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IELTS

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Type:

A speaking task 2 practice topic

Skill:

Speaking Task 2

Time:

10 minutes

Stage:

Free speaking practice

Work:

Students work in pairs

Focus:

A Celebrity You know About

Describe an animal that you like. You should say: what the animal looks like; why you like the animal; where you've seen the animal.

1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.

Type:

A speaking task 2 practice topic

Skill:

Speaking Task 2

Time:

10 minutes

Stage:

Free speaking practice

Work:

Students work in pairs

Focus:

A Country You'd Like to Visit

Describe a country you would like to visit. You should say: Why you would like to visit there; what you would like to do in the day; how you would spend your evenings.

1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.

Type:

A speaking task 2 practice topic

Skill:

Speaking Task 2

Time:

10 minutes

Stage:

Free speaking practice

Work:

Students work in pairs

Focus:

A Film You Enjoyed

Describe a film you particularly enjoyed. You should say: what the film was about; who the actors were; why you would recommend it.

1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.

Type:

A speaking task 2 practice topic

Skill:

Speaking Task 2

Time:

10 minutes

Stage:

Free speaking practice

Work:

Students work in pairs

Focus:

A House You've Lived In

A new speaking task 2 topic this, where students describe in a two minute monologue a house that they have lived in.

1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.

Type:

A speaking task 2 practice topic

Skill:

Speaking Task 2

Time:

10 minutes

Stage:

Free speaking practice

Work:

Students work in pairs

Focus:

A Long Journey

Describe a long journey you've taken. You should say: where the journey began and ended; how you travelled; what the journey was like.

1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.

Type:

A speaking task 2 practice topic

Skill:

Speaking Task 2

Time:

10 minutes

Stage:

Free speaking practice

Work:

Students work in pairs

Focus:

A Natural Place in Your Country

Describe an important natural place in your country. You should say: what the place is; where the place is; why it is so important.

1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.

Type:

A speaking task 2 practice topic

Skill:

Speaking Task 2

Time:

10 minutes

Stage:

Free speaking practice

Work:

Students work in pairs

Focus:

A Person You're Close To

Describe someone you are close to (either a family member or a friend). You should say: what your relationship is; what he/she looks like; what his/her personality is like.

1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.

Type:

A speaking task 2 practice topic

Skill:

Speaking Task 2

Time:

10 minutes

Stage:

Free speaking practice

Work:

Students work in pairs

Focus:

A Personal Possession

Describe a personal possession that belongs to you. You should say: what the item is; what the item looks like; why it is important to you.

1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.

Type:

A speaking task 2 practice topic

Skill:

Speaking Task 2

Time:

10 minutes

Stage:

Free speaking practice

Work:

Students work in pairs

Focus:

A Recent Holiday

Describe a holiday you had recently. You should say: where you went; what you did there; why you went there.

1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.

Type:

A speaking task 2 practice topic

Skill:

Speaking Task 2

Time:

10 minutes

Stage:

Free speaking practice

Work:

Students work in pairs

Focus:

A School Subject You Were Good At

Describe a subject you were good at in school when you were a child. You should say: what the subject was; why you liked it; what the teacher was like.

1. Copy and cut up enough handouts so that each individual student has a card.

2. Put students into pairs and distribute a card to each individual student. Give students one minute of preparation for an authentic practice, or longer for a more controlled practice.

3. Tell students that one of them will talk for two minutes about the topic on the card addressing all the points. Emphasise that the listening partner must not interrupt the speaker, and instead think of two questions to ask him/her when he/she has finished.

4. Time the practice and go round the room monitoring the speakers. Let students know when their time limit is up and allow time for the listening partner to ask his/her two questions.

5. Swap roles and carry out step 4 again.

6. After the students have finished the second time, give feedback on the students' task performance. Highlight any language or task errors which could be improved upon.

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