In this group of exercises you will practise speculating.
Another type of language function that you may need to be able to use for Part 3 of the speaking test is the language of speculation. You may, for example, be asked to speculate as to the causes of a particular problem or situation, or to imagine how the world will be in the future. The following exercises will examine some of the language that can be used to speculate about the present or future and about the past.
1. Speculating about the present.
Listen to a dialogue. Two people are speculating about where Michael is. Choose the correct option.
2. Improbability, possibility or certainty.
Now look at the dialogue from the previous exercise. Do the sentences and phrases in blue express improbability, possibility, or certainty? Put them into the correct box.
3. Improbability, possibility or certainty.
Choose the correct options to complete the dialogue from exercise 1.
5. Speculate.
Now, let's think about the IELTS exam. The examiner might ask you to speculate about many different things. Look at the following questions and think about what you might be able to say.
Why do you think people continue to drive their cars everywhere,
even though they know it causes pollution?
(Example: It might be because...)
Why are there so many more universities today than in the past?
(Example: It could be because...)
In France, people are starting to move out of the cities and
back to the villages. Why do you think this is?
(Example: Perhaps they...)
Make notes of your answers. Your tutor might ask you these questions in the second tutorial at the end of this section.
6. Speculating about the past.
Look at the following pictures. Listen to the dialogue. Who came asking for Vic? Select the correct picture.
7. Speculating about the past.
Look at the sentences from the dialogue in the previous exercise. Then select the correct options to complete the following rules about the formation of this language structure for speculating about the past:
It might have been my mum.
It could've been Mick.
Oh, well it can't have been Mick then.
Well if he was blond, it must have been Paul.
Note: In English, it is very common to use the form must have + past participle for sympathising with someone or expressing understanding about something that has happened. For example:
"Oh you got lost! That must have been terrible."
"You went parachuting? That must have been wonderful!"
Pronunciation: The stress in the sentence usually falls on the modal verb. The auxiliary verb have is very weak, usually pronounced – and often written – as 've.
For example: must've, could've, might've.
8. Speculating about the past.
Make statements about the causes of the following situations. Practise saying them correctly.
For example:
It must have been a terrible storm.
It might have been a tornado.
It could have been a hurricane.
The people must have felt very frightened.
A lot of buildings must've been destroyed.
Look at more pictures. Speculate about what must or might have happened.
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| Picture 1 | Picture 2 | Picture 3 |
Make notes of your answers. Your tutor might ask you these questions in the second tutorial at the end of this section.
In this group of exercises you will practise discussing problems and solutions.
Another possible area for discussion in Part 3 of the speaking test concerns problems and solutions. The examiner will expect you to be able to describe a problem in some detail, and to hypothesise about possible solutions.
1. The first conditional.
A useful grammatical form for this part of the discussion is the conditional. There are two conditional forms that may be useful:
The first conditional
If + subject + verb (simple present) + subject + will + verb (infinitive)
For example:
If we all vote in the next election, there will be some interesting changes in the government.
The second conditional
If + subject + verb (simple past) + subject + would + verb (infinitive)
For example:
If we used fewer organic fuels, pollution would be a less serious problem.
The conditional form you use will depend on the context. The first conditional tends to be closer to reality; and we generally use the second conditional when we wish to "distance" ourselves from reality.
Select the most appropriate conditional form for the following uses/meanings:
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2. Task.
Here is a list of some common mistakes that candidates make in the speaking test.
Common mistakes
Remember: The examiner will stop you when you reach the time limit. This is not because the examiner thinks that what you are saying is boring!
Now it's time to organise your second tutorial with your tutor. Check and revise the notes you made in the sections below.
Unit 4B exercise 2 (Using prompt cards)
Unit 5B exercise 7 (Narratives)
Unit 6C exercise 2 (Describing changes)
Unit 7A exercise 5 (Speculating)
Now it's time to practise Parts 2 and 3 of the speaking test. In Part 2 you have three to four minutes for your individual long turn, based on the topic card below. Remember, you have one minute to make notes on what you are going to talk about. In Part 3 you have a conversation based on the discussion questions below.
When you have prepared your answers, practise answering the questions, and then record yourself and listen back to your recording.
In each of the three parts you hear a native speaker answering the questions. Take notes on language you would like to use in your own answers.
TOPIC CARD
Describe your experience of education.
You should say:
where you went to school/university
what kinds of schools you went to
what subjects you have studied in your education
and explain whether you liked school and why/why not.
Rounding-off questions:
What are important factors to successful studying?
What have been some important moments in your education?
Discussion questions:
Current education
What things would you like to have learnt at school?
How has education in your country changed since your parents studied?
Does education fit the current needs of the society where you live?
Do you think that education prepares people for the world of work?
See the complete transcript.