In this section you will focus on the following:

  • Vocabulary: Groups of people
  • An overview and tips for Part 3 of the speaking test
  • Giving general to specific answers
  • Allowing yourself thinking time
  • Introducing and justifying opinions
  • Pronunciation: Vowel sounds /ʌ/ and /eɪ/

1. Vocabulary review: Ages of people.

Match the two parts.

2. Vocabulary review: Groups of people.

Review vocabulary to refer to groups of people. For example: friends, acquaintances, classmates, etc. Do the crossword.

3. An overview of Part 3 of the speaking test.

Choose the correct options to complete the description of Part 3 of the speaking test, the two-way discussion.

4.  Part 3 questions.

Which Part 2 topics do the Part 3 discussion questions follow on from? Select the correct Part 2 topics in the chart below.

5. Introducing the two-way discussion.

Watch an extract from Part 3 of the speaking test. The examiner is introducing the two-way discussion and asking the first discussion question. Watch the video and complete the information.

6. What the examiner says.

Use the phrases to complete what the examiner says to introduce Part 3 of the speaking test. Then, watch the video to check your answers.

7. What Tanya says.

TIP:

It’s a good idea to take risks when you speak. If you only use simple sentences your score will be lower. If you try to use more complex sentences, your score will be higher, even if your sentences are not always correct. It is important to use a variety of language.

Try to avoid using very common words like nice, good, or pretty. Use synonyms to show that you have a broad vocabulary.
nice = friendly, approachable, helpful, polite, …
good = interesting, fascinating, enjoyable, …
pretty = spectacular, striking, picturesque, …

Now watch an extract of Tanya's two-way discussion. Mark the statements true or false.



Now watch the video again. Turn on and read the subtitles.


TIP:

Tanya expresses her ideas well and links her different opinions effectively. She makes some minor mistakes but these do not detract from the overall effect of her discussion. Note that she says:
I think that yes.
In this case it is better to say: Yes, I think so.

Also note that she says:
Talking about my point of view like a teacher.
In this case it is better to say: Talking about my point of view as a teacher.
We use as when we mean in the role of.

8. General to specific answers.

TIP:

When you hear the question, give a general opinion about the topic. Follow this with a specific reason or example.
For example:

Question: Who do you think has more influence over people: parents or friends?
Answer: It depends on the age. (a general opinion) For the younger children the influence of the parents is stronger. (a specific example)

Many Part 3 questions begin with "How ...?" Look at these Part 3 questions and answers. Put the sentences below in the appropriate place in the answer to follow the general to specific model.

9. Allowing yourself thinking time.

Listen to two different candidates pausing while they think about their answers. Which expressions do they use?


10. Giving opinions.

Match the descriptions in the box to the statements below.

A. The candidate doesn’t have a strong view on this topic. Her opinion is fairly neutral.
B. The candidate is uncertain about her opinion, but shows that she is prepared to talk about the topic.
C. This candidate has a strong opinion on the topic.

11. Introducing opinions.

TIP:

Introduce your opinions in different ways to show the examiner your range of language.

Complete the two sets of boxes below. Put the different ways to introduce an opinion into the correct boxes.


12. Justifying opinions.

After giving your opinion, you can follow it up by developing and justifying your ideas.

Choose the best descriptions of the following statements.

13. Justifying opinions.

Complete the chart. Put the different ways to justify an opinion into the correct box.


TIP:

Remember, you don’t have to convince the examiner that you are right. The examiner is judging your level of English, not your opinions.

14. Pronunciation: Vowel sounds /ʌ/ and /eɪ/.

Focus on the underlined vowel sounds of these groups of words. Which word in each group is different?

15. Task.

Now practise your answer to the Part 3 task. First, read the initial topic:

Describe someone who has influenced you.  
You should say:  how you know them
  what your relationship is
  how they have influenced you

and explain what characteristic you most like about this person.

Rounding-off questions

  • What did you learn from this person?
  • How do you apply what you learnt in what you do?

Then, prepare and practise your answer to each of the discussion questions.

Discussion questions:

Role models
How important is it to have a role model?
Who has more influence over young people, parents or friends?
Should teachers try to influence their students?
Do famous people have a strong influence over others?
Do people let themselves be influenced too much by others?

Time yourself so that you get used to speaking for four to five minutes without support.

Remember to:

  • give general to specific answers.
  • introduce and justify your opinions.
  • allow yourself thinking time.
  • check that you pronounce the words from this unit correctly.