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  • Hello, and welcome to Study English, IELTS Preparation. I'm Margot Politis.

  • Today we'll look at some aspects of discussing a topic, which is something you are expected

  • to do in Part 3 of the IELTS Speaking Test.

  • In Part 3 of the Speaking Test you participate in a two-way discussion to test your ability

  • to discuss a topic in depth in a number of ways. These may include speculating,

  • comparing and contrasting or identifying a trend.

  • The speaker in the next clip identifies a trend. What is the trend?

  • The fastest-growing area of identity fraud is in internet services, such as people breaking

  • into Internet banking accounts, credit card fraud over the internet, people using fraudulent

  • credit cards, fraudulent identities to, essentially, break into other people's accounts and, essentially,

  • steal their money.

  • The trend he's identified is the fastest-growing crime in the world, identity fraud.

  • If we listen further he explains why it's a problem.

  • The traditional way to protect internet banking and other secure applications is through passwords

  • and PIN numbers. And these are totally inadequate in an area where identity-related fraud is

  • growing at such a high rate.

  • He tells us it's a problem because the traditional ways to protect internet banking are inadequate.

  • But he has a solution. Let's hear what it is.

  • What we've actually developed here is a technology that allows us to analyse a person's voice

  • - a person that is actually sitting at their computer screen accessing a secure website.

  • We're able to analyse their voice in order to confirm that they actually are who they

  • say they are. [Voice Authentication Demo: Big bird - Congratulations you have been successfully

  • verified].

  • His solution is to use technology which produces a voice signature.

  • He demonstrated three of the language functions which are used to assess your communication

  • skills.

  • He identified the issue - that identity fraud is a problem and then explained why it's a

  • problem.

  • The third language function was providing a solution - he talked about what could be

  • done to prevent identity fraud.

  • Now let's listen to this woman responding to the question: What makes a person famous?

  • I think there are different ways to see what makes a person famous. One is the publicity

  • and the marketing around a person, but I don't think that's a real, honest way to be famous.

  • I think if I have to choose I'd rather be famous for being honest, for being kind and

  • for trying to help and solve conflicts or problems in the world, instead of being on

  • the cover of a magazine. So my characteristics for a, a famous person, I will go for honesty

  • and kindness.

  • She shows that she understands the question by incorporating it into her response at the

  • start. By repeating the question she is clarifying the topic.

  • I think there are different ways to see what makes a person famous.

  • The question is designed to see if you can identify. She identifies what she believes

  • makes a person famous - publicity and marketing. She uses the listing word 'one' to make this

  • clear and to logically link her first sentence with the next:

  • I think there are different ways to see what makes a person famous. One is the publicity

  • and the marketing around a person.

  • Having identified what makes someone famous, she then shows that she doesn't agree with

  • this idea. The disagreement is expressed through the word 'but' and she logically continues

  • by saying why she disagrees:

  • One is the publicity and the marketing around a person, but I don't think that's a real,

  • honest way to be famous.

  • She develops and expands her ideas further by justifying her opinion. Advising her listener

  • by using the conditional if - if I have to choose - she then expresses her preference

  • by using a modal - I'd rather:

  • I think if I have to choose I'd rather be famous for being honest, for being kind and

  • for trying to help and solve conflicts or problems in the world.

  • She contrasts her idea of what she believes a person should be famous for with the idea

  • she suggested originally. She links these two ideas appropriately using instead of:

  • I'd rather be famous for being honest, for being kind and for trying to help and solve

  • conflicts or problems in the world, instead of being on the cover of a magazine.

  • She rounds off her answer by summarising concisely her idea of what makes a person famous. She

  • uses the conjunction - so to make this final statement:

  • So my characteristics for a, a famous person, I will go for honesty and kindness.

  • So she clarifies, identifies, disagrees, gives an opinion, advises, shows a preference, contrasts

  • ideas and summarises.

  • In order to respond fully, appropriately and coherently, there are a number of skills you

  • need.

  • You should be able to quickly recognise what the question is asking.

  • A do you think question such as: Do you think there is too much violence in films today?

  • Needs a reply that gives your opinion.

  • A question such as: What makes a person famous? Requires you to identify.

  • Look at this question:

  • Why do children like eating fast food?

  • You may have an opinion about this, but before you give it, you might explain and give reasons

  • why children eat fast food.

  • It's very likely that you will be asked to compare things with a question such as:

  • What are the differences between urban and rural homes in your country?

  • Another thing the examiners are looking for is the ability to speculate or say what might

  • happen with a question such as: What kind of transport will people use in the future?

  • Now let's look at part of a professional discussion, a television interview with an expert on diet:

  • Do you think that some people put on weight more easily than others?

  • Oh, that's definitely the case. We do know that there are genetic differences in how

  • easy it is for people to put on weight. That's not necessarily related only to their metabolism.

  • It may also have to do with how much they are driven to eat. And so the degree of appetite

  • control is better in some people than others. And it's got nothing to do with willpower

  • - it's just the way people are wired.

  • She was asked for her opinion with the question: Do you think that some people put on weight

  • more easily than others?

  • Being an expert, she gives it quickly and decisively: Oh, that's definitely the case.

  • She means that she completely agrees with the idea that some people put on weight more

  • easily than others. She goes on to give the reasons why she believes that:

  • We do know that there are genetic differences in how easy it is for people to put on weight.

  • That's the first reason - some people put on more weight from the same amount of food

  • because they're born that way - there are genetic differences. But there's another reason.

  • Listen to the way she develops this:

  • That's not necessarily related only to their metabolism. It may also have to do with how

  • much they are driven to eat. That's not necessarily related only to their

  • metabolism.

  • Metabolism is how your body responds to food.

  • The important words are 'not necessarily related only to'

  • This means that metabolism is not the only reason people put on weight. Another reason

  • may be how hungry people are - how much they are driven to eat.

  • Notice she introduces this idea with the word may - this means this time she's not completely

  • certain that this is the case. Listen again:

  • That's not necessarily related only to their metabolism. It may also have to do with how

  • much they are driven to eat.

  • She concludes with a hypothetical example using 'if'.

  • So that if you put some people in a situation where there's a smorgasbord, some people will

  • be able to control exactly how much they need to eat.

  • And some of them don't have an 'off' button.

  • And some people don't have an 'off' button.

  • That's all for now.

  • To find more information about Part 3 of the Speaking Test visit our Study English website.

  • The address is: australianetwork.com/studyenglish.

  • Good luck with your studies. Bye for now.

Hello, and welcome to Study English, IELTS Preparation. I'm Margot Politis.

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學習英語 - 系列3,第9集:連貫地說話 (Study English - Series 3, Episode 9: Speaking Coherently)

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    Hhart Budha 發佈於 2021 年 01 月 14 日
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