How the IELTS Speaking test works and how it is marked
The three parts of the IELTS Speaking interview, the four marking criteria in plain English and what examiners expect at Bands 6, 7 and 8.
The Speaking test is a face-to-face interview with a trained examiner. It lasts between eleven and fourteen minutes and is recorded. Although everything else in IELTS is now taken on a computer, the Speaking test is still a conversation with a real person, either in the same room or, at some centres, by video call. That matters: you are being assessed on how well you communicate with a human being, not on how well you recite.
The three parts
| Part | Time | What happens | What it tests |
|---|---|---|---|
| 1 Introduction and interview | 4–5 minutes | The examiner checks your identity and asks about familiar topics: your home, work or studies, and two other everyday topics (for example, mornings, music, shoes, weather) | Speaking about personal matters and routines; giving short, natural answers |
| 2 Individual long turn | 3–4 minutes | You receive a card with a topic and three or four points. You have one minute to prepare, then you speak for one to two minutes. The examiner may ask one or two brief questions afterwards | Speaking at length, organising ideas, narrating and describing |
| 3 Two-way discussion | 4–5 minutes | The examiner asks more abstract questions connected with the Part 2 topic | Giving and justifying opinions, comparing, speculating, discussing issues |
The parts become steadily more demanding. Part 1 is about you. Part 3 is about society and ideas.
What a Part 2 card looks like
Describe a useful skill that you learned from an older person. You should say:
- what the skill was
- who you learned it from
- how this person taught you
and explain why this skill has been useful to you.
You are given paper and a pencil to make notes during the minute of preparation.
What the examiner does
- Follows a script in Parts 1 and 2. The examiner cannot explain the questions at length or chat freely. If you do not understand a question in Part 1, you may ask for it to be repeated.
- Controls the time. If you are stopped in the middle of an answer, it is not a bad sign. It only means that the time for that part has finished.
- Has more freedom in Part 3. The examiner can rephrase questions and will push you with follow-ups such as ‘Why do you think that is?’ to find the limit of your ability. Harder questions mean the examiner thinks you can handle them.
- Does not judge your opinions or your knowledge. There are no right answers. An interesting, clearly expressed view about a simple thing is worth more than a muddled one about something clever.
The four criteria
Each is worth 25% of your Speaking score.
| Criterion | What it means |
|---|---|
| Fluency and Coherence | Can you keep going at a natural speed, without long pauses or constant repetition? Are your ideas connected and easy to follow? |
| Lexical Resource | Do you have enough vocabulary to talk about a range of topics? Can you paraphrase when you lack a word? Do you use some less common and idiomatic language naturally? |
| Grammatical Range and Accuracy | Do you use a mix of simple and complex structures? How frequent are your errors? |
| Pronunciation | Are you easy to understand? Do you use stress, rhythm and intonation to help your meaning? |
Notice what is not on the list: your accent, your ideas, your general knowledge, how confident or friendly you seem. You do not need a British or American accent. You need to be clear.
What the bands look like
Fluency and Coherence
| Band | In brief |
|---|---|
| 6 | Willing to speak at length, though may lose coherence at times through repetition, self-correction or hesitation; uses a range of connectives, not always appropriately |
| 7 | Speaks at length without noticeable effort or loss of coherence; some hesitation, usually to find ideas rather than language; uses a range of connectives and discourse markers with some flexibility |
| 8 | Speaks fluently with only occasional repetition or self-correction; hesitation is usually content-related; develops topics coherently and appropriately |
The key distinction is why you hesitate. Pausing to think about what to say is normal; native speakers do it. Pausing in the middle of sentences to search for basic words or grammar is what lowers the score.
Lexical Resource
| Band | In brief |
|---|---|
| 6 | Wide enough vocabulary to discuss topics at length and make meaning clear despite inappropriacies; generally paraphrases successfully |
| 7 | Uses vocabulary flexibly to discuss a variety of topics; uses some less common and idiomatic vocabulary, with some awareness of style and collocation; paraphrases effectively |
| 8 | Uses a wide vocabulary readily and flexibly to convey precise meaning; uses less common and idiomatic vocabulary skilfully, with occasional inaccuracies |
Grammatical Range and Accuracy
| Band | In brief |
|---|---|
| 6 | A mix of simple and complex structures, with limited flexibility; frequent mistakes in complex structures, though these rarely cause comprehension problems |
| 7 | A range of complex structures with some flexibility; frequently produces error-free sentences, though some grammatical mistakes persist |
| 8 | A wide range of structures used flexibly; the majority of sentences are error-free |
Pronunciation
| Band | In brief |
|---|---|
| 6 | A range of pronunciation features with mixed control; can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times |
| 7 | Shows all the positive features of Band 6 and some, but not all, of the positive features of Band 8 |
| 8 | A wide range of pronunciation features; sustains flexible use of features, with only occasional lapses; easy to understand throughout; accent has minimal effect on intelligibility |
Five myths
‘I must use difficult words.’ No. You must use words accurately and flexibly. One misused ‘advanced’ word does more harm than ten ordinary words used well.
‘Longer answers are always better.’ In Part 1, two to four sentences is right. A two-minute speech in answer to ‘Do you like shoes?’ is unnatural, and the examiner will interrupt.
‘I should memorise answers.’ Examiners are trained to recognise memorised speech: it is delivered at a different speed, with flat intonation, and it often does not quite fit the question. If they suspect it, they change the topic, and the memorised material is disregarded.
‘I must tell the truth.’ The examiner is not checking facts. If the card says ‘Describe a time you were late’ and you cannot think of one, adapt a real story or invent a plausible one. Your language is being tested, not your life.
‘If the examiner looks serious, I’m doing badly.’ Examiners are trained to stay neutral. Do not read anything into their expression.
Good habits from the first minute
- Greet the examiner naturally and answer the identity questions simply. These are not assessed, but they settle your nerves.
- Answer the question, then add something: a reason, an example, a detail.
- Speak at your normal speed. Fast is not fluent; steady is.
- If you do not understand, say so: ‘Sorry, could you repeat that?’ or, in Part 3, ‘Do you mean…?’ Asking once or twice is fine.
- If you make a mistake, correct it and carry on. Self-correction is natural. Do not apologise or stop.
- Keep talking until you are stopped. In Part 2 especially, the examiner will tell you when your time is up.
How this course is organised
- Lessons 2–3 – Part 1: extending answers and the language of everyday topics.
- Lessons 4–5 – Part 2: planning in one minute and speaking for two.
- Lesson 6 – Part 3: discussing ideas.
- Lessons 7–9 – the criteria in depth: fluency, vocabulary and grammar, pronunciation.
- Lesson 10 – common mistakes and a practice routine.
Every practice test on this site includes a complete Speaking test with sample answers for all three parts. Use them as models of length and style, not as scripts.
Key points
- Three parts, 11–14 minutes: personal questions, a two-minute talk, a discussion.
- Four equally weighted criteria: fluency and coherence, vocabulary, grammar, pronunciation.
- Clarity and natural communication matter more than accent or ‘big’ words.
- Do not memorise answers; do extend them.
- Being interrupted or challenged is normal and not a sign of failure.
Now try it in a real section
A complete IELTS speaking section in the official format — every answer explained.
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