Oxford University Press

English Language Teaching Global Blog


IELTS Speaking Practice: Part 3 – What’s the word?

shutterstock_323995139Louis Rogers is a freelance author and senior academic tutor at the University of Reading. He has worked in a number of countries and taught in various contexts ranging from young learners to Academic English. Louis is co-author of Oxford EAP B1+, Foundation IELTS Masterclass, Proficiency Masterclass and Intermediate and Upper Intermediate Skills for Business Studies. In the third and final installment of his IELTS series, he explores range of vocabulary and lexical resource in the IELTS speaking test. 

What’s the word?

This lesson helps students in any section of the speaking test by focusing on one element of the marking criteria in particular – lexical resource. Some of the key indicators used by markers in this category are the variety of words used, the adequacy and appropriacy of the words used and the ability to circumlocute (get round a vocabulary gap by using other words) with or without noticeable hesitation. Obviously, the first ones are long term goals. For example, it takes students a long time to build up a wide range of lexis and to understand the subtleties of the appropriacy of word choice. However, the last one is something that can be frequently practiced even with a limited range of lexis.

Forgetting a word or not knowing a word is something learners come across from day one, however how they deal with this varies greatly. Under test conditions it can lead, in the worst cases, to students completely freezing and forgetting everything else they wanted to say. Even when it is not so obviously noticeable it can mean that students start to pause and hesitate excessively. Frequently practising how to deal with this situation can build students’ confidence and mean that they do not panic as much in the exam.

The activity here practices this skill and at the same time recycles some of the target lexis of the course. In this case the target lexis comes from the first three units of Foundation IELTS Masterclass. However, simple cards and the same staging can easily be created using any course.

Activity cards


Copy and cut up the cards so that you have one set for every four students in the class. Put students into groups of 4 and divide each group into A and B pairs. Pair A will need to time one minute. In pair B, one of the students takes a card and tries to describe the words on the cards to their partner. They cannot say the words on the cards. The B pair can monitor to check the other pair is not cheating. Their partner must try to guess the words their partner is describing. At the end of one minute they get one point for each word correctly described. The pairs then swap roles so that Pair B is timing and Pair A is describing. You can continue this activity until all the cards have been used or after a fixed time of ten minutes. The fixed time would give each student two turns at describing the words without saying them.


1 Comment

A Framework for Communicative Speaking

shutterstock_297003296Tony Prince is a NILE trainer and has been Programme Manager for Presessional and Insessional courses at the University of East Anglia. Today he joins us to preview his upcoming webinar, A Framework for Communicative Speaking, and discuss clear communicative speaking for ELLs. 

Opening digression – Problems and solutions

Often what we see as a problem in the environment, actually has its roots in ourselves.

‘I keep getting interrupted when I’m trying to work.’

Well maybe that’s because you’re afraid to say no when someone asks you for help, or to challenge an ‘urgent’ email that threatens to take hours out of your planned schedule.

Before you protest – explaining how ‘I really don’t understand your context’ – recognise that the beauty of you being the problem (and by you I mean we, including me), is that you are the solution as well.

You may not have control of your options, but you do have the power to choose. There is always a choice, no matter how limited.

To the point – Taking control

What does this have to do with Speaking?

Frequently when students express frustration with their speaking, they frame it as a problem with the environment.

‘People don’t give me time to think.’

‘My classmates don’t let me speak, they just talk.’

Some re-frame this as a problem with themselves:

‘I can’t think quickly enough.’

‘I don’t feel good interrupting other people.’

But few have the insight to see themselves as the cause and the solution:

‘I need to find ways to give myself extra time to think. I wonder what phrases I could use? Should I use gesture more? Maybe it’s my expression. Perhaps I need to make it more clear that I’m thinking.’

‘What is it about me that finds it so uncomfortable to interrupt others. Are there any methods that I could use which would feel easier for me?’

Most frequently, in conversations with students about issues they’re having with their studies, I have to try and get them to understand themselves better: to take more control over what they do and how they do it.

Me: ‘It seems to me, watching the conversations, that you’re happier listening. You don’t show any signs of frustration. You sit back from what’s being said.’

Student: ‘Really?’

Me: ‘That’s how it seems.’

Student: ‘Oh. So what should I do?’

Me: ‘Well why do you think you do that?’

Student: ‘I don’t know.’

Me: ‘Well I’d say that’s what you need to find out.’

Or with a lower level student

Me: ‘You watch people speak.’

Student: ‘Yes?’

Me: ‘Why?’

Student: ‘I think slow.’

Me: ‘Why no sound?’

Student: ‘Sound?’

Me: ‘Next time, watch other people. Listen! Tell me what sound. Also think. Why no sound you?’

This is a difficult approach – for both teachers and students to take. But one of the ‘Elephants in the room’ when it comes to communicative teaching, is that what we are encouraging is intensely personal. The issues that students have with communication are often rooted in their own character. Yet much though we may know our students as individuals few teachers are willing to ask students to reflect more about what it is about themselves that is preventing them from communicating, and to suggest that such reflection is at the heart of improvement.

The webinar

You may be wondering – finally – what this has to do with the webinar that I’m going to be conducting – ‘A Framework for Communicative Speaking’.

During this webinar I’m not going to be suggesting that teachers become psychologists, or even coaches – that’s for another blog post, and webinar.

The objective here is to set out a framework that can provide students with more choice in how carry out the speaking tasks in class. The framework organizes functional language around Bloom’s taxonomy, allowing students (and teachers) to vary the cognitive demands of the speaking they do.

The intention is to provide a resource that encourages student reflection on their speaking problems by providing them with more choice as to how they (and the teacher) structure a speaking task.

Reflection + choice (on how to respond to reflection) = improvement.

If you’d like to attend this free webinar with Tony, please click on the register button below.



IELTS Speaking Practice Part 1: Grammatical range and Fluency



Louis Rogers is a freelance author and senior academic tutor at the University of Reading.  He has worked in a number of countries and taught in various contexts ranging from young learners to Academic English. Louis is co-author of Oxford EAP B1+, Foundation IELTS Masterclass, Proficiency Masterclass and Intermediate and Upper Intermediate Skills for Business Studies. 

Part 1 of the IELTS speaking test contains numerous topics and questions designed so that students can demonstrate the key skills assessed of Fluency and coherence, Pronunciation, Lexical resource and Grammatical range and accuracy. This article and lesson idea focuses on the key areas of fluency and grammatical range and accuracy.

To gain marks in grammar students need to focus not only on being accurate but also on using a range of structures. Being very accurate, but using only a limited range of structures will not help students to reach a high mark. In part 1 of the test the questions often prompt students to use certain structures. For example, many of the questions prompt students’ likes and dislikes for different points in time:

1 What subject would you like to study?

2 What was your favourite subject at primary school?

3 What do you like about the place where you study?

These questions all naturally elicit the gerund and infinitive form to talk about likes and dislikes. Practising and knowing these forms can help students to use this structure accurately with a range of topics. Working on extending responses from a simple answer of ‘I liked learning about History’ also lends itself to practising one of the key areas judged in the fluency category. It also gives you a chance to work on the grammatical accuracy of students in the extended responses they produce.

Fluency is assessed in a combination of ways. The speed of speech – this does not mean the faster the better but rather encouraging students to focus on speaking at a steady to fast speed with little hesitation and few pauses. The length of answer is also marked in this category – reminding students that this is their chance to show their ability in speaking. Simply answering the questions in one or two words is not enough.  Students need regular practice with a range of topics on extending their answers.

The activities/lesson here and accompanying game focuses on practising discussing likes and dislikes using the gerund and infinitive and using a good grammatical range to extend responses. The lesson ideally continues from Foundation IELTS Masterclass Unit 1 Speaking; however, it can be used in any IELTS lesson that is practising for part 1.

You can either follow the stages in the lesson plan here or simply add the game to any lesson in which you have taught this grammatical structure.

This article first appeared in the April edition of Teaching Adults newsletter. To find out more about the newsletter and subscribe, click here.


#IATEFL – Improving pronunciation: helping students get ‘more value’ from their English


Jenny Dance, who runs a language school in Bristol, tells us why pronunciation training is so important for her students and what led her to find a system that would allow them to practice more effectively. This blog post previews her talk at IATEFL this year, ‘Getting more value from your students’ English by improving pronunciation’.

Many students work hard to learn English vocabulary, and to develop accuracy in their usage and grammar – but when it comes to using the language orally, in real-life situations, they find a lack of understanding of pronunciation has a big impact on their capacity to communicate. To help students get the full value from the English they’ve spent time learning, they need the assistance of dedicated teachers, and engaging, effective pronunciation training tools.

‘Sound-scapes’ and making pronunciation visual

Making pronunciation visual – as well as aural – can make a huge difference in students ‘getting it’, and being motivated to improve. The Say It app can be used in the classroom to demonstrate the ‘sound-scape’ of English quickly and intuitively. Students enjoy recording themselves: they are motivated by the app to achieve a good stress-indicator match and a soundwave shape similar to the model. This video is a good example of how Say It works to support both the student and teacher in making improvements in pronunciation. It demonstrates, in particular, the power of giving students access to immediate feedback on their pronunciation (a topic researched by the psychologist James L McClelland in a study from 2002, at Carnegie Mellon University).

Stress placement

Understanding the stress placement in a word is another simple way to improve clarity in speaking. In my experience, students are often shocked to learn that misplaced stress can render their English virtually incomprehensible to native listeners. Recently, a Spanish cameraman student of mine told me he’d filmed the ‘rePLACE’ at a Real Madrid game. I assumed he didn’t know the right word, and that he’d meant the substitution; but in fact he had used the correct word, ‘REplays’, with the wrong stress placement. He had stressed the wrong syllable, and even in context, I had misunderstood.

Last week, I used Say It in the classroom to help students who were struggling to understand the difference between the pronunciation of the double-o spellings in ‘understOOd’ and ‘spOOn’. I had been patiently drilling and modelling the sounds, giving them rhyme examples and demonstrating the different mouth positions of /ʊ/ and /uː/.

As soon as I put the Say It app on the table, the students (one Chinese, one Spanish) could see, hear and touch the words on the screen. They immediately understood the difference between the double-o spelling/pronunciation in the two words. Using the app empowered them as learners; they had full control of the analysis on screen, and it demystified a point which had previously been difficult for them to grasp. The objective feedback the Say It app provided gave them more insight, and allowed them to focus on the sound and structure of the words, rather than the spelling.

If you think Say It could work with your own students, here are two suggestions for ways you could use it in the classroom.

Activity 1: ‘Where’s the stress?’

  1. Teacher puts 4 multi-syllable words on the board, and invites students to put markers where they think the primary and secondary stresses are.
  2. Students check, practise and improve their pronunciation using Say It.

Activity 2: ‘Student to student challenge’

  1. Tell students at the start of the class that they will be able to challenge their classmates to pronounce two words from the lesson as the final activity of the session.
  2. They should keep notes in the margin of a few words they think would be tricky for their classmates to pronounce.
  3. At the end of the class, student A says: ‘I challenge you to pronounce this word (written on a piece of paper)’.
  4. Student B looks the word up in Say It, recording themselves before listening to the model, and see how close they get before having the chance to analyse the sound and improve.

Jenny Dance will be giving a talk at IATEFL 2016 in Birmingham, on Thu 14-Apr, 11.00-11.30, in Hall 11a. The Say It: Pronunciation from Oxford app is available to download on iTunes – there also will be a discount of up to 40% from 13-22 April.



Teaching the /r/–/l/ Discrimination to Japanese Adults: Behavioral and Neural Aspects. James L. McClelland, Julie A. Fiez and Bruce D. McCandliss in Physiology & Behavior, Vol. 77, Nos. 4–5, pages 657–662; December 2002.


5 Ways Your Young Learners of English Will Change the World

shutterstock_247739401Kathleen Kampa and Charles Vilina have taught young learners in Asia for over 25 years. They are co-authors of Magic Time, Everybody Up, and Oxford Discover, primary ELT courses published by Oxford University Press. Their inquiry-based teaching approach supports a differentiated classroom environment that builds the 21st Century skills of critical thinking, creativity, collaboration, and communication.

If you teach English to young learners, take a moment to consider the role you play in shaping their futures. To begin with, you are providing the building blocks of a skill that they can use meaningfully and productively throughout their lives. You are offering the opportunity for global communication, for relationships and careers that will shape who they are and what they do. Most importantly, you can help them change the world for the better.

In essence, the English language classroom exists to prepare students to communicate across cultures, across borders, across perspectives. As the world evolves and becomes even more interconnected, it is our students to whom we entrust the responsibility of building a better global society.

So how will your young learners of English change the world as adults in the future?  Here are five ways:

  1. By communicating effectively in English. Your students will have the ability to read, write, listen and speak with a strong degree of fluency. They will have the social and academic language skills necessary to consider differing points of view, and to persuade and inform others. Here are some tips on how to help your students develop good communication skills in English.
  1. By thinking critically about knowledge and information. Your students will think deeply about issues, and will connect what they learn with what they already know. They will be able to organize and prioritize the information they receive, in order to make sense of it and achieve new goals with it. How do you bring critical thinking skills into your classroom? Here is a video with some easy-to-use ideas.
  1. By thinking creatively. Your students will have the ability to take knowledge and create something completely new with it. They will connect information from various fields to arrive at solutions to old and new problems. They will personalize new knowledge, adapting it to create something that is uniquely their own. You can develop and nurture creativity in your classroom with some of these simple strategies.
  1. By working together, also known as collaborating. Your students will have the social language skills necessary to work with people from other cultures and perspectives. They will learn to share ideas and compromise to achieve the needed results.
  1. Finally, by caring about the world. Your students will be curious and connected adults who will be able to identify problems and seek out solutions with others. They will strive to make a difference in the world. Try some of these approaches to create a classroom environment in which students are encouraged to collaborate and show caring attitudes towards each other.

Some of these qualities have been listed under the label of “21st Century Skills”. We’re happy to look at them as prerequisites for success.  Students who communicate well, who think critically and creatively, and who work well with others, have the tools they need to find success in any field. And it all begins in our classrooms.

How do we build these skills? The links above will take you to a small sample of video tips on using and developing 21st Century Skills in your English classroom. To view all 56 videos available on this topic, visit this 21st Century Skills playlist on YouTube.

If you’re in Japan, join us on Sunday November 22 at the 2015 JALT conference in Shizuoka, where we will present our workshop entitled A Practical Guide to Building 21st Century Skills. Using examples from our new primary course Oxford Discover*, we will demonstrate how the building of 21st century skills can be incorporated into every language lesson. We’ll show how these skills can help your young learners develop English fluency and increase their motivation at the same time.

*2015 ELTon award winner for Excellence in Course Innovation.

Kathleen and Charles will present at JALT on Sunday, November 22nd. Click here for more details.