Speaking skills · Lesson 5 of 15
Part 3: The discussion
Answer abstract questions fully, using 24 expressions for giving opinions, explaining causes and effects, and suggesting solutions.
In this lesson you will
- learn what kinds of questions are asked in Part 3
- learn 24 expressions that help you give full, well-connected answers
- practise answering Part 3 questions on 12 common topics
The test
What happens in Part 3?
Part 3 follows on from Part 2. The examiner asks more abstract, general questions linked to the Part 2 topic. You discuss ideas and issues in society, not just your own experience. It lasts 4–5 minutes, so your answers should be fairly detailed: give your opinion, explain the reasons, and support it with examples.
For example, if your Part 2 topic was something you own which is very important to you, Part 3 might look like this:
Let's consider first of all how people's values have changed…
- What kinds of things give status to people in your country?
- Have things changed since your parents were young?
Finally, let's talk about the role of advertising…
- Do you think advertising influences what people buy?
Part 1 or Part 3?
Which part of the test is each question from?
- Do you like shopping?
- Why do you think people spend more money on clothes than in the past?
- What do you usually do in the evening?
- How might technology change the way children learn in the future?
- Should governments do more to protect old buildings?
Part 1 questions are about you and your daily life. Part 3 questions are about people and society in general: causes, effects, comparisons, the future and solutions.
Key language
Expressions for full, cohesive answers
Use them flexibly. Band 7 rewards “flexible use of spoken discourse markers, connectives and cohesive features”, while Band 5 describes “overuse of certain discourse markers, connectives and other cohesive features”. Don't start every sentence with one of these expressions, and don't repeat the same ones.
Match the similar expressions
Each expression in column A has a partner in column B with a similar meaning.
- It has a good/bad influence on…
- The root of the problem is…
- The main reason for that is/was…
- It can cause…
- All in all…
- Many people claim that…
- One possible solution is…
- Consequently…
- I would suggest …ing
- There's more than one reason why…
- Personally, I think…
- You have to bear in mind…
Use the expressions in context
Choose the best expression for each gap.
- Many people today love to shop and end up in debt. ______ the fact that in today's society, social status is shown by possessions.
- My family didn't have much money when I was a child. ______, I really valued every present I was given.
- To stop children from demanding expensive toys, ______ banning all adverts during children's TV programmes.
- ______ that teenagers love to feel part of a group, so they will copy others very easily.
- There can be a lot of competition between children at school to have the latest gadget. ______ a lot of bullying.
- ______ advertising doesn't affect consumers, but I disagree.
What does each expression do?
- As I see it…
- It all stems from…
- It leads to…
- We could solve the problem by…
- All in all…
- That is mainly because…
Model answer
A full Part 3 answer
Do you think advertising influences what people buy?
As I see it, advertising has a huge influence, even on people who think they ignore it. That is mainly because adverts are everywhere now: on our phones, on the metro and even inside apps, so we see the same products again and again. It can have a negative effect on teenagers in particular, since it makes them think they need the latest fashions to fit in. You have to bear in mind, though, that adverts also give us useful information about new products. All in all, I'd say advertising is a powerful tool, which is why I think there should be stricter rules on adverts aimed at children.
Notice the structure: opinion → reason → example or effect → another side → conclusion.
Practice
Your turn: a 4–5 minute discussion
Before you start, choose three expressions from this lesson and try to use them all. Press the button for a Part 3 question, then answer it as fully as you can. Keep going with new questions for about five minutes . If you're working with a partner, take turns to be the examiner.
Press Record, answer out loud, then listen back.
Write your own Part 3 questions
Choose a topic (for example crime, fashion, sport or the environment) and write three interesting Part 3 questions. Then answer them out loud.
Good Part 3 questions often begin: Why do you think…? · How has… changed? · What are the advantages and disadvantages of…? · Should…? · How might… change in the future? · Do you agree that…?
Activities adapted from Cambridge English IELTS Speaking teaching activities (© UCLES 2009). Example answers written for Tips4IELTS.