Pratique du Shadowing: How to Answer ANY IELTS Speaking Part 3 Question - Apprendre l'anglais à l'oral avec la vidéo
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271 phrases
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IELTS speaking part 3 can feel difficult because the examiner can ask you about almost anything.
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But here's the good news.
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Although the topics change, the type of questions are actually quite predictable.
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In fact, most part 3 questions fall into just 8 common question types.
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Once you know what type of question you're answering, it becomes much easier to know what you're going to say and how to structure your answer.
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My name is Eli and I used to be an IELTS examiner.
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I've evaluated thousands of speaking tests
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and I know what students need to do to get a high score based on the IELTS marking criteria.
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In today's lesson we're focusing on IELTS speaking.
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Do you think children should have homework every day?
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Should government spend more money on public transport?
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Do you think people rely too much on technology nowadays?
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Opinion questions often begin with phrases like do you think, do you agree, should or is it a good idea too?
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When you get an opinion question, you can use the REE method to build your answer.
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REE stands for respond, elaborate, example.
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First, respond.
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Give the examiner a clear answer to the question.
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You can say definitely, I think so.
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Yes.
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Generally speaking, yes.
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Probably not.
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I don't think so.
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I wouldn't necessarily say that.
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Or you can use my favorite.
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It depends or it depends on.
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Next, elaborate.
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Explain your answer and give the examiner a reason.
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Useful phrases here include the main reason is that.
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One reason for this is that's because or I think this is mainly because.
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Finally, give an example.
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You can say for example, for instance, or a good example would be.
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And remember in part three your examples should normally be about people
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or society in general rather than about your own personal experience.
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Let's see how this works.
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Do you think children should have homework every day?
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Probably not.
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The main reason is that children need time outside school to relax and develop in other ways.
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For example, if a child has several hours of homework every evening, they may have much less time for exercise, hobbies, or spending time with their families.
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This is a strong answer because the student first responds clearly with probably not,
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then they elaborate by explaining why children need time outside school.
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Finally, they give a general example showing what could happen if children have too much homework.
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So instead of giving a one sentence opinion, the student has developed one clear idea into a complete answer.
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That's the REE method.
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Respond, elaborate, example.
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If you want to practice this, go to the lesson below where you can download the PDF, do quizzes and even get AI feedback on your answer.
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What I'd recommend is to first watch the video until the end, then do the quizzes one by one,
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then write your own answers and get AI feedback.
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Finally, the next day review the PDF and write your answers to these questions again.
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This spaced repetition is what really helps you to learn.
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Remember you can start all of my ALS courses for free at EnglishProTips .com.
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The second question type is reasons and causes.
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These These questions ask you to explain why something happens.
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You might get questions like, why do some people prefer to live in big cities?
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Why are fewer people reading newspapers nowadays?
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What are the main reasons people change jobs?
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These questions often begin with why.
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What are the reasons?
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Or what causes?
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A useful way to answer is to start with phrases like, there are probably a few reasons for this.
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One of the main reasons is.
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Another reason could be.
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This might be because or one possible explanation is.
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Notice that some of these phrases use hedging.
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Hedging means using language that makes your answer sound less absolute.
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In part three this is really useful
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because you are often talking about large groups of people and you usually can't say that something is true for everyone.
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So instead of saying people move to cities because there are more jobs,
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you could say one reason people may move to cities is that there tend to be more job opportunities.
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Useful hedging language includes may, might, could, probably, perhaps, tend to,
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often, generally, in some cases, and for some people.
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Let's look at an example.
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Why do some people prefer to live in big cities?
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There are probably a few reasons for this.
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One of the main reasons might be employment, because larger cities tend to offer a wider range of job opportunities.
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For example, someone working in a specialized field such as finance
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or technology may find it much easier to find suitable work in a major city than in a small town.
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This is a strong answer because the student identifies a clear cause and then develops it, rather than listing lots of different reasons.
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They also use hedging naturally with probably, might be, tend to and may.
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This avoids making an overgeneralization like everyone moves to cities because of work.
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Finally, the example is general rather than personal, which is exactly what we want in part three.
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So for a reason or causes question, think what might be causing this?
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Why might this be happening?
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And how can I explain that without making an overly general statement?
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The third question type is effects and consequences.
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These questions ask you to explain what happens as a result of something?
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You might get questions like how does advertising affect children?
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What effect has technology had on the way people communicate?
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What are the consequences of people working long hours?
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A really useful technique for these questions is something I call the power of two.
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Instead of trying to think of three or four or five different effects, try to just think of two.
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Two ideas are usually enough to give you a well -developed answer and they're also very easy to signpost.
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You can say there are probably two main effects.
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Firstly, secondly, or I think it affects people in two main ways.
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The first is, the second is.
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This makes your answer much easier for the examiner to follow.
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It also gives you enough time to actually develop each idea rather than just producing a long list.
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Useful consequence language includes this can lead to, this may result in, as a result,
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one consequence is, this means that, and in the long term this could.
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Let's look at an example.
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What effect has technology had on the way people communicate?
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I think it has affected communication in two main ways.
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Firstly, it has made communication much faster and more convenient.
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People can contact someone on the other side of the world almost instantly, which makes it much easier to maintain relationships over long distances.
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Secondly, it may have made some forms of communication less personal.
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For example, people might send a quick message instead of having a proper conversation
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and as a result some interactions can feel less meaningful.
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This is a strong answer because the student introduces two clear effects
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and signposts them with firstly and secondly so the examiner can follow the answer easily.
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The student also develops both ideas instead of simply listing them.
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The first effect is positive and the second is more negative, which gives the answer some balance.
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And notice the consequence language, which makes it, and as a result.
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So when you get an effects or consequence question, remember the power of two.
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Choose two strong ideas, signpost them clearly, and develop each one.
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When you're writing your own answer to this question, see if you can follow the power of to practice using I think there are probably two main effects.
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Firstly, secondly, remember the more time that you spend practicing these phrases now in your preparation time,
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the more natural you'll be able to use the phrases in your real IELTS test.
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The fourth question type is advantages and disadvantages.
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These questions ask you to think about the positive and negative sides of an issue.
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You might get questions like, what are the advantages of working from home?
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Are there any disadvantages to children using technology at school?
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What are the benefits and drawbacks of living in a big city?
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A really useful technique for these questions is what I call the multiple perspectives method.
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Instead of staring at the topic and trying to think of ideas, ask yourself, who is affected by this?
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For example, if the topic is working from home, you could think about the perspective of employees, employers, families, or even society as a whole.
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Looking at the topic from different perspectives makes it much easier to generate ideas.
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You can use phrases like from an employee's perspective, from an employer's point of view,
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for families, from a wider social perspective,
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Useful language for advantages includes one major advantage is,
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one benefit is, this can be beneficial because, and one positive aspect is.
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For disadvantages, you can say one drawback is, one potential disadvantage is, the downside is,
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or this can create problems because.
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Let's look at an example.
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What are the advantages and disadvantages of working from home?
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I think it depends on whose perspective you consider.
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From an employee's point of view, one major advantage is flexibility.
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People can often avoid commuting and may have more control over their working day, which can improve their work -life balance.
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From an employer's perspective, though, one potential disadvantage is that it can be harder to manage teams and maintain good communication.
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For example, if employees rarely meet face -to -face, collaboration may become more difficult.
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This is a strong answer because the student doesn't just think about the topic in a general way.
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They look at it from two different perspectives.
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The employee and the employer.
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That immediately gives them two relevant ideas.
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They also clearly signpost the change in perspective with from an employee's point of view and from an employer's perspective,
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which makes the answer easy to follow.
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So when you get an advantage and disadvantage question, use the multiple perspectives method.
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Ask yourself, who is affected by this and how might it be positive or negative for them?
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The fifth question type is comparisons.
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These questions ask you to explain how things are similar or different.
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You might get questions like how are schools today different from schools in the past?
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Do younger and older people use technology differently?
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How is living in a city different from living in the countryside?
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A useful way to answer these questions is to compare the two things point by point.
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In other words, choose one area of comparison, explain the differences, and then move on to another area if you need to.
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For example, if you are comparing schools today with schools in the past,
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you could first compare technology and then compare teaching styles.
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This makes your answer much more organized.
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Useful comparison language includes compared with, whereas, while, in contrast, on the other hand,
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The main difference is, one similarity is, and both.
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You can also use phrases like these days.
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In the past, younger people tend to, whereas older people are more likely to.
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Let's look at an example.
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How are schools today different from schools in the past?
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I think there are a couple of major differences.
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Firstly, compared with the past, schools today make much greater use of technology.
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Students can use laptops, interactive whiteboards and online resources,
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whereas in the past lessons depended much more heavily on textbooks and the teacher.
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Secondly, teaching styles have probably become more interactive.
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Students today are often encouraged to discuss ideas and work in groups, while lessons in the past tended to be more teacher -centered.
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This is a strong answer
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because the student compares the two periods point by point rather than talking generally about the past
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and then generally about the present.
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The first comparison is technology and the second is teaching style.
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They also use clear comparison language such as compared with,
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whereas and while, which makes the relationship between the ideas very easy to follow.
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So when you get a comparison question,
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think, what are the main areas I can compare and what language can I use to show the similarities or differences clearly?
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The sixth question type is changes and trends.
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These questions ask you to explain how something has changed over time or what trends you have noticed.
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You might get questions like, how has the way people shop changed in recent years?
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How have people's attitudes towards work changed?
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Has the way children spend their free time changed compared with the past?
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This is another situation where the power of two is really useful.
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Instead of trying to think of lots of different changes, choose two clear changes and develop them properly.
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You can say, I think there have been two main changes.
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Firstly, secondly, or one major change is, another noticeable change is.
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Useful language for talking about change includes there has been a shift towards.
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People are increasingly.
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It has become much more common too these days.
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Compared with the past and whereas in the past, You can also talk about gradual trends using phrases like over time,
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in recent years, more and more people are, or there seems to be a growing tendency to.
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Let's look at an example.
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How has the way people shop changed in recent years?
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I think there have been two main changes.
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Firstly, people are increasingly shopping online rather than going to physical shops.
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This has made shopping much more convenient because people can compare prices and buy things without leaving home.
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Secondly, people seem to expect much faster service than they did in the past.
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For example, next day or even same day delivery has become much more common, whereas people used to be more willing to wait several days for an order.
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This is a strong answer because the student identifies two clear changes and develops each one.
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They signpost them with firstly and secondly, which makes the answer easy to follow.
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And they use useful trend language such as increasingly, has become much more common, and whereas.
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Notice that they don't try to list five or six different changes.
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They use the power of two to keep the answer focused and well developed.
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So when you get a change or trends question,
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think what are the two biggest changes and how can I show the difference between now and the past?
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The seventh question type is future and predictions.
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These questions ask you to speculate about what might happen in the future.
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You might get questions like how do you think people will travel in the future?
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Do you think people will continue to work from home?
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Will physical shops eventually disappear?
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The key thing to remember is that you don't know what will happen.
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So you need language that shows different levels of certainty.
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If you think something is very likely, you can say, I think it's highly likely that.
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There's a good chance that.
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I can definitely see or I'd expect.
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If you're less certain, you can say, It's possible that.
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We might see.
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It could be that there's a chance that, or I wouldn't be surprised if.
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And if you think something probably won't happen, you can say I think it's unlikely that, I can't really see, or I doubt that.
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You can also buy yourself a little time thinking with phrases like it's difficult to predict with certainty but,
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or obviously no one knows exactly what will happen but.
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When you talk about the future, useful time expressions include in the next few years, over the next few decades,
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in the long term, eventually, at some point in the future and further down the line.
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Let's look at an example.
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Do you think physical shops will eventually disappear?
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I think that's unlikely, at least in the foreseeable future.
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There's a good chance that online shopping will continue to grow because it's convenient and people can often find better prices online.
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However, I can't really see physical shops disappearing completely.
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Some people still want to see or try products before buying them.
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So in the long term, I think we're more likely to see a combination of online and physical shopping.
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This is a super strong answer because the student doesn't pretend to know exactly what will happen.
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They show different degrees of certainty with phrases like unlikely, there's a good chance that, and I can't really see.
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They also use a future time phrase in the long term
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and they explain the reasoning behind their prediction rather than simply saying yes
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or no. So when you get a future or prediction question, think how likely is this?
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What language can I use to show that level of certainty?
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And And why do I think this might happen?
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The eighth and final question type is problems and solutions.
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These questions ask you to identify a problem and explain how it could be solved.
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You might get questions like what problems can tourism cause for local communities?
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What can governments do to reduce traffic congestion?
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What problems can arise when people work very long hours.
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A useful way to answer these questions is to make sure that your solution directly matches the problem.
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If the problem is traffic congestion,
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for example, a strong solution might be improving public transport or discouraging people from driving into city centers.
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A weak answer would be to suggest something unrelated.
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Useful language for introducing problems includes one major problem is, one issue is, this can lead to,
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this can create problems such as, or one of the main challenges is.
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For solutions you can say one possible solution would be two, one way to tackle this would be two,
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governments could, a practical step would be two, or this could be addressed You can also use the power of two here
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if you want to give two problems or two solutions.
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And the multiple perspectives method can help you think of ideas by asking who could take action?
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Individuals, businesses, schools, local authorities or governments?
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Let's look at an example.
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What can governments do to reduce traffic congestion in cities?
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I think there are probably two main things governments can do.
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Firstly, they could improve public transport so that people have a reliable alternative to driving.
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For example, cheaper and more frequent buses or trains could encourage more commuters to leave their cars at home.
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Secondly, governments could make driving into city centres less attractive, perhaps by introducing congestion charges or reducing the amount of parking available.
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This is a strong answer because the student gives two clear solutions and both of them directly address the problem.
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The first solution makes public transport more attractive, while the second makes driving less convenient.
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The student also signposts the answer clearly with firstly and secondly, and develops each idea instead of just listing solutions.
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So when you get a problem and solution question, think what exactly is the problem?
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Who can do something about it?
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And what solution would directly address it.
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Now if you really want to improve your IELTS answers, what I suggest is that now you go to the lesson in the description,
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do the quizzes and then write your own answers for these questions.
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Try to use at least two of today's expressions in each answer.
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You'll get feedback on your answer and a corrected version to help you study.
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Remember guys, practice makes perfect you can get all this
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and more at englishprotips .com best of luck with all of your studies
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and I'll see you in the next lesson bye then
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Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « How to Answer ANY IELTS Speaking Part 3 Question ». Les mots qui reviennent le plus souvent : answer, example, useful, main, student. Cette vidéo contient 271 phrases et 3300 mots à répéter en shadowing. La partie parlée dure 23:12. Le locuteur parle à un rythme régulier d’environ 142 mots par minute, confortable pour le shadowing. 88 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre. 49 de ses 271 phrases sont des questions : un bon entraînement pour l’intonation interrogative et les réponses courtes.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| firstly adverbe | /ˈfɜɹstli/ | d'abord, premièrement |
| secondly adverbe | /ˈsɛk.(ə)ndli/ | deuxièmement |
| disadvantage nom | /ˌdɪsədˈvæntɪd͡ʒ/ | désavantage |
| signpost nom | /ˈsaɪnˌpoʊst/ | poteau indicateur |
| examiner nom | /əɡˈzæmɪnɚ/ | examinateur, examinatrice |
| consequence nom | /ˈkɑn.sɪ.kwəns/ | conséquence |
| congestion nom | /kənˈd͡ʒɛs.t͡ʃən/ | embouteillage, bouchon |
| hedge nom | /ˈhɛd͡ʒ/ | haie |
| certainty nom | /ˈsɝtn̩ti/ | certitude |
| elaborate verbe | /ɪˈlæb.ə.ɹeɪt/ | élaborer |
| homework nom | /ˈhoʊmˌwɝk/ | devoirs |
| convenient adjectif | /kənˈviː.niənt/ | commode, pratique |
| depend verbe | /dɪˈpɛnd/ | dépendre |
| quiz nom | /kwɪz/ | quiz |
| prediction nom | /pɹɪˈdɪkʃən/ | prédiction |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Do you think children should have homework every day?
- Do you think people rely too much on technology nowadays?
- I wouldn't necessarily say that.
- Let's see how this works.
- Do you think physical shops will eventually disappear?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| « Used to » used to + verbe — une habitude ou un état passé qui n’est plus vrai | used to be |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've evaluated · has developed · has affected |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | is affected · are often encouraged · could be solved |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | personal, which is · language, which makes · day, which can |
Prononciation à surveiller
Le locuteur utilise 25 contractions et formes réduites, comme can't, you're, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: prediction /pɹɪˈdɪkʃən/, repetition /ˌɹɛp.əˈtɪʃ.ən/, specialize /ˈspɛʃəˌlaɪz/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/
- Mots longs — placez bien l’accent: disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, examiner /əɡˈzæmɪnɚ/, elaborate /ɪˈlæb.ə.ɹeɪt/, similarity /ˌsɪm.ɪˈlæɹ.ɪ.ti/, interactive /ˌɪn.tɚˈæk.tɪv/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: hedge /ˈhɛd͡ʒ/, homework /ˈhoʊmˌwɝk/, hobby /ˈhɑ.bi/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, congestion /kənˈd͡ʒɛs.t͡ʃən/, hedge /ˈhɛd͡ʒ/, discourage /dɪsˈkɝɪd͡ʒ/, gradual /ˈɡɹæd͡ʒuəl/
- /r/ anglais — langue recourbée, sans frotter la gorge: firstly /ˈfɜɹstli/, elaborate /ɪˈlæb.ə.ɹeɪt/, prediction /pɹɪˈdɪkʃən/, disappear /dɪsəˈpɪɹ/, drawback /ˈdɹɔˌbæk/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme firstly, secondly, disadvantage.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.