is an officially rated speaking performance.
For a question about cooking, yes on its own tells the listener little. Add a relevant reason or experience. But the original notes' one-word band-four claim cannot establish the whole test result from one response. Two or three sentences can be a useful practice length, not a compulsory recipe for every question. A prepared speech about a different topic does not help. Listen for a present habit, past event or future wish. Later examples show that one answer can also combine time frames when the meaning needs that.
Part two gives you preparation time, paper and a pencil, followed by a longer turn. Short notes can help you speak rather than read a complete script. Nouns, verbs, dates and brief contrasts can all be useful. The prompts guide your content; they do not require fixed twenty-second paragraphs in a compulsory order. The examiner controls the stopping time. A story about learning last year may finish with a present benefit. Practise a truthful manageable experience with enough connected detail, rather than treating an invented dramatic story as the goal.
Part three moves towards wider ideas related to the long turn. Comparison, possible futures and evaluation need different kinds of reasoning, not only different tenses. A qualifier such as may or in some cases can make a claim more accurate. You can disagree politely and explain why. One short response alone does not prove a standard failure or a particular band. Likewise, a clarification request has no fixed score effect calculated here. Answer the question you understand, develop a relevant idea, and use examples that actually support it.
The older handout lists final consonants, past and plural endings, sound contrasts, word stress and sentence emphasis. Treat these as possible areas to investigate, not a universal ranking that applies to everyone with the same first language. Use a recording and a listener to discover what is actually unclear. A missing ending may hide time or number, but there is no automatic two-criterion penalty derived from one word. The supplement provides concrete sound and meaning checks. Written symbols can identify a sound but cannot replace hearing it in reliable audio.
The practical habits in the original notes can support preparation. Speak aloud, use a timer, and listen to your own recording. If you notice a mistake, a brief correction can restore the intended meaning. Constantly restarting makes a story harder to follow. Avoid treating speed as fluency or memorised speeches as flexible communication. The new supplement replaces mechanical score predictions with observations you can check: did a listener recognise the word, follow the event and understand the main point? Improvement in one practice task is useful evidence, but not an overall examiner rating.
Imagine a friend asking how you learned to repair your bicycle. Practice is related, but gives very little detail. My uncle showed me how to check the tyre, then I tried while he watched gives an action and a learning sequence. This is our starting contrast: answer the actual question and make its meaning clear. The original classroom examples in this lesson show choices you can transfer to a fresh task. Reading their text cannot demonstrate real-time fluency or pronunciation. Use your own experience when you practise aloud.
Speaking lasts eleven to fourteen minutes and is recorded. The familiar questions begin the test. For the longer turn, use the preparation minute and then continue for up to two minutes. Brief follow-up questions can also occur, making the whole second part around three to four minutes including preparation. The discussion then moves to wider ideas. The examiner controls timing. A stop or a new question does not itself reveal your score. Review several skills across the whole performance, rather than calculate a fixed penalty from one habit.
Listen to this complete familiar-topic response. I usually go for a short walk before starting my homework. It helps me rest after sitting in lessons all day. If it is raining, I stay inside and listen to music instead. The first sentence answers the usual-activity question. The second gives a reason, while the third adds a related exception. Usually does not mean every day without exception. Present forms serve a habit. Pause and answer the same question with your own routine; do not copy the walking example if it is not your experience.
Here is the past response. Not really. I found it difficult because I often burned the food. My grandmother taught me to make a simple soup, and that made cooking less frightening. It answers honestly, explains the difficulty, and shows how help changed the experience. Found, burned, taught and made belong to past events. A negative answer can still develop useful detail; you do not have to pretend to like every topic. Now answer what you enjoyed at primary school. Keep the first event in the past before adding a relevant result.
Listen to the wish and its context. I would like to learn to swim properly. At the moment I can move through the water, but I get tired quickly. I hope to join a small class during the next school holiday. The speaker does not put every verb into one future form. Present ability explains the future wish. Hope expresses a plan or wish rather than a guarantee. Pause and choose a different skill. Explain what you can do now and what you would like to improve. Keep the added information connected to the question.
This is our original classroom card, not a copied official test question. Choose one useful skill learned from another person. Cover what it was, who helped, how you learned it and why it matters. You could choose cooking a dish, organising a small budget or learning a sport. Our worked response chooses a basic bicycle tyre check. During your practice minute, choose a manageable experience rather than spend the whole time searching for a spectacular one. A simple event can support a clear sequence and an explained result.
Follow the four connected groups in the diagram. The skill is a flat tyre, pump and pressure. The scene brings back the uncle, holiday and courtyard. Learning includes a demonstration, your turn and a loose connection. Value connects the school ride to checking first, while retaining the limit of still asking for help. These groups provide one route through this particular card. They are not a compulsory order for all cards. Add a useful verb, date or contrast if it helps your memory. Practise speaking from the notes without reading complete written sentences.
The opening names a precise skill, the helper and the time. Listen to the complete first paragraph. A useful skill I learned was how to check and inflate a bicycle tyre. My uncle taught me during the spring holiday last year. I rode to school quite often, but I used to ask someone else whenever a tyre felt soft. Pause and identify what this paragraph contributes to the story.
The scene and demonstration explain how the skill was taught. Listen to the second paragraph. We worked in the courtyard outside his flat. First, he showed me how to read the pressure range on the side of the tyre. He explained that the right pressure depends on the tyre, so I should not copy a number from another bicycle. Then he connected the pump and showed me the pressure gauge. Pause and identify what this paragraph contributes to the story.
The third paragraph develops an attempt, difficulty and repair. Listen to the complete sequence. After that, it was my turn. I attached the pump badly at first, and air escaped around the connection. He asked me to stop and check it instead of pumping faster. On my second attempt, the connection was secure, and I could watch the gauge while I pumped. We also checked whether the tyre was losing air again afterwards. Pause and identify what this paragraph contributes to the story.
The ending connects a practical benefit with a limit. Listen to the final paragraph. The skill has been useful because I can now do a basic check before riding to school. It also taught me to look for the cause of a problem before rushing to fix it. I still ask for help if a tyre keeps losing air or seems damaged. Learning this small skill did not make me an expert, but it made me more confident about looking after my bicycle. Pause and identify what this paragraph contributes to the story.
The model begins with a specific skill and teacher. Its middle follows actions in order and gives a difficulty: the pump connection was loose. Checking it, rather than pumping faster, leads to a useful repair. The ending describes a present benefit and an honest limit. Learning a small skill did not make the speaker an expert. The tyre story is not a full repair guide. Speaking has a time limit, not a required word count. Read the response aloud at a natural pace, then try a different experience from short notes.
Is learning from a person different from learning from a video? Listen to the complete original response. Yes. A person can notice a mistake and respond immediately, which is useful for a practical skill. A video has another advantage: you can pause and watch the same step again. For example, I might watch a demonstration before asking a teacher to check my attempt. So I think the methods can work together rather than one being better for every learner. The response compares feedback with replay, then explains how they can work together. Now answer the question with a different relevant example. This is a way to develop an idea, not a compulsory template.
Why do some people give up when learning a new skill? Listen to the complete original response. One reason may be that they expect progress too quickly. If the first attempt goes badly, they may think they have no ability. Small tasks can help. Someone learning to cook could master one simple dish before trying a full meal. However, time or money can also be a problem, so motivation is not the only explanation. The cause is a possibility, and the final sentence recognises other causes. Now answer the question with a different relevant example. This is a way to develop an idea, not a compulsory template.
How might technology change the way people learn practical skills? Listen to the complete original response. People may get more immediate guidance while they practise. For example, a program could show a learner which stage to try next. That could make some skills easier to begin, especially without a teacher nearby. But practical safety checks may still need a trained person, so I would not expect technology to replace all teaching. The response explains a benefit and a limit, without claiming a guaranteed future. Now answer the question with a different relevant example. This is a way to develop an idea, not a compulsory template.
Should schools spend more time teaching practical skills? Listen to the complete original response. I think some practical lessons would be useful, especially skills students need in daily life. Learning to plan a budget, for instance, could help them make careful choices later. The difficulty is deciding what to remove from an already full timetable. I would support a small regular programme, but I would want schools to check what students actually learn. Support has conditions: the answer considers a benefit, timetable difficulty and a practical judgement. Now answer the question with a different relevant example. This is a way to develop an idea, not a compulsory template.
The bicycle event becomes a wider discussion about learning. You can use an experience to illustrate feedback, but it is not evidence that every learner needs the same method. A qualifier limits a claim when the evidence or topic needs it. May does not automatically make your view weak or unclear. Consider what can reasonably change the outcome: the skill, available help, safety or timetable. Compare a feature and its effect, or evaluate a benefit against a difficulty. Do not invent a percentage or study to make an ordinary example seem scientific.
A paraphrase expresses the meaning another way. If pressure gauge disappears from memory, say the small display that shows the air pressure. This gives the listener the object's role and lets the story continue. A description can use what something does, where it is, or what it looks like. Pause and describe a stapler without its name. Ask a partner to identify the object from your explanation. Repeat with a measuring jug or a charger. Clear meaning matters more than pretending you never forget a word.
The first request asks to hear the question again. The second checks what it means. Then answer the question you understand; repeated requests do not replace comprehension practice. For a tense error, the original example starts I learn it last year, then repairs learned. Continue with a result rather than repeatedly restart the whole story. You can acknowledge uncertainty and explain what you reasonably know without an invented statistic. These examples restore meaning. Neither a request nor a correction establishes a fixed band penalty or reward.
The aim is a recognisable word in a natural sentence. Say desk, then the desk is near the door. Ask a partner which object they heard. A final consonant can be less strongly released in connected speech; do not turn every ending into an exaggerated separate beat. Equally, do not remove the sound that distinguishes the word. Your own recording and listener show what needs practice. People with the same first language can have different difficulties. Choose the specific change that helps understanding instead of treating accent replacement as the purpose.
The three practice words are walked, lived and needed. Walked finishes with a t sound without a separate ed syllable. Lived finishes with a d sound, also without an added syllable. Needed adds a vowel and therefore a second syllable. The final sound of the base verb matters, not only its last letter. After t or d, the regular past ending adds the vowel. After other voiceless sounds it is t, and after other voiced sounds it is d. Listen to dictionary examples, then say: I lived nearby, so I walked there when he needed help.
Say walks, bags and boxes in a sentence rather than only reading the table. Walks has the s ending, bags the z ending, and boxes an extra vowel before z. Voicing means vibration in the voice box. Gently touch your throat while saying a long s and then z to notice the contrast. The extra-vowel ending follows sibilant sounds such as those at the end of bus, watch or judge. The other endings follow the voiceless or voiced sound before them. An ending may signal number or grammar, but this one sample does not calculate a test score.
Both illustrated sounds use gentle tongue contact near the upper front teeth with continuing air. Think begins with the voiceless th sound; then begins with the voiced th sound. The orange trace represents voice vibration, not sound volume: a voiceless sound is still audible. Do not bite hard or push the tongue far outside the mouth. Compare thin with sin, and then with den. Ask a listener which word they hear without showing them the intended answer. Written symbols identify the contrast, but reliable dictionary audio and listener feedback support actual practice.
Say I heard the word light, then try night and right. A partner identifies the word without seeing your notes. For v, the lower lip touches the upper front teeth. For the start of wet, round the lips instead. Very and wery are not a pair of ordinary English words, so use vest and west for a meaning-based listener check. Choose a contrast that your recording shows you need. You are investigating whether the listener understood the word, not forcing every speaker into one identical accent. Listen to a reliable model before retrying the contrast.
Within a word, one syllable receives more emphasis. In photograph, the first syllable is stressed. Photography stresses the second, while photographic stresses the third. Economy has its main stress on the second syllable; economic on the third. The capitals on screen mark these positions for practice and are not the spelling to use in a written essay. Check a new word with dictionary audio and repeat it in a meaningful sentence. Reading a capital pattern silently does not prove that your spoken stress is understandable.
The same words can carry a different focus. I borrowed the blue book can contrast the blue one with a red one if blue receives emphasis. Emphasising book can contrast the object with something else, such as a notebook. The exact interpretation also depends on the conversation. A slash marks a useful practice pause between groups of meaning: after the first attempt, I checked the connection. Do not pause after every word. Rising and falling voice serve different purposes in context; avoid a mechanical rule that every question rises or every list uses one tune.
Pause and attempt the first four questions in the handout. One yes gives too little evidence to assign the whole speaking result. A primary-school question needs a past experience before any future plan. For the skill card, uncle, pump, loose connection and school ride support the actual story better than a complete prepared opening. Finally, the long turn can move from my uncle taught me to I can now check a tyre. Different time frames express different meanings. These are decisions you can check in writing, but the resulting speech still needs aloud practice.
For question five, add how you found the loose connection or now check before a school ride. Keep the extra detail connected to the skill. For six, I like videos is a preference, not a developed comparison; personal feedback and replay are features you can explain. For seven, describe the small display showing air pressure. For eight, correct the past verb once and continue: I learned it last year. Now I can do a basic check before school. A clear repair restores meaning without restarting every sentence or inventing a score calculation.
Sort the three past endings before checking this slide. Needed adds the vowel and extra syllable; walked and lived do not. In walks, bags and boxes, only boxes adds a syllable. If a partner hears sin when you intend thin, practise the voiceless th contrast with gentle tongue contact and check it again in context. Perfectly reciting the model is not the final objective. A new card or follow-up question tests whether you can transfer the skill. Use your own relevant example and listen to the response rather than merely reproduce written text.
Choose a new card about a place where you learned something. Prepare for a minute and speak aloud for up to two minutes. Record only your own practice. First listen for the main message, then investigate one difficulty: an unclear word, hidden ending, long search or broken sequence. Ask a listener to summarise the main point. Record the date, task, difficulty, practice action and what the next listener heard. Change the task on the retry so you practise flexible speech. Evidence that one contrast improved is useful, but does not predict an overall band.
Before finishing, answer a fresh familiar question in the time frame it requires. Prepare a new longer turn from brief notes and speak it aloud. Then compare two ways of learning with a reason, an example and any relevant limit. Ask a listener what your main point was and which words were unclear. Select one practice action from that evidence and try a different task. The lesson provides worked decisions and original examples. It cannot replace live interaction, dictionary audio or a listener's check of your own performance.