Pratique du Shadowing: IELTS Speaking Band 7: Five Tips - Apprendre l'anglais à l'oral avec la vidéo
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Many students think to get a band 7 in IELTS speaking, they need more advanced vocabulary or more complex grammar.
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But that is not always the problem.
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You may know enough English, but you can't use it effectively.
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So in this video, I'm going to show you five practical tips to help you answer IELTS questions more effectively
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so you can move from a band 5 or 6 towards a band 7.
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Let's do it.
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Hello, it's Keith from the Keith Speaking Academy, here to help you become a more confident speaker of English.
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So in this video, I'm going to give you five practical tips to help you give more effective answers in IELTS speaking
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and move from a band five to a band seven.
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Oh, and stay until the end, because I have a bonus tip for you that most teachers don't talk about.
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And of course, there is a free PDF you can download here with a summary of these tips,
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but also lots of extra model answers based on recent IELTS topics.
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There's a link in the description below to get that.
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Let's begin with tip number one.
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So number one, answer the question directly.
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Don't spend the first five seconds thinking about your answer or giving lots of background information.
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No, start with the answer, especially in IELTS Speaking Part 1.
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Okay, this is important because it helps you begin, but it also makes the answer easier to follow for the examiner.
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So give the answer in the first sentence and then add a reason or some detail.
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Actually, that's a nice framework.
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Answer directly plus reason or detail.
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For example, do you enjoy cooking?
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Well, cooking is something many people do every day and there are many different kinds of cooking in my country.
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Okay, I'm speaking, but it's not a good answer.
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I've not answered the question.
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Much better would be, yes, I do, especially at the weekends.
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I normally make something simple like pasta or curry.
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I actually find cooking quite relaxing. Can you see?
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Answer directly.
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I didn't begin with the history of cooking.
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I began with, yes, I do, and then a detail.
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So remember, answer the question directly.
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Let's move on.
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Number two, develop one clear idea.
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A developed answer is not just a long answer.
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It's an answer where each sentence adds something useful.
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Okay.
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This is especially true in part three, where you're expected to give an opinion and develop an idea.
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discuss more abstract ideas in detail.
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Don't just ramble.
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This is important, right?
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Because you need to show the examiner you can speak at length, you can organize ideas with coherence,
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and you can explore an idea in more detail.
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So my suggestion is give an opinion, say the reason why, and then also explain the results or give an explanation,
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but just one idea, okay?
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It's kind of thinking, what do I think?
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Why do I think that?
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And what does that mean?
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Let me show you an example.
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Let's take a part three question.
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Why do some people prefer working from home?
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Well, I think they prefer it because it's more convenient.
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Okay, that's an opinion, but not really developing an idea.
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A better answer would be, I think the main reason is convenience.
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People don't have to spend time traveling to work, so they can better organize their day.
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And this means they can have maybe more time to spend with their family
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or following a hobby or doing some personal matters.
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Much better.
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Notice the second answer doesn't use very difficult English,
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but it takes one idea and develops the idea logically.
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That's what you need.
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Develop one clear idea.
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Here comes tip number three.
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Okay, number three, think, but don't overthink.
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So take a second to think of what you're going to say, but then don't wait too long.
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Start speaking.
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Many students just wait too long.
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They start trying to get a really good idea.
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They start trying to structure the idea, almost like a writing essay before speaking.
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And this really doesn't work, especially in IELTS part three, right?
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It can have a really negative effect.
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What can happen is your hesitation is too long.
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You lose your fluency.
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It also makes you more nervous.
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So you're more likely to go blank.
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And also when you start speaking, your English may sound less natural.
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Okay.
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So my advice here is use the one thing opener.
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And that is to focus on just one thing
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and start speaking about the one thing and then develop your answer as you're speaking.
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This is what you do in real life.
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When chatting with friends, you don't listen to a question and go,
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you start speaking and then you get more ideas as you speak.
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You develop the idea as you speak.
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So use the one thing opener.
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You can say something like, the one thing about this is, the one thing I would say here is,
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I suppose one explanation might be,
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I think the main thing about this issue is,
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and then develop that one idea.
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For example, an IELTS Speaking Part 3 question.
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Should governments do more to encourage people to exercise?
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I'm thinking of government policies and statistics in my country.
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No, don't.
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Try something like this.
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Yes, probably.
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I think one simple thing governments can do is offer free sports facilities.
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That might be an outdoor gym in the park or a swimming pool or free classes.
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And I think if people had access to these facilities near their home,
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they might be more willing to take up sport or do exercise on a regular basis.
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Here you see a much better answer.
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Started speaking, develop my answer as I went along, but I had that one thing to help me get started.
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So think, but don't overthink.
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Most importantly, start speaking.
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Focus on the one thing.
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And right now, let's move on to the next thing.
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Tip number four.
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It's coffee time.
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Oh, if you want to review these tips and see more model answers, download the free PDF.
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Right now, let's carry on.
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Tip number four, focus on communication, not forced complexity.
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What I mean by forced complexity is students trying to use complicated English when it's not necessary.
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Okay.
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Yes, for a band seven, you need a range of vocabulary and grammar,
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but used naturally to express the idea you want to give.
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The problem is a lot of students try and force the complicated grammar
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or vocabulary when it doesn't fit and it doesn't sound natural and it doesn't show flexibility.
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Often we see this when students try to use a memorized idiom
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and it doesn't work or they're using very formal vocabulary
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that doesn't fit or they're using extremely long sentences
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that they have written out and doesn't sound natural and all of this backfires.
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It will just blow up, doesn't work.
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What you should do is use simple language when it can express your idea, the idea you want.
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Use complex language when it helps convey your idea.
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Paraphrase, if necessary, if you can't get the right word.
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It's about flexibility.
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It really is.
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Let me give you an example.
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Do you like the area where you live?
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Yes, I'm over the moon to reside in this breathtaking metropolitan vicinity because it provides a plethora of indispensable amenities.
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Great answer.
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No, not a good answer.
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It will make the examiner laugh for sure, but it's not a good answer.
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You need to be much more natural.
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Something like this.
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Yes, I do.
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It's a fairly quiet area, but everything I need is within walking distance.
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What I like most is
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that I can get into the city centre without having to actually live in the centre of town.
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Now, that is a much better answer.
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Simple English and some complex English flexible, expressing the idea I want to convey.
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So that's it.
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Remember, communicate clearly, focus on communication, not forced complexity.
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Let's move on.
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Number five, give specific examples.
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This is particularly true in IELTS part three.
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examples can take a very abstract idea and make it very concrete and easy to follow.
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They're particularly useful because they can clarify what you're trying to say.
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They can give you opportunities to use a lot more interesting language.
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And really, they just help you extend the answer.
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You need to develop your answers in part three.
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right?
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Examples can include, even in part three, a personal example, an example from your country,
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a hypothetical example, maybe a comparison, a typical person, a typical place.
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And just note, you can say, for example, but there are different ways you can do this as well.
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Well, you can introduce an example saying, a good example of this is,
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take, for example, you can see this when,
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imagine someone who, or imagine a situation where,
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all of these are different ways of introducing examples.
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Let me give you an example all.
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Why is it difficult for some people to maintain a healthy lifestyle?
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Well, I think because they're very busy and they don't have enough time.
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Short answer, not great.
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Much better would be.
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Well, one reason is that people are very busy.
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You know, maybe they've got a hectic schedule.
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For example, someone who works long hours and has an hour commute to work and home every day,
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when they get home, they're not going to have the time or energy to cook a healthy meal.
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They're more likely to pop into a convenience store, buy something cheap and unhealthy and cook that in the microwave.
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Can you see how it develops the answer?
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It makes my idea much more concrete and specific,
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and the opportunity or the language that comes out is much richer,
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and that's gonna help you get a higher score in your IELTS speaking test.
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So remember, give examples.
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Okay, finally, my bonus tip for you is be yourself.
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Now, sometimes students go into the IELTS speaking test and they try to be a different person.
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They're trying to impress the examiner, pretend they've got a higher level than they have, trying to be intelligent and sound really, really good.
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But they're not a real human.
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They become a robot and they enter robot mode in the test.
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Now, it's true the examiner evaluates English.
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Not personality, but they evaluate natural conversational English.
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And if you have a memorised answer, you sound robotic, it doesn't help.
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But it does help if you adjust yourself, right?
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If you can, give your genuine opinions.
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Talk about your real life experiences.
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If you don't know about a topic, say, I don't know much about this, but, and they say, then say something.
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If you like smiling, smile.
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If you want to show some emotion, give your answers some emotion.
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Be yourself and you're going to do much better than trying to be someone else.
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Really, trust me.
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That's it.
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That's my bonus tip.
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So as a quick summary, answer directly.
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Develop one idea.
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Start talking.
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Communicate clearly.
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Give examples. Be yourself.
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All of that.
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Remember, there's a PDF you can download to review these tips,
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but also get more model answers that can help you learn and practice these tips when you're giving your answers.
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OK, the secret is in the practice.
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Download the PDF.
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There's a link below and start practicing today.
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And if you're serious about moving from a band five to six to seven or above, check out my IELTS Speaking Gold course.
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In there, I show you how to develop your answers, how to build your fluency,
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how to build your confidence and how to answer all parts of the test part one, two, and three.
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Check it out.
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You'll find a link in the description below.
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And if it's for you, I'd love to see you on the course.
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That's it for today.
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Thank you so much for watching.
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As always, it's been a pleasure.
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And maybe I'll see you in the next video.
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Take care, my friend.
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Bye-bye.
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Thank you.
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 215 phrases et 2018 mots à répéter en shadowing. La partie parlée dure 16:47. Le locuteur parle à un rythme régulier d’environ 120 mots par minute, confortable pour le shadowing. 87 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.
Vocabulaire clé de cette vidéo
15 mots moins courants de la vidéo, avec leur prononciation et leur sens :
- examiner /əɡˈzæmɪnɚ/ (nom) — examinateur, examinatrice. A person who investigates someone or something.
- vocabulary /vəˈkæb.jə.lə.ɹi/ (nom) — vocabulaire, lexique. A usually alphabetized and explained collection of words e.g. of a particular field, or prepared for a specific purpose, often for learning.
- bonus /ˈbəʊ.nəs/ (nom) — bonus. Something extra that is good; an added benefit.
- grammar /ˈɡɹæm.ə(ɹ)/ (nom) — grammaire. A system of rules and principles for the structure of a language, or of languages in general.
- complexity /kəmˈplɛk.sɪ.ti/ (nom) — complexité. The state of being complex; intricacy; entanglement.
- topic /ˈtɑpɪk/ (nom) — sujet, thème. A subject; a theme; a category or general area of interest.
- practical /ˈpɹæk.tɪ.kəl/ (adjectif) — pratique. Relating to, or based on, practice or action rather than theory or hypothesis.
- complicated /ˈkɑm.plɪˌkeɪ.tɪd/ (adjectif) — compliqué, alambiqué. Difficult or convoluted.
- concrete /ˌkɑnˈkɹit/ (adjectif) — concret. Real, actual, tangible.
- explanation /ˌɛkspləˈneɪʃən/ (nom) — explication. The act or process of explaining.
- introduce /ˌɪntɹəˈdus/ (verbe) — présenter. To cause (someone) to be acquainted (with someone else).
- summary /ˈsʌm.ə.ɹi/ (nom) — résumé, sommaire. An abstract or a condensed presentation of the substance of a body of material.
- robot /ˈɹoʊ.bɑt/ (nom) — robot. An intelligent mechanical being designed to look like a human or other creature, and usually made from metal.
- communicate /kəˈmjuːnɪkeɪt/ (verbe) — communiquer. To impart or transmit (information or knowledge) to someone; to make known, to tell.
- emotion /ɪˈməʊ.ʃən/ (nom) — émotion. A person's internal state of being and involuntary physiological response to an object or a situation, based on or tied to physical state and sensory data.
Les verbes à particule que vous entendrez
- move on (verbe) — passer à autre chose. To continue; to proceed; to go on.
- blow up (verbe) — faire sauter. To explode or be destroyed by explosion.
- carry on /ˈkæɹi ˈɑn/ (verbe) — continuer, poursuivre. To take baggage or luggage onto an airplane, rather than check it.
- check out (verbe) — mater, regarder. To record the departure or withdrawal of someone or something (such as guests, employees, books, etc.).
- come out /ˌkʌm ˈaʊt/ (verbe) — sortir. To be discovered; to be revealed.
- do in (verbe) — tuer, zigouiller. To kill or end; to defeat.
- take for (verbe) — prendre, confondre. To regard as.
- think about /ˈθɪŋk əˌbaʊt/ (verbe) — penser à, réfléchir à. To ponder.
Prononciation à surveiller
Le locuteur utilise 53 contractions et formes réduites, comme don't, doesn't, they're. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: unhealthy /ʌnˈhɛl.θi/, hypothetical /ˌhaɪpəˈθɛtɪkəl/, breathtaking /ˈbɹɛθˌteɪ.kɪŋ/, plethora /ˈplɛθəɹə/
- Les sons « sh » et « zh »: explanation /ˌɛkspləˈneɪʃən/, emotion /ɪˈməʊ.ʃən/, suggestion /səˈd͡ʒɛst.ʃən/, hesitation /ˌhɛzɪˈteɪʃən/, conversational /ˌkɒnvə(ɹ)ˈseɪʃənəl/
- Mots longs — placez bien l’accent: examiner /əɡˈzæmɪnɚ/, vocabulary /vəˈkæb.jə.lə.ɹi/, complexity /kəmˈplɛk.sɪ.ti/, complicated /ˈkɑm.plɪˌkeɪ.tɪd/, explanation /ˌɛkspləˈneɪʃən/
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 examiner, vocabulary, bonus.
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.