The Speaking test is assessed on Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation, each weighted equally. Fluency and Coherence evaluate the ability to speak at length without excessive hesitation, connect ideas logically, and use discourse markers naturally. Lexical Resource considers the range of vocabulary and the precision of word choice, including collocations and paraphrasing. Grammatical Range and Accuracy rewards variety in sentence structure, while Pronunciation focuses on individual sounds, word stress, sentence stress, and intonation rather than accent.
Speaking Part 1 lasts 4–5 minutes and covers familiar topics such as hometown, work, studies, hobbies, and daily routines. Candidates should give extended answers rather than one-word responses to demonstrate fluency. Speaking Part 2 provides a cue card with a topic and bullet-point prompts; the candidate has 1 minute to prepare brief notes and must then speak for 1–2 minutes. Effective elaboration involves extending the response with reasons, examples, comparisons, and personal opinions, using phrases like 'The main reason is…', 'For instance…', and 'What I find interesting is…'. Speaking Part 3 is a two-way discussion on abstract issues linked to the Part 2 topic, requiring well-developed answers of around 30 seconds or longer.
To boost Lexical Resource, candidates should use less common words, idiomatic expressions, and accurate collocations, paraphrasing when a specific word cannot be recalled. Pronunciation can be practised through shadowing, which involves repeating a model speaker simultaneously to mimic rhythm, stress, and intonation. Word stress emphasises certain syllables, while sentence stress highlights content words over function words; varied intonation with appropriate rises and falls makes speech sound natural. Maintaining natural eye contact and a relaxed posture also contributes to a confident performance. Lexical chunks, fixed multi-word expressions such as 'as far as I'm concerned' or 'in the long run', can enhance fluency and sound more natural than single-word responses.
Managing anxiety is part of effective speaking performance. Practising under timed conditions, using deep breathing before entering the room, and treating the examiner as an interested conversation partner rather than an interrogator all help maintain fluency. Occasional self-correction is acceptable, but frequent hesitation and correction may disrupt fluency and lower the score. A Band 7 performance demonstrates flexible use of structures and vocabulary with only occasional errors, while a Band 9 shows full operational command, accurate and consistent grammar, a wide lexical range, and effortless pronunciation.