IELTS Speaking Part 3 Common Questions
āĻāĻ post āĻāĻŋ āĻāĻĒāύāĻžāĻā§ 7 āĻāĻŋ common question type āϏāĻŽā§āĻĒāϰā§āĻā§ āϧāĻžāϰāύāĻž āĻĻāĻŋāĻŦā§ āĻāĻŦāĻ āĻāĻŽāϰāĻž talk āĻāϰāĻžāϰ āĻāύā§āϝ āϝ⧠language āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāĻŋ āϤāĻž āĻļāĻŋāĻā§ IELTS Speaking test āĻāϰ āĻāύā§āϝ āĻĒā§āϰāϏā§āϤā§āϤāĻŋ āύāĻŋāϤ⧠help āĻāϰāĻŦā§āĨ¤
IELTS speaking part 3 āϏāĻžāϧāĻžāϰāĻŖāϤ 4-5 āĻŽāĻŋāύāĻŋāĻ āϏā§āĻĨāĻžāϝāĻŧā§ āĻšāϝāĻŧ āĻāĻŦāĻ āĻĒāϰā§āĻā§āώāĻ āĻāĻĒāύāĻžāĻā§ part 2 āĻāϰ āϏāĻžāĻĨā§ related question āĻāĻŋāĻā§āĻāĻžāϏāĻž āĻāϰāĻžāϰ āĻ āύā§āĻŽāϤāĻŋ āĻĻā§āϝāĻŧāĨ¤ conversation āĻāĻŋ āĻāϰāĻ general āĻāĻŦāĻ abstract āĻšā§ āĻāĻŦāĻ āĻāĻĒāύāĻŋ part 1-āĻāϰ āϤā§āϞāύāĻžāϝāĻŧ āĻāϰāĻ deeply āĻāϤā§āϤāϰ āĻĻā§āĻŦā§āύ āĻŦāϞ⧠expect āĻāϰāĻž āĻšā§āĨ¤
āĻ āύā§āĻ student part 3 āĻā§ āĻāϝāĻŧ āĻĒāĻžāϝāĻŧ āĻāĻžāϰāĻŖ āϤāĻžāϰāĻž āĻāĻžāύ⧠āύāĻž examiner āϤāĻžāĻĻā§āϰ āĻāĻžāĻā§ āĻāĻŋ expect āĻāϰāĻŦā§āĨ¤ āĻāĻ supposed unpredictability āĻāĻžāϤā§āϰāĻĻā§āϰ āϝā§āĻŽāύāĻāĻž āĻāϰāĻž āĻāĻāĻŋāϤ āϤā§āĻŽāύāĻāĻž āύāĻž āĻāϰāϤ⧠obstruct āĻāϰā§āĨ¤ fortunately, question āĻā§āϞāĻŋāϰ āĻāĻāĻāĻŋ quick analysis āĻĨā§āĻā§ āĻŦā§āĻāĻž āϝāĻžā§ āĻāϰ 7āĻāĻŋ common question type āϰāϝāĻŧā§āĻā§ āĻāĻŦāĻ āĻāĻāĻŋ student āĻĻā§āϰ grammatical structure āĻāĻŦāĻ phrase āĻā§āϞāĻŋ āϏāĻŽā§āĻĒāϰā§āĻā§ āĻāĻĨāĻž āĻŦāϞāĻžāϰ āĻāύā§āϝ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāĻžāϰ āĻŦāĻŋāώā§ā§ help āĻāϰā§āĨ¤
This post will:
- 7 āĻāĻŋ common question type
- āĻĒā§āϰāϤāĻŋāĻāĻŋ question type āĻāϰ āĻāϤā§āϤāϰ āĻĻāĻŋāϤ⧠āĻŦā§āϝāĻŦāĻšā§āϤ grammatical structure;
- Example answerāĨ¤
7 Common Question Type:
IELTS speaking part 3 āĻ āϝ⧠7 common question type āĻĻā§āĻāĻž āϝāĻžāϝāĻŧ āϤāĻž āĻšāϞ:
- opinion â what do you think about this? āĻāĻĒāύāĻŋ āĻā§āύ āĻāĻŽāύ āĻāĻžāĻŦā§āύ āϤāĻž āĻŦāϞāϤ⧠āĻā§āϞāĻŦā§āύ āύāĻž āĻāĻŦāĻ example āĻĻāĻŋāύāĨ¤
- evaluate â āĻāĻĒāύāĻŋ āĻ āύā§āϝ āĻāĻžāϰ⧠opinion āϏāĻŽā§āĻĒāϰā§āĻā§ āĻāĻŋ āĻŽāύ⧠āĻāϰā§āύ?
- future â future āĻ āĻā§ āĻāĻāĻŦā§ āĻŦāϞ⧠āĻāĻĒāύāĻŋ āĻŽāύ⧠āĻāϰā§āύ?
- Cause and effect – āĻā§ āĻāĻžāϰāĻŖā§ ‘āĻāĻāĻŋ’ āĻšāϝāĻŧā§āĻā§ and/or ‘āĻāĻāĻŋāϰ’ āĻā§ āĻĒā§āϰāĻāĻžāĻŦ āϰāϝāĻŧā§āĻā§?
- Hypothetical â imaginary āĻŦāĻž unreal situation āϏāĻŽā§āĻĒāϰā§āĻā§ āĻāĻĨāĻž āĻŦāϞā§āύāĨ¤
- Compare and contrast – āĻĻā§āĻāĻŋ āĻāĻŋāύāĻŋāϏā§āϰ āĻŽāϧā§āϝ⧠difference and/or similarities āϏāĻŽā§āĻĒāϰā§āĻā§ āĻāĻĨāĻž āĻŦāϞā§āύāĨ¤
- Past â past āĻ āĻāĻŋāύāĻŋāϏāĻā§āϞāĻŋ āĻā§āĻāĻžāĻŦā§ different āĻāĻŋāϞ āĻāĻŦāĻ āĻā§āĻāĻžāĻŦā§ āϤāĻžāϰāĻž change āĻšāϝāĻŧā§āĻā§?
Grammatical Structure
Opinion
āĻāĻĒāύāĻžāϰ āĻāĻāĻāĻž āĻāĻžāĻ āĻāϰāĻž āĻāĻāĻŋāϤ āύāĻž āϤāĻž āĻšāϞ ‘I think…’ āĻŦāĻž ‘In my opinion…’ āĻĻāĻŋāϝāĻŧā§ āĻĒā§āϰāϤāĻŋāĻāĻŋ sentence āĻļā§āϰ⧠āĻāϰāĻžāĨ¤Â IELTS examiner āĻāĻĒāύāĻžāϰ language āĻā§āĻāĻžāĻŦā§ vary āĻāϰ⧠āϤāĻž āĻā§ā§āĻžāϞ āĻāϰāĻŦā§āύāĨ¤ āύā§āĻā§ āĻāϝāĻŧā§āĻāĻāĻŋ āĻāĻĒāĻžāϝāĻŧ āϰāϝāĻŧā§āĻā§ āϝāĻž āĻ āĻŦāϞāĻŽā§āĻŦāύ āĻāϰāϤ⧠āĻĒāĻžāϰā§āύ āĻāĻĨāĻž āĻŦāϞāĻžāϰ āϏāĻŽā§:
- As I see it,
- personally,
- for me,
āĻāĻĒāύāĻŋ āϝāĻĻāĻŋ āĻāĻŋāĻā§ āϏāĻŽā§āĻĒāϰā§āĻā§ āĻā§āĻŦ strongly feel āĻāϰā§āύ āϤāĻŦā§ āĻāĻĒāύāĻŋ use āĻāϰāϤ⧠āĻĒāĻžāϰā§āύāĻ
- Iâm convinced thatâĻ (āĻāĻŽāĻŋ āύāĻŋāĻļā§āĻāĻŋāϤ āϝ⧅)
- Iâm certain thatâĻâĻ (āĻāĻŽāĻŋ āύāĻŋāĻļā§āĻāĻŋāϤ āϝ⧅)
- Iâm sure thatâĻâĻ… (āĻāĻŽāĻŋ āύāĻŋāĻļā§āĻāĻŋāϤ āϝā§âĻ.)
- Â
āĻāĻĒāύāĻŋ āϝāĻĻāĻŋ āĻāĻĒāύāĻžāϰ āĻŽāϤāĻžāĻŽāϤ āϏāĻŽā§āĻĒāϰā§āĻā§ less sure āĻšāύ āϤāĻŦā§ āĻāĻĒāύāĻŋ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰ⧠āĻāĻāĻāĻŋ weaker opinion āĻĻāĻŋāϤ⧠āĻĒāĻžāϰā§āύāĻ
- I guess that (āĻāĻŽāĻŋ āĻāĻžāĻŦāϤā§āϏāĻŋ āϝā§âĻ)
- I suppose that ( āĻāĻŽāĻŋ āĻ āύā§āĻŽāĻžāύ āĻāϰāĻŋ āϝā§âĻ.)
- Iâd say that (āĻāĻŽāĻŋ āĻŦāϞāĻŦā§ āϝ⧅.)
Example Question
What are some the ways people can help others in the community?
āϞā§āĻā§āϰāĻž community āĻāϰ āĻ āύā§āϝāĻĻā§āϰ āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāϤ⧠āĻĒāĻžāϰā§āĻāĻŽāύ āĻāĻŋāĻā§ āĻāĻĒāĻžāϝāĻŧ āĻā§ āĻā§?
As I see it, there are many ways one can help the needy, but the best way is by making charitable donations. People can choose a charity and simply donate a sum of money and leave it to them to help others in need. For instance, I recently gave money to an orphanage. I donât have time to help them personally, so Iâll leave it up to them to use the money as they see fit.
(āĻāĻŽāĻŋ āĻŽāύ⧠āĻāϰāĻŋ , āĻ āύā§āĻ āĻāĻĒāĻžāϝāĻŧ āĻāĻā§ āϝāĻžāϰ āĻŽāĻžāϧā§āϝāĻŽā§ āĻāĻāĻāύ āĻ āĻāĻžāĻŦā§āĻā§ āĻā§āĻ āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāϤ⧠āĻĒāĻžāϰā§, āĻāĻŋāύā§āϤ⧠best way āĻšāϞ charitable donation āĻāϰāĻžāĨ¤ āϞā§āĻāĻāύ āĻāĻāĻāĻŋ āĻĻāĻžāϤāĻŦā§āϝ āϏāĻāϏā§āĻĨāĻž āĻŦā§āĻā§ āύāĻŋāϤ⧠āĻĒāĻžāϰ⧠āĻāĻŦāĻ āϏāĻšāĻāĻāĻžāĻŦā§ āĻāĻŋāĻā§ āĻ āϰā§āĻĨ āĻĻāĻžāύ āĻāϰāϤ⧠āĻĒāĻžāϰ⧠āĻāĻŦāĻ āĻ āύā§āϝāĻĻā§āϰ āĻĒā§āϰāϝāĻŧā§āĻāύ⧠āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāĻžāϰ āĻāύā§āϝ āϤāĻžāĻĻā§āϰ āĻāĻžāĻā§ āĻā§āĻĄāĻŧā§ āĻĻāĻŋāϤ⧠āĻĒāĻžāϰā§āĨ¤ āĻāĻĻāĻžāĻšāϰāĻŖāϏā§āĻŦāϰā§āĻĒ, āĻāĻŽāĻŋ āϏāĻŽā§āĻĒā§āϰāϤāĻŋ āĻāĻāĻāĻŋ āĻ āύāĻžāĻĨ āĻāĻļā§āϰāĻŽā§ āĻāĻžāĻāĻž āĻĻāĻŋāϝāĻŧā§āĻāĻŋāĨ¤ āϤāĻžāĻĻā§āϰ āĻŦā§āϝāĻā§āϤāĻŋāĻāϤāĻāĻžāĻŦā§ āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāĻžāϰ āĻāύā§āϝ āĻāĻŽāĻžāϰ āĻāĻžāĻā§ āϏāĻŽāϝāĻŧ āύā§āĻ, āϤāĻžāĻ āĻāĻŽāĻŋ āϤāĻžāĻĻā§āϰ āĻāĻĒāϰ āĻā§āĻĄāĻŧā§ āĻĻā§āĻŦ āϝā§āύ āϤāĻžāϰāĻž āĻāĻĒāϝā§āĻā§āϤ āϞā§āĻāĻĻā§āϰ āĻāύā§āĻ¯Â āĻāĻžāĻāĻž āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāϤ⧠āĻĒāĻžāϰā§āĨ¤)
Evaluate
āĻāĻ āϧāϰāύā§āϰ question āĻ āĻāĻĒāύāĻžāĻā§ āĻāĻŋāĻā§āĻāĻžāϏāĻž āĻāϰāĻž āĻšāĻŦā§ āĻāĻĒāύāĻŋ āĻ āύā§āϝ āĻāĻžāϰ⧠opinion āϏāĻŽā§āĻĒāϰā§āĻā§ āĻāĻŋ āĻāĻžāĻŦāĻā§āύāĨ¤ āϤāĻžāĻ āĻāĻŽāĻžāĻĻā§āϰ āĻāĻŽāύ expressions āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāϤ⧠āĻšāĻŦā§ āϝāĻž āĻāĻŽāĻžāĻĻā§āϰāĻā§ agree āĻŦāĻž disagree āĻāϰāĻŦā§āĨ¤
Agreement āĻāϰ āĻāύā§āϝ āĻāĻŽāϰāĻž āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāϤ⧠āĻĒāĻžāϰāĻŋāĻ
- I couldnât agree with you more.
- Thatâs so true.
- Thatâs for sure.
- Thatâs exactly how I feel.
- No doubt about it.
- I suppose so./I guess so.
- You/they have a point there.
Disagreement āĻāύā§āϝ āĻāĻŽāϰāĻž āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāϤ⧠āĻĒāĻžāϰāĻŋāĻ
- I donât think so.
- Iâm afraid I disagree.
- I totally disagree.
- I beg to differ.
- Iâd say the exact opposite.
- Not necessarily.
- Thatâs not always true.
- Thatâs not always the case.
āĻŽāύ⧠āϰāĻžāĻāĻŦā§āύ āϝ⧠āĻāĻĒāύāĻžāĻā§ explanations āĻāĻŦāĻ examples āϏāĻš āĻāĻĒāύāĻžāϰ answer āĻā§āϞāĻŋ extend āĻāϰāϤ⧠āĻšāĻŦā§āĨ¤
Example Question
Some people say that people helped others more in the past than they do now. Do you agree or disagree?
I donât think so. When it comes to my parentsâ generation I think they are quite sceptical about helping other people in the community, but my generation are regularly doing things to improve it, such as volunteering for various environmental and charitable organizations. Young people are actively encouraged to help out in the community and I donât think this happened in the past, so Iâm afraid Iâd disagree.
(āĻāĻŽāĻŋ āϤāĻž āĻŽāύā§āĻāϰāĻŋ āύāĻžāĨ¤ āϝāĻāύ āĻāĻŽāĻžāϰ āĻĒāĻŋāϤāĻžāĻŽāĻžāϤāĻžāϰ āĻĒā§āϰāĻāύā§āĻŽā§āϰ āĻāĻĨāĻž āĻāϏ⧠āϤāĻāύ āĻāĻŽāĻŋ āĻŽāύ⧠āĻāϰāĻŋ āϤāĻžāϰāĻž community āĻāϰ āĻ āύā§āϝāĻžāύā§āϝ āϞā§āĻā§āĻĻā§āϰ āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāĻžāϰ āĻŦāĻŋāώāϝāĻŧā§ āϝāĻĨā§āώā§āĻ sceptical, āĻāĻŋāύā§āϤ⧠āĻāĻŽāĻžāϰ āĻĒā§āϰāĻāύā§āĻŽ āύāĻŋāϝāĻŧāĻŽāĻŋāϤāĻāĻžāĻŦā§ āĻāĻāĻŋāĻā§ improve āĻāϰāĻžāϰ āĻāύā§āϝ āĻāĻŋāĻā§ āĻāϰāĻā§, āϝā§āĻŽāύ āĻŦāĻŋāĻāĻŋāύā§āύ āĻĒāϰāĻŋāĻŦā§āĻļāĻāϤ āĻāĻŦāĻ āĻĻāĻžāϤāĻŦā§āϝ āϏāĻāϏā§āĻĨāĻžāϰ āĻāύā§āϝ volunteering āĻāĻžāĻ āĻāϰāĻžāĨ¤ āϤāϰā§āĻŖāĻĻā§āϰ āϏāĻā§āϰāĻŋāϝāĻŧāĻāĻžāĻŦā§ āĻāĻŽāĻŋāĻāύāĻŋāĻāĻŋāϰ āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāĻžāϰ āĻāύā§āϝ āĻāϤā§āϏāĻžāĻšāĻŋāϤ āĻāϰāĻž āĻšāϝāĻŧ āĻāĻŦāĻ āĻāĻŽāĻŋ āĻŽāύā§āĻāϰāĻŋ āύāĻž āϝ⧠āĻāĻāĻŋ āĻ āϤā§āϤ⧠āĻāĻā§āĻā§, āϤāĻžāĻ āĻāĻŽāĻŋ āĻāϝāĻŧ āĻĒāĻžāĻā§āĻāĻŋ āϝ⧠āĻāĻŽāĻŋ āĻāĻāĻŽāϤ āĻšāĻŦ āύāĻžāĨ¤)
Future
āĻāĻĒāύāĻžāĻā§ āĻĒā§āϰāĻžāϝāĻŧāĻļāĻ predict āĻāϰāϤ⧠āĻŦāϞāĻž āĻšāϝāĻŧ āϝ⧠āĻāĻŦāĻŋāώā§āϝāϤ⧠āĻāĻāĻāĻŋ āύāĻŋāϰā§āĻĻāĻŋāώā§āĻ āĻŦāĻŋāώāϝāĻŧ āĻā§āĻāĻžāĻŦā§ change āĻšāĻŦā§āĨ¤
āĻāĻŦāĻŋāώā§āϝāϤā§āϰ predict āĻāϰāĻžāϰ āĻāύā§āϝ āĻāĻŽāϰāĻž āϏāĻžāϧāĻžāϰāĻŖāϤ ‘will + verb’ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāĻŋ, āϤāĻŦā§ āĻāĻāĻŋ āĻŦā§āĻļ āϏāĻšāĻ āĻāĻŦāĻ Examiner āĻāĻŦāĻŋāώā§āϝāϤā§āϰ predict āĻāϰāĻžāϰ āĻāύā§āϝ āĻāϰāĻ complicated structure āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāĻžāϰ ability āĻā§āĻāĻāĻŦā§āύāĨ¤ āĻāϰāĻ complex structure āĻ āύā§āϤāϰā§āĻā§āĻā§āϤ āĻāϰāϤ⧠āĻĒāĻžāϰā§:
- X plans toâĻ..
- It is predicted thatâĻ.
- X intends toâĻ.
- I foreseeâĻ..
- It is foreseeableâĻ.
- Conditionals- If X + verbâĻ..
- It is likely thatâĻ
- It is probable thatâĻ.
- It is unforeseeable thatâĻ.
- I envisageâĻ.
Always āĻāĻĒāύāĻžāĻā§ explain āĻāϰāϤ⧠āĻšāĻŦā§ āĻā§āύ āĻāĻĒāύāĻŋ āĻŽāύ⧠āĻāϰā§āύ āϝ⧠āĻāĻāĻŋ future āĻ āĻāĻāĻŦā§āĨ¤ āĻāĻĒāύāĻŋ āĻāĻĒāύāĻžāϰ answer extend āĻāϰāϤ⧠future conditional āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāϤ⧠āĻĒāĻžāϰā§āύāĨ¤
Example Question
Some people say that working from home will be quite common in the future. Do you agree?
It is foreseeable that more people will work from home in the future. If the internet becomes faster and there are more programs, such as Skype, that allow people to work from home more easily, Iâd predict that more people will stay at home. If you think about it, most people donât need to be physically present to do their jobs and I envisage that face to face meetings will be a thing of the past.
(āĻāĻāĻž āĻ āύā§āĻŽāĻžāύ āĻāϰāĻž āϝāĻžāϝāĻŧ āϝ⧠āĻāĻŦāĻŋāώā§āϝāϤ⧠āĻāϰāĻ āĻŦā§āĻļāĻŋ āϞā§āĻ āĻŦāĻžāĻĄāĻŧāĻŋ āĻĨā§āĻā§ āĻāĻžāĻ āĻāϰāĻŦā§āĨ¤ āϝāĻĻāĻŋ āĻāύā§āĻāĻžāϰāύā§āĻ faster āĻšāϝāĻŧ āĻāĻŦāĻ āϏā§āĻāĻžāĻāĻĒā§āϰ āĻŽāϤ⧠āĻāϰāĻ āĻĒā§āϰā§āĻā§āϰāĻžāĻŽ āĻĨāĻžāĻā§ āϝāĻž āϞā§āĻā§āĻĻā§āϰ āĻŦāĻžāĻĄāĻŧāĻŋ āĻĨā§āĻā§ āĻāϰāĻ easily āĻāĻžāĻ āĻāϰāĻžāϰ āϏā§āϝā§āĻ āĻĻā§āϝāĻŧ, āĻāĻŽāĻŋ predict āĻāϰāĻŦ āϝ⧠āĻāϰāĻ āĻŦā§āĻļāĻŋ āϞā§āĻ āĻŦāĻžāĻĄāĻŧāĻŋāϤ⧠āĻĨāĻžāĻāĻŦā§āĨ¤ āĻāĻĒāύāĻŋ āϝāĻĻāĻŋ āĻāĻāĻŋ āϏāĻŽā§āĻĒāϰā§āĻā§ āĻāĻŋāύā§āϤāĻž āĻāϰā§āύ, āĻŦā§āĻļāĻŋāϰāĻāĻžāĻ āϞā§āĻā§āϰ āϤāĻžāĻĻā§āϰ āĻāĻžāĻ āĻāϰāĻžāϰ āĻāύā§āϝ physically āĻāĻĒāϏā§āĻĨāĻŋāϤ āĻĨāĻžāĻāĻžāϰ āĻĒā§āϰāϝāĻŧā§āĻāύ āύā§āĻ āĻāĻŦāĻ āĻāĻŽāĻŋ āĻŽāύ⧠āĻāϰāĻŋ āϝ⧠face to face meeting āĻā§āϞāĻŋ āĻ āϤā§āϤā§āϰ āϏā§āĻŽāϰāĻŖā§ā§ āĻŦāĻŋāώ⧠āĻšāĻŦā§ āĨ¤)
Cause and Effect Â
You may also be asked to discuss what has caused a certain situation and what effects this has. This language will also help you in IELTS writing task 2.
āĻāĻāĻāĻŋ certain situation āĻāϰ āĻāĻžāϰāĻŖ āĻā§ āĻāĻŦāĻ āĻāϰ āĻā§ effect āϰāϝāĻŧā§āĻā§ āϤāĻž āύāĻŋāϝāĻŧā§āĻ āĻāĻĒāύāĻžāĻā§ discuss āĻāϰāϤ⧠āĻŦāϞāĻž āĻšāϤ⧠āĻĒāĻžāϰā§āĨ¤ āĻāĻ language āĻāĻĒāύāĻžāĻā§ IELTS writing task 2-āĻāĻ āϏāĻžāĻšāĻžāϝā§āϝ āĻāϰāĻŦā§āĨ¤
To talk about cause and effect you can use:
âĻbecauseâĻ
âĻas a resultâĻ
âĻresulted inâĻ
âĻas a consequenceâĻ
âĻdue toâĻ.
âĻcausedâĻ
âĻled toâĻ.
âĻmeans thatâĻ.
āĻāĻā§āϞāĻŋ just āĻāϝāĻŧā§āĻāĻāĻŋ examples āĻāĻŦāĻ sentence āĻāϰ āĻāĻžāϰāĻĒāĻžāĻļā§āϰ word āĻā§āϞā§āϰ āĻāĻĒāϰ depend āĻāϰ⧠word āĻāϰ form āĻĒāϰāĻŋāĻŦāϰā§āϤāĻŋāϤ āĻšāϤ⧠āĻĒāĻžāϰā§āĨ¤ āĻāĻĒāύāĻŋ āϝāĻĻāĻŋ āύāĻŋāĻļā§āĻāĻŋāϤ āĻšāύ āϝ⧠āĻāĻĒāύāĻžāϰ sentence āĻā§āϞāĻŋ grammatically correct āϤāĻŦā§āĻ āϏā§āĻā§āϞāĻŋ āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰā§āύ⧎
Example Question
How does advertising influence what people choose to buy?
āϞā§āĻā§āϰāĻž āϝāĻž āĻāĻŋāύāϤ⧠āĻĒāĻāύā§āĻĻ āĻāϰā§āϤāĻž Advertising āĻā§āĻāĻžāĻŦā§ influence āĻāϰā§?
I think advertising has a big influence on what people purchase and often leads to them always sticking with the same brand. For example, I always drink Coca Cola and I believe this is because I grew up watching all those ads on TV and I instinctively buy it as a result. I mean, why would companies spend so much money on adverts, unless it led to more sales?
(āĻāĻŽāĻŋ āĻŽāύ⧠āĻāϰāĻŋ āϞā§āĻā§āϰāĻž āϝāĻž āĻāĻŋāύāĻā§ āϤāĻžāϰ āĻāĻĒāϰ advertisement āĻāϰ āĻāĻāĻāĻŋ āĻŦāĻĄāĻŧ āĻĒā§āϰāĻāĻžāĻŦ āϰāϝāĻŧā§āĻā§ āĻāĻŦāĻ āĻĒā§āϰāĻžāϝāĻŧāĻļāĻ āϤāĻžāϰāĻž āĻāĻāĻ āĻŦā§āϰā§āϝāĻžāύā§āĻĄā§āϰ āĻĻāĻŋāĻā§ influence āĻāϰā§āĨ¤ āĻāĻĻāĻžāĻšāϰāĻŖāϏā§āĻŦāϰā§āĻĒ, āĻāĻŽāĻŋ always Coca Cola āĻĒāĻžāύ āĻāϰāĻŋ āĻāĻŦāĻ āĻāĻŽāĻŋ believe āĻāϰāĻŋ āĻāĻžāϰāĻŖ āĻāĻŽāĻŋ tv āϤ⧠āĻāĻ āϏāĻŽāϏā§āϤ advertisement āĻĻā§āĻā§ āĻŦāĻĄāĻŧ āĻšāϝāĻŧā§āĻāĻŋ āĻāĻŦāĻ āĻĢāϞāϏā§āĻŦāϰā§āĻĒ āĻāĻŽāĻŋ instinctively āĻāĻāĻŋ āĻāĻŋāύā§āĻāĻŋ āĨ¤ āĻāĻŽāĻŋ āĻŦāϞāϤ⧠āĻāĻžāĻā§āĻāĻŋ, āĻā§āύ āĻā§āĻŽā§āĻĒāĻžāύāĻŋāĻā§āϞ⧠āĻŦāĻŋāĻā§āĻāĻžāĻĒāύ⧠āĻāϤ āĻāĻžāĻāĻž āĻāϰāĻ āĻāϰāĻŦā§, āϝāĻĻāĻŋ āύāĻž āĻāĻāĻŋ āĻāϰāĻ āĻŦā§āĻļāĻŋ sales āĻāϰ āĻĻāĻŋāĻā§ āĻĒāϰāĻŋāĻāĻžāϞāĻŋāϤ āĻāϰā§?)
Hypothetical
2nd conditional āĻāĻŋ ‘unreal’, ‘unlikely’ āĻŦāĻž ‘impossible’ situation āϏāĻŽā§āĻĒāϰā§āĻā§ āĻāĻĨāĻž āĻŦāϞāϤ⧠āĻŦā§āϝāĻŦāĻšā§āϤ āĻšāϝāĻŧāĨ¤ āĻāĻĒāύāĻžāĻā§ ‘unreal’ situation āϏāĻŽā§āĻĒāϰā§āĻā§ question ask āĻāϰāϤ⧠āĻĒāĻžāϰā§, āĻāĻĻāĻžāĻšāϰāĻŖāϏā§āĻŦāϰā§āĻĒ ‘āĻāĻĒāύāĻŋ āϝāĻĻāĻŋ āĻāĻĒāύāĻžāϰ āĻļāĻšāϰā§āϰ āĻŽā§āϝāĻŧāϰ āĻšāϤā§āύ, āϤāĻžāĻšāϞ⧠āĻāĻĒāύāĻŋ āĻāĻāĻŋāϰ āĻāύā§āύāϤāĻŋ āĻāϰāϤ⧠āĻā§ āĻāϰāϤā§āύ?’
āĻāϰ āĻāύā§āϝ āĻāĻŽāϰāĻž āϝ⧠grammar structure āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāĻŋ āϤāĻž āĻšāϞ:
If + (subject 1) + past participle, then (subject 2) + would + verb
Example Question
If you could choose any country to live in, where would you choose?
āĻāĻĒāύāĻŋ āϝāĻĻāĻŋ āĻŦāϏāĻŦāĻžāϏā§āϰ āĻāύā§āϝ āĻā§āύ⧠āĻĻā§āĻļ āĻŦā§āĻā§ āύāĻŋāϤ⧠āĻāĻžāύ, āϤāĻžāĻšāϞ⧠āĻāĻĒāύāĻŋ āĻā§āύ āĻĻā§āĻļāĻā§ āĻŦā§āĻā§ āύā§āĻŦā§āύ?
If I could live in any country, I would probably choose Australia. The weather is great; the people are super friendly and just imagine living beside all those beaches. If I could choose another country, it would have to be Italy, for the architecture, the culture and its fascinating history.
(āϝāĻĻāĻŋ āĻāĻŽāĻŋ āϝā§āĻā§āύ āĻā§āύ⧠āĻĻā§āĻļā§ āĻĨāĻžāĻāϤ⧠āĻĒāĻžāϰāϤāĻžāĻŽ, āĻāĻŽāĻŋ āϏāĻŽā§āĻāĻŦāϤ āĻ āϏā§āĻā§āϰā§āϞāĻŋāϝāĻŧāĻž āĻŦā§āĻā§ āύāĻŋāϤāĻžāĻŽāĨ¤ āĻāĻŦāĻšāĻžāĻāϝāĻŧāĻž āĻ āϏāĻŽā§āĻāĻŦ āϏā§āύā§āĻĻāϰ; āϏā§āĻāĻžāύā§āϰ āϞā§āĻā§āϰāĻž āĻā§āĻŦ friendly āĻāĻŦāĻ āϏā§āĻ āϏāĻŽāϏā§āϤ āϏā§āĻāϤā§āϰ āĻĒāĻžāĻļā§ āĻŦāϏāĻŦāĻžāϏ āĻāϰāĻž āϝāĻžāĻŦā§ āĻāĻŽāύ imagine āĻāϰā§āύāĨ¤ āϝāĻĻāĻŋ āĻāĻŽāĻŋ āĻ āύā§āϝ āĻāϰā§āĻāĻāĻŋ āĻĻā§āĻļ choose āĻāϰāϤ⧠āĻĒāĻžāϰāϤāĻžāĻŽ, āϤāĻŦā§ āĻāĻāĻŋ āĻāϤāĻžāϞāĻŋ āĻšāϤā§, āĻā§āύāύāĻž āϏā§āĻāĻžāύ⧠āĻāĻā§ architecture, culture āĻāĻŦāĻ fascinating historyāĨ¤)
Compare and Contrast Â
āĻĻā§āĻāĻŋ āĻāĻŋāύāĻŋāϏ compare āĻāϰāϤā§, comparative adjective + than āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰā§āύāĨ¤ āϝā§āĻŽāύ āϤāĻŋāύāĻŋ āϤāĻžāϰ āĻŦā§āύā§āϰ āĻā§āϝāĻŧā§ āϞāĻŽā§āĻŦāĻžāĨ¤ āϝā§āĻŽāύāĻ Heâs taller than his sister.
Some comparative adjectives are irregular:
Good- better
Bad- worse
Far- further
For short adjectives, add â(e)r. If they end in ây change to âier. For example:
Hard- harder
Cheap- cheaper
Easy- easier
Lazy- lazier
For longer adjectives, use more. For example:
More interesting
More difficult
Example Question
Do you think primary school children should learn a second language or should they wait until secondary school?
āĻāĻĒāύāĻŋ āĻāĻŋ āĻŽāύ⧠āĻāϰā§āύ primary school āĻāϰ āĻļāĻŋāĻļā§āĻĻā§āϰ second language āĻļā§āĻāĻž āĻāĻāĻŋāϤ āύāĻžāĻāĻŋ secondary school āĻĒāϰā§āϝāύā§āϤ wait āĻāϰāĻž āĻāĻāĻŋāϤ?
Itâs obvious that the earlier children start a language the easier it becomes in later life. However, some parents might think that subjects like maths are more important than languages at primary level. They may also think that a foreign language is less important than their first language and this should be prioritized.
(āĻāĻāĻž obvious āϝā§Â āĻļāĻŋāĻļā§āϰāĻž āĻāĻā§ āĻāĻžāĻā§āĻ āĻāĻāĻāĻŋ language āĻļāĻŋāĻāϤ⧠āĻļā§āϰ⧠āĻāϰāĻžāĻāĻžÂ later life āĻ āĻļā§āϰ⧠āĻāϰāĻžāϰ āĻā§ā§ā§ āϏāĻšāĻāĨ¤Â āϝāĻžāĻāĻšā§āĻ, āĻāĻŋāĻā§ guardian āĻŽāύ⧠āĻāϰāϤ⧠āĻĒāĻžāϰā§āύ āϝ⧠maths āĻāϰ āĻŽāϤ⧠āĻŦāĻŋāώāϝāĻŧāĻā§āϞāĻŋ primary level āĻ language āĻļā§āĻāĻžāϰ āĻā§āϝāĻŧā§Â more important āĨ¤Â āϤāĻžāϰāĻž āĻŽāύ⧠āĻāϰāϤ⧠āĻĒāĻžāϰ⧠āϝ⧠āĻāĻāĻāĻŋ foreign language āϤāĻžāĻĻā§āϰ first language āĻāϰ āĻā§āϝāĻŧā§Â less important āĻāĻŦāĻ āĻāĻāĻŋāĻā§ prioritized āĻāϰāĻž āĻāĻāĻŋāϤāĨ¤)
Past
āĻ āϤā§āϤ⧠āĻļā§āϰ⧠āĻšāĻāϝāĻŧāĻž āĻāĻŦāĻ āĻŦāϰā§āϤāĻŽāĻžāύ āĻ āĻŦāϧāĻŋ āĻāϞāϤ⧠āĻĨāĻžāĻāĻž āĻāĻŋāĻā§ āϏāĻŽā§āĻĒāϰā§āĻā§ āĻāĻĨāĻž āĻŦāϞāϤ⧠āĻāĻŽāϰāĻž present perfect continious āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāϤ⧠āĻĒāĻžāϰāĻŋāĨ¤ āϝā§āĻŽāύāĻ They have been developing the city centre for the past five years. āĻāĻ tense āĻāϰ āĻāύā§āϝ āĻāĻŽāϰāĻž structure āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāĻŋ has/have + been + present participle (verb-ing)āĨ¤
- Past habit āĻŦāĻž āĻā§āĻŦāϞ āϏāĻŽāĻžāĻĒā§āϤ situation āϏāĻŽā§āĻĒāϰā§āĻā§ āĻāĻĨāĻž āĻŦāϞāϤ⧠used to + infinitive-āĻ āĻŦā§āϝāĻŦāĻšā§āϤ āĻšāϝāĻŧāĨ¤
- Past habit āĻŦāϰā§āĻŖāύāĻž āĻāϰāĻžāϰ āĻāύā§āϝ would + infinitive āĻŦāϏ⧠āĨ¤
- āĻ āϤā§āϤ⧠āĻāĻĒāύāĻŋ āϝāĻž āĻāϰā§āύ āύāĻž āĻŦāĻž āĻāϰ true āύāϝāĻŧ āϏ⧠āϏāĻŽā§āĻĒāϰā§āĻā§ āĻāĻĨāĻž āĻŦāϞāĻžāϰ āĻāύā§āϝ past simple tense āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāϤ⧠āĻšā§āĨ¤
- āĻāĻāĻāĻŋ āĻāϞā§āĻĒā§āϰ background āĻŦāĻž āĻāĻāĻāĻŋ āύāĻŋāϰā§āĻĻāĻŋāώā§āĻ āϏāĻŽāϝāĻŧā§ āĻāĻĒāύāĻžāϰ āĻ āύā§āĻā§āϤāĻŋ āϏāĻŽā§āĻĒāϰā§āĻā§ āĻāĻĨāĻž āĻŦāϞāĻžāϰ āĻāύā§āϝ past continuous tense āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāϤ⧠āĻšā§āĨ¤
- āĻ āϤā§āϤ⧠āĻāĻŋāĻā§āϰ āĻāĻā§ āĻāĻŋāĻā§ āĻāĻā§āĻā§ āĻŦāϞāĻžāϰ āĻāύā§āϝ past perfect tense āĻŦā§āϝāĻŦāĻšāĻžāϰ āĻāϰāϤ⧠āĻšā§āĨ¤
Example Question
How has teaching changed in your country over the past few decades?
āĻāϤ āĻāϝāĻŧā§āĻ āĻĻāĻļāĻā§ āĻāĻĒāύāĻžāϰ āĻĻā§āĻļā§ āĻļāĻŋāĻā§āώāĻžāϰ āĻā§ change āĻšāϝāĻŧā§āĻā§?
In the past, teachers simply lectured students and the students just listened to what they said. We were given lots of facts to learn and there was no room for creativity or freedom of expression. I remember learning lots of things without thinking about the theory behind it. Now, thereâs been a movement towards students thinking for themselves.
(āĻ āϤā§āϤā§, teacher āϰāĻž āĻā§āĻŦāϞ āĻāĻžāϤā§āϰāĻĻā§āĻ°Â āĻāύā§āϝ Lecture āĻĻāĻŋāϤā§āĻ¨Â āĻāĻŦāĻ student āϰāĻž āϤāĻžāĻĻā§āϰ āĻāĻĨāĻžÂ āĻļā§āύāĻ¤Â āϝāĻž āϤāĻžāϰāĻž āĻŦāϞāϤāĨ¤Â āĻāĻŽāĻžāĻĻā§āĻ°Â āĻļā§āĻāĻžāϰ āĻāύā§āϝ āĻĒā§āϰāĻā§āϰ āϤāĻĨā§āĻ¯Â āĻĻā§āĻāϝāĻŧāĻžÂ āĻšāϤ⧠āĻāĻŦāĻ creativity āĻŦāĻž freedom of expression āĻāϰ āĻā§āύ āϏā§āϝā§āĻ āĻāĻŋāϞ āύāĻžāĨ¤Â āĻāĻŽāĻžāĻ°Â āĻŽāύā§Â āĻāĻā§ āĻ āύā§āĻ āĻāĻŋāĻā§ āĻļāĻŋāĻā§āĻāĻŋ āĻāϰ āĻĒā§āĻāύā§āϰ theory āύāĻŋāϝāĻŧā§ āĻāĻŋāύā§āϤāĻž āύāĻž āĻāϰā§āĨ¤Â āĻāĻāύ, student āĻĻā§āϰ āύāĻŋāĻā§āĻĻā§āϰ āĻāύā§āϝ thinking āĻāϰāĻžāϰ āĻāύā§āĻ¯Â āĻāĻāĻāĻŋ movement āĻļā§āϰ⧠āĻšāϝāĻŧā§āĻā§ āĨ¤)
For more information on how to answer IELTS part 3 questions please read our IELTS part 3 guide.