Test section – Speaking Part 2

Improving grammatical
range and accuracy
Activities
1. Spot the mistake
2. Brainstorming tenses
3. Using discourse markers to extend responses
Aims
• to help students develop their response in the long turn by using a variety of tenses
• to help students develop their grammatical range by using a variety of discourse
markers

Learning outcomes
• Students will have practised developing and extending their long turn through the
use of different tenses and discourse markers.

Information about this section of IELTS

Part 2 tests the ability to talk about a topic, develop ideas about a topic, and the use of
relevant vocabulary and grammar. The examiner will give the test taker a 'task card' with
written prompts and will ask them to talk about the topic for one to two minutes including
the bullet points on the card. The test taker will have one minute to prepare for the talk and
will be given a piece of paper and a pencil to make notes. These notes can be referred to
during the talk. The examiner will tell the test taker when to begin speaking and when to
stop. At the end of the talk, the examiner will ask one or two very brief follow-up questions.
This part lasts 3-4 minutes.

Time 50-70 minutes

Level B1-B2
Class Suitable for groups / large classes;
F2F / Online
Interaction Pair or group work
Materials Worksheets x2 attached

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Activity 1: Spot the mistake
Material: Worksheet 1
Time: 15-20 minutes
Procedure:
• introduce the focus of the lesson: Speaking Part 2 (the long turn).
• students can work in pairs or work alone.
• photocopy the worksheet, double-sided, for each student.
• tell students to read the sentences, paying particular attention to the verbs (Ex 1).
• tell students there is one mistake with the verb forms in each sentence and that
they should find and correct it.
• put students into pairs or small groups to compare their answers.
• go through the answers with the whole class.
• give students a few minutes to think about and discuss which mistakes they often
make with verb tenses (Ex 2).
• explain that to get a good score in Grammatical Range and Accuracy, students will
need to show the examiner that they can use a variety of different tenses and verb
forms.

Answers
1 The house belongs to my parents.
2 Suddenly, I realised that someone was following me.
3 I’ve known her since I was a small child.
4 We often went / used to go to the seaside for our holidays.
5 It was the first time I had been to India.
6 I promised I would give it to her the next day.
7 The city was destroyed hundreds of years ago.
8 I knew that she was coming.

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Activity 2: Improving grammatical range: brainstorming for tenses
Material: Worksheet 1
Time: 20-30 minutes

Procedure
• write the following on the board:

a) Describe a subject you liked or didn’t like at school.

b) Describe something you would like to buy.

• put students into pairs or small groups and tell them to think about what tenses and
verb forms they could use with the 2 topics on the board.
• elicit ideas from the class and write them on the board.

Possible answers:
a) past simple, past continuous, past perfect, present perfect, would, used to
b) conditionals (if I had ..., I would); present simple, present perfect (I have always wanted
…); modals

• write the following list of verb forms on the board:

past simple
past perfect
past continuous
modal
used to
present perfect

• elicit sentences for example (a) and write them on the board.

I was 12 years old.

I had just started secondary school.
I was having problems with maths.

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I had never liked maths.
During maths lessons, I would sit and stare out of the window.
I used to get my brother to help me with my homework.
To this day, I have never understood Calculus!

• tell students to work in pairs. They can choose 2 topics from the worksheet (Ex 3).
• in pairs students have one minute to brainstorm the tenses they could use to talk
about their chosen topics and to make notes.
• give them 1 to 2 minutes to talk about the topic using those tenses (Ex 4).
• go around and monitor use of tenses.

Activity 3: Extending grammatical range: complex / compound sentences

Material: Worksheet 2
Time: 15-20 minutes

Procedure
• remind students that the test criteria include grammatical range as well as accuracy,
that is, students should try to use complex and compound sentences.
• tell students they should look at the sentences paying particular attention to the
words / phrases in bold and the grammar forms that follow (Ex 1).
• students should underline the correct form which follows the word / phrase in bold.
• students can compare their ideas in pairs or you can elicit the answers from the
whole class.

Answers
1 I enjoy learning English despite of the difficult grammar / the difficult grammar.
2 I’d like to go to Australia because of the wildlife / I like the wildlife.
3 I know a lovely place where we can have a picnic / is good for a picnic.
4 My first teacher, who she was very nice / was very nice, was Mrs Adams.
5 My English is quite good, so that I can understand American movies. / I can
understand American movies.
6 Doing IELTS can be challenging, but the speaking test is difficult / the speaking
test isn’t difficult.
7 I am learning Mandarin Chinese although it is difficult / it is easy.

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 8 I’m taking IELTS because I want to go abroad to study/ going abroad to study.
9 The school subject which it was hardest / was hardest for me was Chemistry.
10 If I work hard, I do well. / I will do well.

• to encourage speaking practice, students continue working in pairs and take turns
to complete the sentences orally – they should not write – about themselves,
where possible (Ex 2).

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Speaking Part 2 Worksheet 1

Spot the mistake

1 Work with a partner. Read the sentences paying special attention to the verbs.
Find and correct one mistake in each sentence.

1 The house is belonging to my parents.

2 Suddenly, I realised that someone is following me.

3 I know her since I was a small child.

4 We were often going to the seaside for our holidays.

5 It was the first time I went to India.

6 I promised I give it to her the next day.

7 The city had been destroyed hundreds of years ago.

8 I knew that she is coming.

2 Continue working with your partner. Talk about the types of mistakes in exercise 1.
Do you make any of these mistakes with verbs and tenses?
Do you make different mistakes?

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 3 Work with a partner. Choose a Part 2 topic from below. You have 1 minute to
brainstorm the tenses you could use to talk about this topic and to make notes.

1 Describe an important event in your childhood.

2 Describe a job you would like to have in the future.

3 Describe your experience of city life.

4 Describe how you stay healthy.

5 Describe your favourite television programme.

6 Describe your shopping habits.

7 Describe a place you would like to visit one day.

8 Describe a teacher who has had a strong influence on you.

4 Work in pairs. You have 2 minutes to talk about your topic. Remember to use a
variety of tenses.

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Speaking Part 2 Worksheet 2

1 Underline the correct form to complete the sentences.

1 I enjoy learning English despite of the difficult grammar / the difficult grammar.

2 I’d like to go to Australia because of the wildlife / I like the wildlife.

3 I know a lovely place where we can have a picnic / is good for a picnic.

4 My first teacher, who she was very nice / was very nice, was Mrs Adams.

5 My English is quite good, so that I can understand American movies. / I can

understand American movies.

6 Doing IELTS can be challenging, but the speaking test is difficult / the speaking
test isn’t difficult.

7 I am learning Mandarin Chinese although it is difficult / it is easy.

8 I’m taking IELTS because I want to go abroad to study / going abroad to study.

9 The school subject which it was hardest / was hardest for me was Chemistry.

10 If I work hard, I do well. / I will do well.

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 2 Work in pairs. Take turns to make and say sentences that are true for you. Do not
write your answers, just say them to your partner.

1 I enjoy learning ............... despite ............................................................

2 I’d like to go to ............. because of ............................................................

3 I know a lovely place where ............................................................

4 My first teacher, who ............................................................

5 I understand English quite well, so ............................................................

6 Doing IELTS isn’t easy but ............................................................

7 I am learning ……………. although ............................................................

8 I’m taking IELTS because ............................................................

9 The school subject which ............................................................

10 If I work hard, ...........................................................

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