IELTS Speaking Coach
The IELTS Speaking test is a 11–14 minute face-to-face interview in three parts. It is assessed live or via recording by a trained examiner on four equally-weighted criteria. Unlike Writing, there is no minimum word count — but depth, naturalness, and range are rewarded.
Use this when
- The user wants to practise any part of the Speaking test (mock questions, sample answers, role-play).
- The user provides a transcript or written version of a spoken response and wants scoring feedback.
- The user asks how to improve fluency, extend answers, or use more natural language.
- The user wants to understand the scoring criteria or prepare for a specific topic.
Do not use this when
- The user is working on Writing Task 1 or Task 2. Use the appropriate writing skill.
- The user is preparing a formal presentation or research talk — use a presentation-specific skill.
Test Structure
| Part |
Duration |
Format |
| Part 1 — Introduction & Interview |
4–5 min |
Familiar topics: home, work/study, hobbies, daily routine. Short answers expected (2–4 sentences). |
| Part 2 — Individual Long Turn |
3–4 min |
Candidate speaks for 1–2 minutes on a cue card topic. 1 minute preparation time. |
| Part 3 — Two-way Discussion |
4–5 min |
Abstract discussion linked to Part 2 topic. Extended, analytical answers expected. |
Band Descriptors (Speaking)
All four criteria are weighted equally. The overall Speaking band is the average, rounded to the nearest 0.5.
Full band-by-band reference (bands 5–9, all four Speaking criteria) with links to the official IELTS descriptors: references/ielts-band-descriptors.md. Consult it before assigning a band so scoring stays anchored to the public criteria, not impression.
Fluency and Coherence (FC)
| Band |
Descriptor |
| 9 |
Speaks fluently with only rare repetition or self-correction; hesitation is content-related, not word-searching; fully coherent discourse; develops topics fully and appropriately |
| 8 |
Fluent with only occasional repetition or self-correction; hesitation usually content-related and only rarely language-searching; develops topics coherently and appropriately |
| 7 |
Speaks at length without noticeable effort or loss of coherence; may show language-related hesitation at times, or some repetition or self-correction; uses a range of connectives and discourse markers with some flexibility |
| 6 |
Willing to speak at length but may lose coherence due to occasional repetition, self-correction, or hesitation; uses connectives and discourse markers but not always appropriately |
| 5 |
Usually maintains flow but uses repetition, self-correction, or slow speech to keep going; may over-use certain connectives; produces simple speech fluently but more complex communication causes fluency problems |
| 4 |
Cannot always maintain fluency; produces simple speech fluently but complex communication causes hesitation; limited ability to link simple sentences |
| 3 |
Limited ability to sustain speech; frequently speaks in short utterances |
Lexical Resource (LR)
| Band |
Descriptor |
| 9 |
Uses vocabulary with full flexibility and precision across all topics; uses idiomatic language naturally and accurately |
| 8 |
Wide vocabulary readily and flexibly used across topics; uses less common and idiomatic vocabulary with some awareness of style and collocation (with some inappropriate choices); paraphrases effectively |
| 7 |
Vocabulary resource flexibly used across topics; uses some less common and idiomatic vocabulary with some awareness of style and collocation; paraphrases effectively |
| 6 |
Wide enough vocabulary to discuss topics at length and make meaning clear despite some inappropriacies; generally paraphrases successfully |
| 5 |
Manages familiar and unfamiliar topics but uses vocabulary with limited flexibility; attempts paraphrase but with mixed success |
| 4 |
Able to discuss familiar topics but can only convey basic meaning on unfamiliar topics; frequent word choice errors; rarely attempts paraphrase |
| 3 |
Uses simple vocabulary to convey personal information; insufficient vocabulary for less familiar topics |
Grammatical Range and Accuracy (GRA)
| Band |
Descriptor |
| 9 |
Full range of structures naturally and appropriately used; consistently accurate structures apart from slips characteristic of native speakers |
| 8 |
Wide range of structures flexibly used; majority of utterances error-free; only very occasional inappropriacies or basic/non-systematic errors |
| 7 |
Range of complex structures with some flexibility; frequently produces error-free sentences, though some grammatical mistakes persist |
| 6 |
Mix of simple and complex structures but with limited flexibility; frequent mistakes with complex structures, though these rarely cause comprehension difficulties |
| 5 |
Basic sentence forms with reasonable accuracy; limited range of more complex structures, usually containing errors that may cause some comprehension difficulties |
| 4 |
Basic sentence forms and some correct simple sentences; subordinate structures rare; frequent errors may lead to misunderstanding |
| 3 |
Attempts basic sentence forms with limited success or relies on memorised utterances; many errors except in memorised expressions |
Pronunciation (P)
| Band |
Descriptor |
| 9 |
Full range of phonological features with precision and subtlety; effortless to understand |
| 8 |
Wide range of phonological features; easy to understand throughout; L1 accent has minimal effect on intelligibility |
| 7 |
Shows features of Band 6 and some of Band 8; easy to understand throughout; some features of native-speaker rhythm and intonation |
| 6 |
Uses a range of phonological features but control is variable; some effective use of features but not sustained; generally understood but mispronunciation of individual words or sounds reduces clarity at times |
| 5 |
Shows features of Band 4 and some of Band 6; accent clearly noticeable; mispronunciations cause some listener difficulty |
| 4 |
Limited range of phonological features; attempts to control features with inconsistent success; frequent mispronunciations cause some difficulty for the listener |
| 3 |
Shows features of Band 2 and some of Band 4; frequently difficult to understand |
Workflow
Step 1 — Identify what the user needs
Determine:
- Which part are they working on? (1 / 2 / 3 / all)
- Do they want mock questions, a sample answer, or feedback on their own answer?
- Do they have a specific topic or difficulty?
Step 2 — Run the mock or analyse the response
If running a mock:
- For Part 1: ask 3–5 topic questions; after each answer, give brief feedback or save feedback for a summary at the end.
- For Part 2: give a cue card with 4 bullet points; allow the user to write a 1–2 minute response; prompt with "Have you covered all four bullet points?".
- For Part 3: ask 3–4 abstract, analytical follow-up questions linked to the Part 2 topic.
If analysing a transcript:
- Assess naturalness and flow even from written text (hesitations, sentence starters, self-corrections if visible).
- Note vocabulary range and any errors in grammar.
- Estimate pronunciation issues from phonetically unusual constructions where possible, and note what you cannot assess from text.
Step 3 — Score and feedback
Report a band estimate for each criterion and an overall estimated band:
Fluency & Coherence: X / 9
Lexical Resource: X / 9
Grammatical Range: X / 9
Pronunciation: X / 9 (estimated / not assessable from text)
Estimated overall: X.X / 9
For each criterion below 7, give 2–3 specific, actionable improvements with examples drawn from the user's actual response.
Part-specific guidance
Part 1 — Short answers
- Aim for 2–4 sentences per answer: direct answer → reason or example → optional elaboration.
- Avoid one-word answers ("Yes." / "No.") — they give the examiner nothing to assess.
- Avoid over-long answers — Part 1 is meant to be conversational.
Example prompt: "Do you enjoy cooking?"
- Weak: "Yes, I like it."
- Strong: "Yes, I really enjoy cooking, especially on weekends when I have more time. I find it quite relaxing to experiment with new recipes — last month I tried making Vietnamese pho for the first time."
Part 2 — Long turn (cue card)
Structure for the 1–2 minute talk:
- Who / What / Where / When — set the scene quickly (first 20 seconds)
- Description — develop 2–3 points from the bullet list
- How you felt / why it matters — personal reaction or significance
Tips:
- Use the 1-minute prep time to jot 3–4 keywords, not full sentences.
- If you finish early, add a brief reflection ("Looking back, I think this was important because…").
- Do not stop abruptly — the examiner will signal when to finish.
Part 3 — Abstract discussion
- Give structured answers: position → reason → example → implication.
- Use hedging language for opinions: "I would argue that…", "It seems to me that…", "There's a strong case for…"
- Show awareness of different perspectives: "While some people might say X, I think Y because…"
- Part 3 rewards analytical depth — don't just repeat Part 2 ideas.
Key language for speaking
Buying time (natural, not mechanical)
- "That's an interesting question…"
- "Let me think about that for a moment…"
- "It's hard to say exactly, but…"
- "I've never really thought about it that way, but I suppose…"
Avoid overusing "um" and "uh" — they reduce Fluency scores.
Extending answers
- "What I mean by that is…"
- "To give you an example…"
- "This is particularly true when…"
- "In fact, I'd go so far as to say…"
Expressing nuance (important for Band 7+)
- "It really depends on the situation."
- "There are arguments on both sides."
- "While X is generally true, there are exceptions when…"
- "The picture is more complicated than it first appears."
Useful idioms (use naturally, not forced)
- "It goes without saying that…"
- "On balance, I think…"
- "All things considered…"
- "At the end of the day…"
Common mistakes to flag
- One-word or one-sentence answers in Part 1 — always extend with a reason or example.
- Stopping at exactly 1 minute in Part 2 — it is better to fill the full 2 minutes; practise expanding.
- Overusing "because" as the only connective — vary with "due to", "as a result of", "given that", "since".
- Memorised answers — examiners are trained to spot them; they may redirect questions if an answer sounds scripted.
- Saying "I don't know" — always attempt an answer; speculate if unsure ("I'm not entirely sure, but I imagine…").
- Staying in simple tense structures — Band 7+ requires a range of tenses, conditionals, modals, and passive forms.
Output format
When giving mock questions:
- List the questions clearly (Part label + question).
- Wait for the user's response before giving feedback, unless they ask for a sample answer first.
When giving sample answers:
- Provide a realistic Band 7–8 answer.
- Annotate 2–3 features that make it effective (vocabulary choice, structure, grammar).
When scoring a transcript:
- Quote the user's response where relevant.
- Provide the scored table.
- Give a revised version of 1–2 weak sentences to illustrate improvements.
1---2name: ielts-speaking-coach3description: Simulate, score, and give feedback on IELTS Speaking tests (Parts 1, 2, and 3). Use this skill when the user wants to practise IELTS speaking, get sample answers, receive band-score feedback on a response they wrote or transcribed, prepare for the cue card (Part 2 long turn), or understand what examiners look for. Also use when the user asks about how to improve fluency, build vocabulary for speaking, reduce hesitation, or handle Part 3 abstract questions. Covers all four speaking criteria: Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, Pronunciation.4---56# IELTS Speaking Coach78The IELTS Speaking test is a 11–14 minute face-to-face interview in three parts. It is assessed live or via recording by a trained examiner on four equally-weighted criteria. Unlike Writing, there is no minimum word count — but depth, naturalness, and range are rewarded.910## Use this when1112- The user wants to practise any part of the Speaking test (mock questions, sample answers, role-play).13- The user provides a transcript or written version of a spoken response and wants scoring feedback.14- The user asks how to improve fluency, extend answers, or use more natural language.15- The user wants to understand the scoring criteria or prepare for a specific topic.1617## Do not use this when1819- The user is working on Writing Task 1 or Task 2. Use the appropriate writing skill.20- The user is preparing a formal presentation or research talk — use a presentation-specific skill.2122---2324## Test Structure2526| Part | Duration | Format |27|------|----------|--------|28| Part 1 — Introduction & Interview | 4–5 min | Familiar topics: home, work/study, hobbies, daily routine. Short answers expected (2–4 sentences). |29| Part 2 — Individual Long Turn | 3–4 min | Candidate speaks for 1–2 minutes on a cue card topic. 1 minute preparation time. |30| Part 3 — Two-way Discussion | 4–5 min | Abstract discussion linked to Part 2 topic. Extended, analytical answers expected. |3132---3334## Band Descriptors (Speaking)3536All four criteria are weighted equally. The overall Speaking band is the average, rounded to the nearest 0.5.3738> Full band-by-band reference (bands 5–9, all four Speaking criteria) with links to the official IELTS descriptors: [`references/ielts-band-descriptors.md`](references/ielts-band-descriptors.md). Consult it before assigning a band so scoring stays anchored to the public criteria, not impression.3940### Fluency and Coherence (FC)4142| Band | Descriptor |43|------|-----------|44| 9 | Speaks fluently with only rare repetition or self-correction; hesitation is content-related, not word-searching; fully coherent discourse; develops topics fully and appropriately |45| 8 | Fluent with only occasional repetition or self-correction; hesitation usually content-related and only rarely language-searching; develops topics coherently and appropriately |46| 7 | Speaks at length without noticeable effort or loss of coherence; may show language-related hesitation at times, or some repetition or self-correction; uses a range of connectives and discourse markers with some flexibility |47| 6 | Willing to speak at length but may lose coherence due to occasional repetition, self-correction, or hesitation; uses connectives and discourse markers but not always appropriately |48| 5 | Usually maintains flow but uses repetition, self-correction, or slow speech to keep going; may over-use certain connectives; produces simple speech fluently but more complex communication causes fluency problems |49| 4 | Cannot always maintain fluency; produces simple speech fluently but complex communication causes hesitation; limited ability to link simple sentences |50| 3 | Limited ability to sustain speech; frequently speaks in short utterances |5152### Lexical Resource (LR)5354| Band | Descriptor |55|------|-----------|56| 9 | Uses vocabulary with full flexibility and precision across all topics; uses idiomatic language naturally and accurately |57| 8 | Wide vocabulary readily and flexibly used across topics; uses less common and idiomatic vocabulary with some awareness of style and collocation (with some inappropriate choices); paraphrases effectively |58| 7 | Vocabulary resource flexibly used across topics; uses some less common and idiomatic vocabulary with some awareness of style and collocation; paraphrases effectively |59| 6 | Wide enough vocabulary to discuss topics at length and make meaning clear despite some inappropriacies; generally paraphrases successfully |60| 5 | Manages familiar and unfamiliar topics but uses vocabulary with limited flexibility; attempts paraphrase but with mixed success |61| 4 | Able to discuss familiar topics but can only convey basic meaning on unfamiliar topics; frequent word choice errors; rarely attempts paraphrase |62| 3 | Uses simple vocabulary to convey personal information; insufficient vocabulary for less familiar topics |6364### Grammatical Range and Accuracy (GRA)6566| Band | Descriptor |67|------|-----------|68| 9 | Full range of structures naturally and appropriately used; consistently accurate structures apart from slips characteristic of native speakers |69| 8 | Wide range of structures flexibly used; majority of utterances error-free; only very occasional inappropriacies or basic/non-systematic errors |70| 7 | Range of complex structures with some flexibility; frequently produces error-free sentences, though some grammatical mistakes persist |71| 6 | Mix of simple and complex structures but with limited flexibility; frequent mistakes with complex structures, though these rarely cause comprehension difficulties |72| 5 | Basic sentence forms with reasonable accuracy; limited range of more complex structures, usually containing errors that may cause some comprehension difficulties |73| 4 | Basic sentence forms and some correct simple sentences; subordinate structures rare; frequent errors may lead to misunderstanding |74| 3 | Attempts basic sentence forms with limited success or relies on memorised utterances; many errors except in memorised expressions |7576### Pronunciation (P)7778| Band | Descriptor |79|------|-----------|80| 9 | Full range of phonological features with precision and subtlety; effortless to understand |81| 8 | Wide range of phonological features; easy to understand throughout; L1 accent has minimal effect on intelligibility |82| 7 | Shows features of Band 6 and some of Band 8; easy to understand throughout; some features of native-speaker rhythm and intonation |83| 6 | Uses a range of phonological features but control is variable; some effective use of features but not sustained; generally understood but mispronunciation of individual words or sounds reduces clarity at times |84| 5 | Shows features of Band 4 and some of Band 6; accent clearly noticeable; mispronunciations cause some listener difficulty |85| 4 | Limited range of phonological features; attempts to control features with inconsistent success; frequent mispronunciations cause some difficulty for the listener |86| 3 | Shows features of Band 2 and some of Band 4; frequently difficult to understand |8788---8990## Workflow9192### Step 1 — Identify what the user needs9394Determine:95- Which part are they working on? (1 / 2 / 3 / all)96- Do they want mock questions, a sample answer, or feedback on their own answer?97- Do they have a specific topic or difficulty?9899### Step 2 — Run the mock or analyse the response100101**If running a mock:**102- For Part 1: ask 3–5 topic questions; after each answer, give brief feedback or save feedback for a summary at the end.103- For Part 2: give a cue card with 4 bullet points; allow the user to write a 1–2 minute response; prompt with "Have you covered all four bullet points?".104- For Part 3: ask 3–4 abstract, analytical follow-up questions linked to the Part 2 topic.105106**If analysing a transcript:**107- Assess naturalness and flow even from written text (hesitations, sentence starters, self-corrections if visible).108- Note vocabulary range and any errors in grammar.109- Estimate pronunciation issues from phonetically unusual constructions where possible, and note what you cannot assess from text.110111### Step 3 — Score and feedback112113Report a band estimate for each criterion and an overall estimated band:114115```116Fluency & Coherence: X / 9117Lexical Resource: X / 9118Grammatical Range: X / 9119Pronunciation: X / 9 (estimated / not assessable from text)120Estimated overall: X.X / 9121```122123For each criterion below 7, give 2–3 specific, actionable improvements with examples drawn from the user's actual response.124125---126127## Part-specific guidance128129### Part 1 — Short answers130131- Aim for 2–4 sentences per answer: direct answer → reason or example → optional elaboration.132- Avoid one-word answers ("Yes." / "No.") — they give the examiner nothing to assess.133- Avoid over-long answers — Part 1 is meant to be conversational.134135Example prompt: *"Do you enjoy cooking?"*136- Weak: "Yes, I like it."137- Strong: "Yes, I really enjoy cooking, especially on weekends when I have more time. I find it quite relaxing to experiment with new recipes — last month I tried making Vietnamese pho for the first time."138139### Part 2 — Long turn (cue card)140141Structure for the 1–2 minute talk:1421. **Who / What / Where / When** — set the scene quickly (first 20 seconds)1432. **Description** — develop 2–3 points from the bullet list1443. **How you felt / why it matters** — personal reaction or significance145146Tips:147- Use the 1-minute prep time to jot 3–4 keywords, not full sentences.148- If you finish early, add a brief reflection ("Looking back, I think this was important because…").149- Do not stop abruptly — the examiner will signal when to finish.150151### Part 3 — Abstract discussion152153- Give structured answers: **position → reason → example → implication**.154- Use hedging language for opinions: "I would argue that…", "It seems to me that…", "There's a strong case for…"155- Show awareness of different perspectives: "While some people might say X, I think Y because…"156- Part 3 rewards analytical depth — don't just repeat Part 2 ideas.157158---159160## Key language for speaking161162### Buying time (natural, not mechanical)163164- "That's an interesting question…"165- "Let me think about that for a moment…"166- "It's hard to say exactly, but…"167- "I've never really thought about it that way, but I suppose…"168169Avoid overusing "um" and "uh" — they reduce Fluency scores.170171### Extending answers172173- "What I mean by that is…"174- "To give you an example…"175- "This is particularly true when…"176- "In fact, I'd go so far as to say…"177178### Expressing nuance (important for Band 7+)179180- "It really depends on the situation."181- "There are arguments on both sides."182- "While X is generally true, there are exceptions when…"183- "The picture is more complicated than it first appears."184185### Useful idioms (use naturally, not forced)186187- "It goes without saying that…"188- "On balance, I think…"189- "All things considered…"190- "At the end of the day…"191192---193194## Common mistakes to flag1951961. **One-word or one-sentence answers in Part 1** — always extend with a reason or example.1972. **Stopping at exactly 1 minute in Part 2** — it is better to fill the full 2 minutes; practise expanding.1983. **Overusing "because" as the only connective** — vary with "due to", "as a result of", "given that", "since".1994. **Memorised answers** — examiners are trained to spot them; they may redirect questions if an answer sounds scripted.2005. **Saying "I don't know"** — always attempt an answer; speculate if unsure ("I'm not entirely sure, but I imagine…").2016. **Staying in simple tense structures** — Band 7+ requires a range of tenses, conditionals, modals, and passive forms.202203---204205## Output format206207When giving mock questions:208- List the questions clearly (Part label + question).209- Wait for the user's response before giving feedback, unless they ask for a sample answer first.210211When giving sample answers:212- Provide a realistic Band 7–8 answer.213- Annotate 2–3 features that make it effective (vocabulary choice, structure, grammar).214215When scoring a transcript:216- Quote the user's response where relevant.217- Provide the scored table.218- Give a revised version of 1–2 weak sentences to illustrate improvements.
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