SPEAKING VIDEO INTRODUCTION The Speaking DVD/Video ‘About the Speaking DVD/Video ° There is a speaking DVD or video available for both JELTS Express Intermediate and IELTS Express Upper Intermediate. Each DVD/video is approximately 38 minutes long and features a complete candidate interview conducted by a qualified IELTS ‘examiner. This section contains photocopiable activities for your students to do while they watch the video, and a transcript. The DVD/Video consists of five parts: 4, an overview unit, in which the examiner explains in detail the criteria by which a candidate's performance is assessed; 2, 3 and 4, a description of each of the three parts ofthe IELTS Speaking exam, giving tips on performance appropriate to each section, e.g. + Part 1: the examiner talks about extending responses and using ‘fillers’ such as ‘sor of, ‘you know and ‘anyway’ ‘ Part 2: the examiner talks about writing notes before beginning the Long tun and how to clarify questions. + Part 3: the examiner talks about demonstrating a wide vocabulary and using conditional sentences. 5, a complete model interview: an uninterrupted recording ofa full three-part Speaking exam taken by a candidate at the appropriate level. Throughout, points are illustrated using clips of ‘model candidates’ of different nationalities performing a simulated IELTS Speaking exam. Some are examples of good language usage, some are not so good, but these ‘model candidates’ have all been specially selected to reflect the grade of each Coursebook and so provide a realistic level for students to aim for. Using the Speaking DVD/Video in your class The Speaking Video reflects and builds on what students have learned about the Speaking exam in the Speaking sections of the Coursebook. Although you could choose to show the video in instalments after students have been introduced to the relevant sections in the Coursebook, the video can also be used as a revision aid a few days before students attempt the Practice test. This would really help students to consolidate what they have learned throughout the course, but it is also useful because the Practice test uses similar material to the examinations on the Speaking Video. Ideally if you have time, it would be advantageous to show the video twice. Once before the students take the Coursebook Practice test and once after, providing a good opportunity for reflection on what candidates need to demonstrate in order to achieve the grade they want at IELTS. The accompanying photocopiable activities for each section should be given to students before they watch the video, for ‘them to fill in as they watch. Answers are provided in the answer key. If necessary, the video transcript can also be photocopied and given to your students. Speaking Video Introduction 109 iRUA IELTS Speaking Module Overview (1= Interviewer; E = Examiner) & We are here today to talk about the Speaking Module of the TELIS Exam and which skills and techniques students need to develop to be successful. We asked an experienced IELTS Examiner and teacher, Ranald Barnicot, of Barnet College in North London, first to examine eight candidates at different levels from different nationalities, then to analyse their performances in each part of the Speaking module, and finally to assemble a range of extracts to illustrate these skills and techniques. Tell me about the IELTS Speaking Module. Well, it consists of three parts, which place rather different demands on the candidates, and it’s always a one-to-one interview. However, there are general criteria which apply to all three parts. There's fluency and coherence, to start with. This involves the ability to speak without too much hesitation or pausing to correct one's own mistakes. mean, it's good to do that, but too much gets in the way of communication. And you should aiso speak at a proper speed so that you don’t put a strain on the examiner by speaking too slowy or too fast. Could you explain coherence a little more? Basically, it means connecting your ideas in a structured way so that the listener can understand ‘what you're trying to say. And this way you can also avoid repeating yourself. And what about grammar? I imagine that’s pretty ‘important. Yes, very much. Candidates’ structures should be reasonably correct and they should show that they can use a lot of different grammatical structures, some fairly complex and rot just the basic ones. We call these two factors accuracy and range. And, of course, the same things apply to vocabulary. How about pronunciation? I imagine it’s not very satisfactory having brilliant vocabulary if nobody can tunderstand what you're saying Absolutely not! And not only do candidates have to get individual sounds right, like distinguishing ‘’ and ‘th’, for example, they also have to stress the right word in a sentence and use an appropriate intonation. Examiners want to see evidence that candidates can use appropriate intonation, for example whether they‘re asking a question or making a statement, and also expressing their feelings. So if the intonation is rather lat, it can express lack of interest. 110 Speaking Video Transcripts IELTS Speaking Module Part 1 E Danilo: Danilo: E Danilo: Danilo: Daniel: In Part 1, the candidate has to answer a number of questions about themselves, their hopes for their future, their education or their jobs, any hobbies they may have or sometimes customs and lifestyles in their countries. What should candidates focus on when answering these questions? ‘A major element is extended responses ~ that is, not just giving one-word answers or answering with just a simple phrase or sentence. Let’s show Danilo from Italy as a good example of this. My name is Ranald Bamnicot. Can you tell me your full name please? My name is Danilo Guerini. Uh-huh. And what should I call you? Oh, Danilo, Danni. OK, Danni. Where do you come from? 1 come from Italy, from the south of Italy. Thank you. Alright, so, what I'm going to do first is ask you some questions about yourself. And I'm going to start with your studies. What are you studying? ‘At the moment I'm doing a foundation year at Bame: College because I would like to go to university hopefully next year. And I am studying TELTS, an T course, and a general English course. What do you hope to study at university? Td like to study European studies, which involves politics and international relations, and, yeah, politics and international relations. Yes, I see what you mean. He didn't give much ‘information about himself or his part of Italy to sta: with but ke does go on to describe his studies and what he wants to do in some detail. And I'm quite impressed by his vocabulary. Yes, ‘involves’, for example, is quite a formal word but it's very useful in an academic context, or talking about one’s studies, as Danilo is. T have to say, however, that he becomes a bit fess fluent at the end. Yes, he hesitates a little too much, doesn't he? Daniel is another good example. Notice also the way he becomes mote involved in the conversation by smiling. Let's talk about music. Do you play a musical instrument? No, never. What is your favourite kind of music?Daniel: It could be folk or country - I love that, so in my i ‘country itis very popular, folk, folk music. Yes, but I'm reminded about what you said about intonation. It is a bit flat in Daniels case, isn't it? Candidates should have a rising and falling intonation. It makes them sound interested and ‘engaged in the conversation. Very flat intonation can make the candidate seem bored and uninterested and can have a negative effect on the listener. Is there anything else you can suggest? Fillers. It is important that candidates use these to fill the gaps in conversation. They also buy them time to think. Phrases like ‘anyway’ or ‘you know, ‘actualy, etc. Here are some common ones. Fist of all, Boya: wanted to because I'd tike to be a producer in the future and to do some programmes for people. What do you find most interesting about your subject? I think is ~ produce programmes - the process when 1 do it, and I think I can find some interesting ‘things init. Boya uses ‘erm ... I think ..’ Now watch these clips of Panille. What are you studying? Panille: Well, right now I'm studying English. It's an English & foundation course. It’s a one-year course. Um, yeah? Why did you decide to study that subject? Panille: Well, I want to become an actress and I want to study in London, so I want to perfect my English, and I thought this would be a good course, and also T get practice in taking IELTS which will show what level my English is at, What kinds of music are most popular where you live, in Norway? Panille: Um, Probably American and English pop music, yeah E IELTS Speaking Modul & E Well, in the first one, she uses ‘well’ a lot. And in the second she uses ‘yeah’ The ‘yeah’ is interesting - she's using it to show that. she's finished speaking. Part 2 {In this part the examiner asks the candidate to talk for one or two minutes about a topic, usually about their personal experience, something they've seen or done, somewhere they've lived, a person they know cr a thing they own or would like to own ~ this type of thing. Do candidates choose their own topic? No, the examiner gives the candidate a card about a Panille: Panitle: & SPEAKING VIDEO TRANSCRIPTS: specific topic with four points that he or she must cover. The candidate then has one minute to prepare what they want to say. In fact, many students use this time to make notes, it helps them organise their ‘ideas. Ok, let's move on to the next part. I'm going to give you a topic to talk about for one to two minutes. Before you start you will have one minute to write some notes if you wish. And, first of all I'm going to sive you some paper and a pencil for your notes. Here is your topic. I'd like you to describe how you ‘would like to spend a free day. And this is Daniel's card, So the candidate has to explain how they would like to spend the day, what they might do, and who with. ‘Also they must give a reason or reasons. OF course, the candidate may need clarification about what he or she has to do, and Daniel asks for it Ok, Can T ask you, can I choose everybody who I want to spend the day with? Yes. Alright. Thank you. As does Panille: Td like you to describe how you would like to spend a free day. \K. Is it ike here in England, at this time, kind of? Any time you like, OK. So Daniel asks if he can start by describing the person he wants to spend the dav with and Panille wants to know if she has to talk about a specific time or place. That's right, if a candidate is not sure about the instructions, its a good idea to ask - that way they can be more confident that they are doing the task correctly. What kind of notes should the candidates write? Well, there are two main types of notes. Firstly, there's linear - you just make a list of points to cover ~ and then there are word webs as they're sometimes known. Candidates can of course write whichever kind they want, but many people prefer the second kind because they say it’s easier to think of ideas that way. You start at the centre and move outwards. One thing which is helpful is to inelude a list of keywords, vocabulary which is important and which will impress the examiner ‘Any advice for when candidates start speaking? Speaking Video Transcripts 111