English Readers

English for Exams Get Ready for IELTS Speaking

About Get Ready for IELTS Speaking

Collins Get Ready for IELTS series has been designed to help learners at a pre-intermediate level
(equivalent to band 3 or 4) to acquire the skills they need to achieve a higher score. It is easy to use,
whether by learners studying at home on their own or in a classroom with a teacher:
• Instructions are easy to follow
• Exam information and study tips are presented in an easy-to-read format
• Exercises are carefully arranged from simpler to more difficult
• Review units allow for systematic revision
• Answer key is clear and comprehensive
With these fundamentals in place, classroom teachers can focus on learner training, facilitating
pair and group work, and providing feedback. This resource will explain how best to use the
material and how it can be adapted to make the most of the classroom learning context. It shows
you how you can maintain interest and motivation, deal with common errors, and create an
interactive learning environment.
Each chapter in Get Ready for IELTS Speaking has a similar three-part structure, which can form the
basis of regular classroom routines. It will provide 3–4 hours of content, 2 of which we recommend
doing in class and 1–2 of which will make ideal homework tasks.

Part 1: Language development

We recommend that selected exercises be done at home before the lesson.
• This preparation will introduce learners to the vocabulary, pronunciation, and grammar
structures they need to speak with increasing range and accuracy.
• ‘Watch out!’ boxes highlight common pitfalls.
• As repeated exposure to new vocabulary, sounds and structures is required for mastery, the
first 15 minutes of the lesson can be spent doing a ‘spot check’ of a selection of the material
covered at home. The remaining language development exercises can be done with the teacher
in class.

Part 2: Skills development

Part 2 of each unit focusses on key exam skills.
• Each chapter provides an explanation of what makes a good IELTS answer along with exercises
of increasing difficulty.
• The lesson plans provided for each unit concentrate on this section and offer approximately 90
minutes of material, including suggestions for optional extension activities.
• Most exercises can be done in pairs to maximise opportunities for speaking practice and peer
feedback.
• Listening exercises and sample answers are provided on the audio CD along with full audio
scripts.

Part 3: Exam practice

This can be done in class or given as homework.
• This section provides realistic exam practice and allows leaners to integrate the skills they have
learned.
• A checklist summarises the key learning points in the unit and gives learners a framework for
assessing their development.
 English Readers
English for Exams Get Ready for IELTS Speaking

Sample lesson plan for Get Ready for IELTS Speaking Unit 1
Student preparation for this class: Have students Part 2: Skills development (45 mins)
complete Part 1: Language development exercises
1 -14. (1 hour)

FOCUS
These exercises focus on Part 1 of the speaking
Teacher preparation: none test: Introduction and interview. Exercises 1
& 2 focus on understanding the examiner’s
instructions. Exercises 3–8 train learners to
Part 1: Language development (45 mins) practice effectively: to assess their performance
and identify strategies for improvement.
FOCUS

These exercises introduce language for talking

about family. Exercises 1–3 introduce words
Exercise 1
for family members; Exercise 4 & 5 focus on
Go over the Exam information on Section 1 of the speaking
pronunciation of ð; Exercises 6–10 introduce
test at the top of page 11. Have learners do the exercise
vocabulary for describing people; Exercises 11
individually and check their answers. To follow up:
& 12 focus on possessive adjectives; Exercises
13–15 provides practice in describing family 1. Divide the class into five groups.
members. 2. Ask each group to come up with as many questions
as they can for one of the topics a-e.
Spot check 1: 3. Ask a spokesperson for each group to share their
questions with the class.
To check learners’ recall of adjectives for describing
character:
Typical mistakes: Watch out for omission of the
1. Ask each student to write three sentences
auxiliary verb do, e.g. Where you live? Some learners
describing him or herself using the adjectives in
may also fail to use interrogative word order with
Language development exercise 6.
the verb be, e.g. You are a student?
2. Divide the class into groups of five or six and
designate one member of each group to act as
facilitator. Exercise 2
3. Facilitators gather in their group’s responses, Learners do the exercise following the instructions in
shuffle them, and without giving away the names, the book.
read them aloud.
Exercises 3 & 4
4. The other group members listen and guess who Learners do the exercises following the instructions in
wrote which description. the book and compare their answers in pairs.

Exercises 5 & 6
Spot check 2: Have learners continue working in pairs to practise
answering the question. Listeners provide feedback
To check learners’ recall of possessive adjectives:
using the framework in Exercise 6. If possible, have
1. Write your own responses to the questions in them record their responses.
Language development exercise 13 on the board
leaving gaps in place of all of the possessive Typical mistakes: Learners may have difficulty
adjectives. with the pronunciation of ð in father and the
2. Learners work in pairs to fill the gaps. pronunciation of final -s in words such as works and
he’s. Some learners may forget to use the indefinite
Exercise 15 article with occupations, e.g. He is doctor.
Pair learners up and ask them to speak for 4–5
minutes each about their family. Ask listeners to
Exercise 7
provide feedback on the speaker’s use of vocabulary
Give learners a few minutes to identify and practise
for describing people, pronunciation of ð, and use of
at least one way of improving their response, then
possessive adjectives.
have them repeat the exercise in pairs, recording their
answers if possible. Ask them to listen to their first and
second attempts and note any improvements.
 English Readers
English for Exams Get Ready for IELTS Speaking

Exercise 8 Part 3: Exam practice (20–30 mins)

Have learners practice answering one other question This can be done in class as pair work or assigned for
from Exercise 2 following the same procedure. homework. To review the strategies they should use,
ask them to read the progress check on page 13 before
EXTENSION ACTIVITY

To provide further practice in answering they do the exercise as well as after.

Speaking test Part 1 questions.
1. Ask each student in the class to choose one of
the questions they generated in the follow up
activity for Skills development exercise 1.
2. Have learners stand up and circulate asking
one another other their questions. Instruct
them to change partners after every minute.
(10–15 mins)
 English Readers
English for Exams Get Ready for IELTS Speaking

Sample lesson plan for Get Ready for IELTS Speaking Unit 2
Student preparation for this class: Have students
complete Part 1: Language development exercises Spot check 2:
1–8. (50 mins)
To check learners’ use of the present simple tense:
Teacher preparation: Photocopy hand out for
Language development spot check 1 and cut into 1. Keep learners in the same groups of four but
individual images. Do the same for the Language designate another person in each group to act as
development spot check 2 hand out (Create sufficient facilitator.
sets of each hand out for learners to work in groups 2. Shuffle and distribute to each group one set of
of 4). (25 mins) personal pronoun cards.
3. The three speakers in each group take it in turns to
pick an image card and a pronoun card and make a
Part 1: Language development (45 mins) sentence using the present simple tense and a time
expression from the Watch out box at the bottom of
FOCUS

These exercises introduce language for page 16. If the pronoun card has a (+), the sentence
talking about leisure activities. Exercises 1 & 2 should be in the affirmative, e.g. She plays football
introduce phrases and verb-noun collocations every Saturday. If the card has a (-), the sentence
associated with leisure activities; Exercise 3 should be negative, e.g. I don’t watch TV on Sundays.
introduces adjectives; Exercises 4–7 focus on
4. Facilitators monitor accuracy referring to the table
expressing preferences; Exercises 8 & 9 review
in Language development exercise 8.
the present simple tense.

Exercise 9
Spot check 1:
Learners pair up and take turns asking each other the
To check learners’ recall of leisure related verb- questions in Exercise 8.
noun collocations and vocabulary for expressing
preferences: Typical mistakes: Watch out for incorrect
prepositions of time and very short answers.
1. Write on the board the six expressions in the box
Encourage learners to elaborate on their
from Language development exercise 6.
responses by adding detail and commentary,
2. Divide the class into groups of four and designate e.g. for question 3: I really like going out for walks.
one member of each group to act as facilitator. I go out every weekend. It’s relaxing.
3. Place face down in front of each group images from
Language development spot check 1 hand out.
4. The three speakers in each group take it in turns to
pick the top card and say whether they like or dislike Part 2: Skills development (45 mins)
the activity using one of the phrases on the board
FOCUS

and the correct verb-noun collocation (if necessary), These exercises focus on Part 2 of the speaking
e.g. I love going shopping. test: Individual long turn. Exercises 1–3 focus on
5. Facilitators monitor accuracy referring to the understanding the examiner’s instructions and
answer key for Language development exercise 2. the task card; Exercises 4 & 5 train learners to
prepare their response; Exercise 5 provides an
opportunity for speaking practice.

Exercise 1
Go over the Exam information on Part 2 of the speaking
test at the top of page 17; then play the recording. Give
learners a few minutes to talk about how they feel
about doing this part of the test.

Exercises 2 & 3
Learners do the exercises following the instructions
in the book and compare their answers in pairs. Invite
learners to suggest follow-up questions the examiner
might ask, e.g. Who are your favourite players and why
do you like them?
 English Readers
English for Exams Get Ready for IELTS Speaking

Exercise 4 Part 3: Exam practice (20–30 mins)

Learners do the exercise individually. This can be done in class as pair work or assigned for
homework. To review the strategies they should use,
Typical mistakes: Make sure that learners do not ask them to read the progress check on page 19 before
write whole sentences at this stage. Encourage they do the exercise as well as after.
them to write one or two key words for each line.
Point out that in the actual exam they will not have
time to write whole sentences.

Exercise 5
Have learners continue working individually to expand
their notes into sentences.

Typical mistakes: Check that learners use the

gerund after verbs such as enjoy and prefer.

Exercise 6
Have learners do the exercise in pairs, recording their
responses if possible. The listener keeps time and asks
one or two follow-up questions. At the end, have them
give each other feedback using the checklist on page
19 as a framework.
 English Readers
English for Exams Get Ready for IELTS Speaking

PHOTOCOPIABLES

Language development spot check 1

 English Readers
English for Exams Get Ready for IELTS Speaking

PHOTOCOPIABLES

Language development spot check 2

I (+) You (+) He (+)

She (+) We (+) They (+)

I (-) You (-) He (-)

She (-) We (-) They (-)

 English Readers
English for Exams Get Ready for IELTS Speaking

Sample lesson plan for Get Ready for IELTS Speaking Unit 3
Student preparation for this class: Have students Exercise 8
complete Part 1: Language development exercises Learners do the exercises following the instructions in
1–6. (45 mins) the book and compare their answers in pairs.
Teacher preparation: none
Typical mistakes: Some learners may fail to add
an extra syllable when required. Point out that -ed
Part 1: Language development (45 mins) forms an extra syllable when added to words ending
with a /t/ or /d/ sound.
FOCUS

These exercises introduce language for talking

about special occasions. Exercises 1 & 2
introduce words associated with festivities; Exercise 9
Exercises 3 & 4 introduce connecting words; Learners do the exercise individually then check their
Grammar exercise 5 & 6 cover the past simple answers in pairs. Have each person in the pair read
tense; Exercises 7–9 focus on pronunciation of aloud to his/her partner either passage 1 or passage 2,
past simple verbs and -ed. focussing on pronunciation.

Spot check 1:
Part 2: Skills development (45 mins)
To check learners’ recall of vocabulary associated
FOCUS

with special occasions: These exercises focus on Part 3 of the speaking

test: Two-way discussion. Exercises 1–4 focus
1. On the board list the verbs: celebrate, give, make,
on understanding the examiner’s questions;
visit, watch, wear and the nouns: family, presents,
Exercises 5 & 6 train learners to give relevant
costumes, traditional food, New Year, fireworks.
answers of an appropriate length; Exercise 6 & 7
2. Have learners work in groups of three to write six provide an opportunity to practise.
sentences, each containing one of the verbs and
one of the nouns listed on the board. See which
Exercises 1 & 2
group can make the most correct sentences in the
Go over the Exam information on Part 3 of the speaking
shortest time.
test at the top of page 23 and the Exam tip at the
bottom. Spend a few minutes discussing how learners
feel about this part of the test. Then do the exercises
Spot check 2:
together as a class.
To provide practice using the past simple tense, play
Exercises 3 & 4
knots and crosses using irregular verbs from the
Learners do the exercises following the instructions in
unit.
the book and compare their answers in pairs.
1. Present on the board within a 3 x 3 grid the verbs:
be, eat, get, go, have, meet, see, sing, and wear.
Typical mistakes: Learners may have difficulty
2. Divide the class into two teams: ‘noughts’ (o) and hearing unstressed words such as an and of.
‘crosses’(x). Point out that, in most cases, hearing the words
3. Teams take turns to select a word and use it in a that are stressed will give them a good enough
sentence in the past simple tense. understanding of the question.
4. If the team uses the word correctly, they win the
square (in adjudicating, focus on correct use of the
Exercises 5 & 6
verb, ignore other errors that do not significantly
Have learners continue working in pairs with one
impede comprehension).
person evaluating response a and the other evaluating
5. The team that is able to win 3 consecutive squares response b. Pairs share their answers, then compare
(horizontally, vertically or diagonally) wins the game. them with the answer key.

Exercise 7 Exercise 7
Introduce learners to the different pronunciations of -ed. Give learners 5–10 minutes to prepare their answers.
If they have difficulty, point out that /t/ is pronounced Once they have completed their sentences, give them
with the tongue further forward in the mouth. a minute to write notes.
 English Readers
English for Exams Get Ready for IELTS Speaking

Exercise 8 Part 3: Exam practice (20–30 mins)

Have learners do the exercise in pairs using their This can be done in class as pair work or assigned for
notes. The listener gives feedback using the questions homework. To review the strategies they should use,
in Exercise 6 as a framework. ask them to read the progress check on page 25 before
they do the exercise as well as after.
Typical mistakes: Some learners may give short
answers in order to avoid the risk of making
mistakes. Point out that the examiner will focus
more on what they can do with English than on the
mistakes that they make.
EXTENSION ACTIVITY

To provide further practice in answering

Speaking test Part 3 questions:
1. Elicit as many questions based on the stem do
you think as you can.
2. Ask each student in the class to choose one of
the questions.
3. Have learners stand up and circulate asking
one another other their questions. Instruct
them to change partners after every minute.
(20 mins)