A PART OF CENGAGE

CONTENTS

Introduction 2

Overview of Listening & Speaking in IELTS 3

Overview of Listening & Speaking in TOEFL 15

Index 1: Listening 22

Index 2: Speaking 27

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INTRODUCTION
There are many language proficiency tests that measure students’ ability to communicate in
academic and professional settings, and two of the more well-known ones are IELTS and
TOEFL.

The International English Language Testing System (IELTS) is a standardized test of

English language proficiency for learners seeking global higher education and work
opportunities. It is recognized by educational institutions, employers, governments, and
professional bodies worldwide. The exam assesses listening, reading, writing, and speaking
skills.

IELTS offers two different modules: the Academic module and the General Training module.
The Academic module is for people who wish to study or to obtain professional registration.
The General Training module is for applying for migration to an English-speaking country,
including to study or train at below degree level.

The Test of English as a Foreign Language (TOEFL iBT) is a standardized test of English
language proficiency for learners who wish to apply to English-speaking academic
institutions. It measures a test taker’s ability to combine listening, reading, speaking, and
writing skills in the classroom. Test content is drawn from all areas of academic life to offer
the most comprehensive picture of a student’s ability to communicate in an academic
setting.

The Second Edition of 21st Century Communication helps prepare students for standardized
exams like these by developing essential listening and speaking skills needed for academic
success. It also equips students with the skills they need for each of the question types that
they will encounter in the exams.

Student’s Books CEFR IELTS Band TOEFL Score

Level 4 B2–C1 6.5–7.5 79–102
Level 3 B2 5.5–6.5 46–79
Level 2 B1–B2 4.5–5.5 32–46
Level 1 A2–B1 3.5–4.5 20–32

For more information on the standardized exams, visit the following websites:
IELTS: https://ielts.org/
TOEFL: https://www.ets.org/toefl.html

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OVERVIEW OF LISTENING & SPEAKING IN IELTS

IELTS LISTENING

The IELTS listening test takes approximately 30 minutes. The paper has four parts, with ten
questions in each part. The questions are in the same order as the information in the
recording, so the answer to the first question will be before the answer to the second
question, and so on.

Parts 1 and 2 deal with everyday, social situations. In Part 1, there is a conversation
between two speakers, e.g., a conversation about travel arrangements. Part 2 is a
monologue, e.g., a speech about local facilities.

Parts 3 and 4 deal with educational and training situations. In Part 3 there is a
conversation between two main speakers, e.g., two university students in discussion,
perhaps guided by a tutor. There may be up to four speakers in Part 3. Part 4 is a
monologue on an academic subject.

The recordings are played once only. Different speaker accents, including British, Australian,
New Zealand, and North American, are used.

After listening, students will need to transfer their answers to an answer sheet. They will
have 10 minutes at the end of the test to do this. They should be careful when writing their
answers on the answer sheet because they will lose marks for incorrect spelling and
grammar. Each correct answer receives 1 mark. The test score is given in whole or half
bands from a maximum of 9, e.g., 6.0.

Below is a list of the six question types that students will encounter in the listening test.

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Question Type 1: Multiple choice

What’s This type of question may be a question with three possible

involved? answers or the first half of a sentence with three possible sentence
endings. Students have to choose one correct answer (A, B, or C),
then write the correct letter on the answer sheet.

Sometimes they are given a longer list of possible answers and

must choose more than one answer. They should read the question
carefully to check how many answers are required.

What skills are This type of question tests many listening skills, e.g., a detailed
tested? understanding of specific points, or general understanding of the
main points of the recording.

In the example below, Exercise A shows Multiple Choice Single Answer, while Exercise B
shows Multiple Choice Multiple Answer. Students should read the question carefully to check
how many answers are required.

Example from Level 4, Unit 8 Lesson D, page 150

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Question Type 2: Matching

What’s In this type of question, students have to match a list of items from
involved? the recording to a list of options on the question paper, then write
the correct letter on the answer sheet.

What skills are This type of question tests students’ ability to:
tested? • listen for detailed information. For example, whether they
can understand information about the type of hotel or guest
house accommodation in an everyday conversation.
• follow a conversation between two people.
• recognize how facts in the recording are connected to one
another.

Example from Level 4, Unit 7 Lesson B, page 126

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Question Type 3: Plan/map/diagram labelling

What’s In this type of question, students have to complete labels on a visual

involved? which may be:
• a diagram (e.g., a piece of equipment).
• a set of pictures.
• a plan (e.g., of a building).
• a map (e.g., of part of a town).

Students may have to:

• select answers from a list on the question paper, then write
the correct letter on the answer sheet.
• select words from the recording that fit into gaps on the
question paper. In this case, they will need to keep to the
word limit given in the instructions. They do not have to
change the words in the recording in any way.

Students should read the instructions very carefully as the number of

words or numbers they may use to fill the gaps can change. A word
limit is given, for example, “NO MORE THAN TWO WORDS
AND/OR A NUMBER.” They will lose the mark for writing more than
the word limit. Contracted words such as “they’re” will not be tested.
Hyphenated words such as “check-in” count as single words.

In 21st Century Communication, the number of words is not always

specified. Highlight to students preparing for IELTS that they should
check the number of words to use.

What skills This type of question tests students’ ability to understand, for
are tested? example, a description of a place, and how this description relates to
the visual. It may also test their ability to understand explanations of
where things are and follow directions.

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Example from Level 1, Unit 2 Lesson B, page 27

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Question Type 4: Form/note/table/flow chart/summary completion

What's In this type of question, students have to fill in gaps in an outline of

involved? part or all of the recording. The outline will focus on the main
ideas/facts in the recording and may be:
• a form: often used for facts, such as names.
• a set of notes: used to summarize information and show how
different points relate to one another.
• a table: used to summarize information that can be divided
into clear categories, e.g., place/time/price.
• a flow chart: used to summarize the stages in a process, with
the direction of the process shown by arrows.

Students may have to:

• select answers from a list on the question paper, then write
the correct letter on the answer sheet.
• select words from the recording that fit into gaps on the
question paper. In this case, they will need to keep to the
word limit given in the instructions. They do not have to
change the words in the recording in any way.

Students should read the instructions very carefully as the number of

words or numbers they may use to fill the gaps can change. A word
limit is given, for example, “NO MORE THAN TWO WORDS AND/OR
A NUMBER.” They will lose the mark for writing more than the word
limit. Contracted words such as “they’re” will not be tested.
Hyphenated words such as “check-in” count as single words.

In 21st Century Communication, the number of words is not always

specified. Highlight to students preparing for IELTS that they should
check the number of words to use.

What skills This type of question focuses on the main points the person listening
are tested? would naturally write down.

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Note completion: Level 2, Unit 7 Lesson F, page 136

Table: Level 2, Unit 3 Lesson F, page 56

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Flow chart: Level 3, Unit 4 Lesson F, page 76

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Question Type 5: Sentence completion

What’s In this type of question, students have to read sentences that

involved? summarize important information from either all of the listening text or
from one part of it. They have to fill in a gap in each sentence using
information from the recording.

Students should read the instructions very carefully as the number of

words or numbers they may use to fill the gaps can change. A word
limit is given, for example, “NO MORE THAN TWO WORDS
AND/OR A NUMBER.” They will lose the mark for writing more than
the word limit. Contracted words such as “they’re” will not be tested.
Hyphenated words such as “check-in” count as single words.

In 21st Century Communication, the number of words is not always

specified. Highlight to students preparing for IELTS that they should
check the number of words to use.

What skills This type of question focuses on students’ ability to identify the
are tested? important information in a recording. They may also need to
understand relationships between ideas/facts/events, such as cause
and effect.

Example from Level 1, Unit 7 Lesson C, page 128

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Question Type 6: Short-answer questions

What's In this type of question, students have to read a question and write a
involved? short answer using information from the recording.

Students should read the instructions very carefully as the number of

words or numbers they may use to fill the gaps can change. A word
limit is given, for example, “NO MORE THAN TWO WORDS
AND/OR A NUMBER.” They will lose the mark for writing more than
the word limit. Contracted words such as “they’re” will not be tested.
Hyphenated words such as “check-in” count as single words.
Students should write the short answer on the answer sheet.
Sometimes they are given a question that asks them to write two or
three different answers.

In 21st Century Communication, the number of words is not always

specified. Highlight to students preparing for IELTS that they should
check the number of words to use.

What skills This type of question focuses on students’ ability to listen for facts in
are tested? the recording, such as places, prices, or times.

Example from Level 1, Unit 1 Lesson F, page 16

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IELTS SPEAKING

Time (mins)

Preparation Speaking

Part 1 Introduction and interview - 4–5

Part 2 Individual long turn 1 2

Part 3 Discussion - 4–5

The IELTS speaking exam tests candidates’ ability to speak on a range of familiar and more
abstract topics and to speak in different ways. The test is conducted by an examiner, either
face-to-face or on a computer. Both are conducted in an approved test center. The context
of the speaking questions are everyday topics and the whole exam lasts 11–14 minutes.

There are three parts, and the questions move from familiar topics in Part 1 to wider, more
abstract questions in Part 3. The result is in the form of a whole or half band score, from 0
(lowest) to 9 (highest).

Part 1: Introduction and interview

In this part, the examiner introduces themselves and checks the candidate’s identity. Then
the examiner asks general questions on some familiar topics, such as home, family, work,
studies, or interests.

This part tests the candidate’s ability to give opinions and information on everyday topics
and common experiences or situations by answering a range of questions.

Part 2: Individual long turn

The examiner gives the candidate a task card that asks them to talk about a particular topic.
The card suggests some points they could include in their talk and instructs them to explain
one aspect of the topic. Candidates have one minute to prepare their talk, and the examiner
will give them a pencil and paper to make notes. They can keep these notes to refer to
during the two minutes speaking time.

The examiner will then ask the candidate to begin talking and will stop them when the time is
up. They may then ask a follow-up question on the same topic.

This part tests the candidate’s ability to speak at length on a given topic, using appropriate
language and organizing ideas logically.

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Example from Level 3 Final Assessment test on the Spark platform

Part 3: Discussion

The examiner and candidate discuss issues related to the topic in Part 2 in a more general
and abstract way and, where appropriate, in greater depth.

This part tests the candidate’s ability to explain their opinions and to analyze, discuss, and
speculate about issues.

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OVERVIEW OF LISTENING & SPEAKING IN TOEFL

TOEFL LISTENING

No. of listening texts Length of audio No. of questions

Academic 3 3–6 mins each 6 questions each
Dialogue 2 3 mins each 5 questions each
Total 5 approx. 36 mins 28

Each listening passage runs as a video of still images and audio for the questions. The
images are to help students imagine the situation and the roles of the people talking. Each
listening will range from 3–6 minutes (the dialogues are generally about 3 minutes long,
while an academic lecture is generally 3–6 minutes long). Students may take notes
throughout the test.

There are 4 main categories – Social Sciences, Physical Sciences, Life Sciences, and the
Arts – from which a wide range of topics are used in the academic talks. The topic could be
anything from architecture to medical techniques to oceanography to modern history. The
listening passages are meant to represent what would be heard in a lecture at university. In
the listening, it might be only the professor speaking, in a range of accents, e.g., North
American, British, Australian, New Zealand. It is possible that students will ask the professor
questions, or the professor might ask one or two students to answer something.

The dialogues are meant to represent a real conversation that can happen somewhere on a
university campus between a student and a professor, counsellor, or someone who works on
campus. Some will be a student going to see a professor about an assignment or a course
requirement. Others have a student interacting with someone who, for example, works in the
library, a restaurant, the bookstore, or the admissions office.

Students must answer each question one after another. Students should be trained that if
they don’t know or are unsure about the answer, they should try to eliminate options that are
clearly wrong and then choose one from the remaining options.

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There are seven types of listening questions.

1. Gist-Content and Gist-Purpose

Gist-content questions ask students to identify the main topic or idea of the listening
conversation or lecture, while gist-purpose questions ask about the main purpose of
the listening. The question usually contains phrases like “mainly about”, “mainly
discussing”, “why does the student”, or “what is the main purpose.”

This type of question will always be the first question that is asked after the listening
passage is played. Sometimes, there can be two main ideas. In this case, students
will be asked to choose two of the four answer options, instead of just one.

Example from Level 1, Unit 6 Lesson B, page 106

2. Detail
Detail questions ask students about specific facts from the conversation or lecture.
The question usually includes phrases like “according to” and “what is.”

Detail questions will always ask about an important conceptual detail. Students will
not be asked about trivial details, such as whether something happened in 2020 or
2021. The answer to a detail question will always be explicitly stated in the listening
passage.

Example from Level 3, Unit 7 Lesson B, page 127

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3. Function
Function questions ask students to identify the meaning of a statement in a given
context. The question usually includes phrases like “What does the professor mean
when he says…?” or “Why does the student say…?” To answer this type of question,
students should think about the intention of the speaker. The speaker could be doing
things like making a request, making a recommendation, agreeing/disagreeing, or
clarifying something.

Example from Level 4, Unit 6 Lesson B, page 107

4. Attitude
Attitude questions ask students to recognize the speaker’s attitude or their feelings
about something. The question often contains phrases like “What is the professor’s
attitude…?”, “What does the student think about…?”, and “What can be inferred…?”

To answer this type of question, students should pay attention to expressions such
as “I think” and “It seems to me that…”, because they are signposts that show the
speaker’s thoughts and feelings. Students can also get clues from the speaker’s tone
to help them determine the speaker’s attitude.

Example from Level 4, Unit 3 Lesson D, page 51

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5. Organization
Organization questions ask students to show understanding of how a lecture is
structured. The question usually contains phrases such as “Why does the professor
mention…?” or “Why does the professor discuss…?”

Organization questions often ask about the examples in a lecture, so it is useful to

listen for examples, and think about why they are mentioned. It is also useful for
students to listen for signposts or signal words such as “first,” “during,” “as a result,”
“in conclusion,” etc. These can help students understand the structure of the listening
passage, i.e., introduction, main ideas, supporting ideas, conclusion.

6. Connecting Content
Connecting content questions ask students to show understanding of the
relationships among ideas in a lecture. The question may require them to complete a
chart or table. It may also ask students to predict an outcome, e.g., “What is the likely
outcome…?”

To answer this type of question, students will need to put together information from
different parts of the conversation or lecture. They may be asked to identify steps in a
process or cause-and-effect relationships. They may also be asked to classify items
into categories or make a prediction.

21st Century Communication develops students’ listening skills through explicit focus
on important sub-skills such as identifying cause and effect.

Example from Level 3, Unit 4, Lesson B, page 67

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7. Inference
Inference questions ask students to recognize the meaning of something when it is
not directly stated in the lecture or conversation. The question is often phrased as
“What are the implications of…?”, “What does the professor imply…?” or “What can
be inferred…?”

For this type of question, students will need to consider the context in which the
statement is made – and how it is similar to or different from other ideas in the
listening passage.

Example from Level 1, Unit 6 Lesson F, page 116

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TOEFL SPEAKING

Time (secs)

Question Type Preparation Speaking

Independent Speaking

Part 1 Choice 15 45

Integrated Speaking

Part 2 Campus situation 30 60

Part 3 Academic topic (general/specific) 30 60

Part 4 Academic topic (summary) 20 60

The TOEFL Speaking exam is designed to test candidates’ ability to speak inside the
academic classroom and on campus. It is conducted on a computer. Candidates read and
listen to input and then answers are recorded and sent for evaluation.

The integrated speaking tasks (Parts 2–4) require the candidate to use a combination of
skills: they must read and/or listen and speak. The test may include a variety of speaker
accents from North America, the U.K., New Zealand, or Australia. Speaking tasks are scored
on a scaled section score of 0–30.

Part 1: Choice
The candidate will be presented with two situations or opinions. They will be asked which
they prefer and to explain their choice.

Part 2: Campus situation

Students will first read a passage that presents a campus-related issue. They will then listen
to a conversation about that topic. The question will ask the test taker to summarize the
speaker’s opinion within the context of the reading passage.

Part 3: Academic topic (general/specific)

Students will read a passage that broadly defines a term, process, or idea from an academic
subject. They will then listen to an excerpt from a lecture on that same subject. The lecture
will provide examples and specific information to illustrate the term, process, or idea from the
reading passage.

The question will ask the candidate to explain how the information in the lecture supports the
reading passage. To do this, they should combine and convey important information from
the reading passage and the lecture excerpt.

Part 4: Academic topic (summary)

Students will listen to an excerpt from a lecture that explains a term or concept and that
gives concrete examples to illustrate that term or concept.

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The question will ask the candidate to summarize the lecture and demonstrate an
understanding of the relationship between the examples and the overall topic.

21st Century Communication provides opportunities for students to practice the skills needed
for speaking. Below is an example of a discussion question that could be used as practice
for Part 1.

Example from Level 1, Unit 3 Lesson E, page 53

Throughout the TOEFL Speaking test, students can take notes. To prepare for this, students
can practice listening to academic topics and learn how to take notes on key terms or
concepts. 21st Century Communication helps students develop and build upon their note-
taking skills using specific strategies, gradually reducing scaffolding as autonomy and
competence increases.

Example from Level 4, Unit 4 Lesson B, page 66

Students are also encouraged to speak in every lesson, supporting TOEFL Speaking
requirements such as topic development and sustained coherent discourse. For example,
the series guides students to develop their use of increasingly sophisticated discourse
markers, helping students connect and convey the progression of their ideas.

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INDEX 1: LISTENING (by level)

We use a wide range of skills when listening, whether in everyday or academic contexts. The listening tasks in 21st Century Communication are
designed to develop this range, as well as provide practice of question types commonly found in popular exams. For more information about
different listening skills, see the Independent Student Handbook on pages 163–167.

Level 1
Key Listening Skills IELTS TOEFL Page(s)
Listen for main ideas x x 7, 10, 26, 30, 36, 47, 50, 56, 59, 66, 69, 70, 76, 86, 87, 89, 90, 106, 110, 116, 126,
136, 146, 150, 156
Listen for details x x 7, 10, 16, 27, 29, 30, 36, 46, 47, 50, 56, 59, 66, 67, 69, 70, 76, 79, 86, 87, 89, 96,
99, 110, 116, 119, 126, 127, 130, 136, 139, 146, 147, 150, 156
Listen for reasons or examples x x 7, 8, 88, 89, 96
Listen for key words and phrases x x 86, 146,148
Listen for functional expressions x x 28, 108, 128
Listen for numbers and statistics x x 26, 27, 36
Listen for attitude and opinion x x 48, 107
Listen for note-taking x x 6, 26, 29, 46, 66, 87, 106, 110
Listen for organization x x 56, 66, 68, 69, 90, 147

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Common Listening Task Types IELTS TOEFL Page(s)

Multiple choice single answer x x 7, 16, 26, 29, 36, 47, 76, 79, 86, 87, 90, 109, 116, 136, 137, 146, 156
Multiple choice multiple answer x x 10, 50, 56, 59, 66, 69, 70, 106, 126, 130, 150
Plan, diagram, map labeling x 27, 87, 89, 96, 130
Matching x 30, 48, 50, 126
Form, note, table, flow-chart, x x 7, 10, 16, 17, 26, 27, 36, 66, 67, 70, 99, 107, 110, 116, 127, 136, 146, 147, 150,
summary completion 156
Sentence completion x 8, 28, 48, 66, 68, 128, 148, 149
Inference x x 47, 56, 116, 137
True/False 8, 30, 37, 56, 76, 89, 96, 110, 119, 139, 148, 159
Sequencing 56, 90
50-50 choice 39, 59, 76, 96, 107

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Level 2
Key Listening Skills IELTS TOEFL Page(s)
Listen for main ideas x x 6, 10, 16, 27, 30, 36, 47, 50, 67, 70, 76, 86, 90, 96, 106, 116, 127, 136, 146, 150,
156
Listen for details x x 6, 16, 27, 30, 36, 47, 50, 56, 67, 70, 76, 87, 89, 90, 96, 107, 116, 126, 127, 129,
136, 146, 147, 150, 156
Listen for reasons or examples x x 7, 10, 16, 50, 67, 108, 109
Listen for key words and phrases x x 106, 107, 116,148
Listen for functional expressions x x 8, 48, 49, 68, 69
Listen for numbers and statistics x x 56, 86, 87
Listen for attitude and opinion x x 28, 29
Listen for note-taking x x 46, 66, 67, 90, 106, 126, 129, 146, 147
Listening for organization x x 86, 87, 96, 127, 128, 156
Listen for cause and effect x x 88, 89, 136

Common Listening Task Types IELTS TOEFL Page(s)

Multiple choice single answer x x 16, 47, 50, 56, 76, 116, 127, 128, 136, 146, 148, 149, 156, 159
Multiple choice multiple answer x x 27, 36, 47, 70, 79, 86, 90, 106, 107, 136, 139
Plan, diagram, map labeling x 26, 27, 86, 87, 89, 96
Matching x 7, 30, 150
Form, note, table, flow-chart, x x 6, 7, 10, 16, 19, 30, 36, 39, 47, 50, 56, 59, 70, 107, 116, 127, 129, 136, 146, 147
summary completion
Sentence completion x 8, 28, 29, 48, 68, 69, 88, 108, 128, 148
Inference x x 16, 27, 37, 127, 147, 157
True/False 36, 56, 76, 96, 109, 119
Sequencing 76, 156
50-50 choice 8, 9, 87

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Level 3
Key Listening Skills IELTS TOEFL Page(s)
Listen for main ideas x x 7, 9, 10, 16, 26, 30, 36, 47, 56, 66, 70, 76, 87, 90, 96, 106, 110, 127, 130, 136,
147, 150, 156
Listen for details x x 6, 7, 10, 16, 26, 30, 36, 47, 56, 66, 70, 76, 79, 86, 87, 90, 96, 97, 106, 107, 110,
126, 127, 130, 136, 147, 150
Listen for reasons or examples x x 7, 9, 16, 47, 67, 69, 96
Listen for key words and phrases x x 8, 9, 48, 68, 88, 107, 108, 109
Listen for functional expressions x x 28, 68
Listen for numbers and statistics x x 39
Listen for note-taking x x 6, 7, 26, 27, 46, 47, 66, 67, 106, 126, 146
Listen for organization x x 87, 128, 129, 148, 156
Listen for cause and effect x x 67, 68, 69, 86, 87, 96

Common Listening Task Types IELTS TOEFL Page(s)

Multiple choice single answer x x 7, 10, 26, 36, 66, 76, 87, 90, 96, 106, 130, 136, 147, 150, 156
Multiple choice multiple answer x x 7, 27, 47, 70, 79, 96, 110, 127, 136, 147
Plan, diagram, map labeling x 16, 36, 56, 96
Matching x 16, 28, 116, 156
Form, note, table, flow-chart, x x 6, 8, 10, 26, 30, 67, 69, 70, 76, 87, 90, 106, 107, 110, 116, 126, 127, 130, 136,
summary completion 146, 147, 150
Sentence completion x 8, 28, 68, 86, 108, 109, 128, 148
Inference x x 27, 116
True/False 36, 97, 127, 159
Sequencing 47, 148, 156
50-50 choice 36

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Level 4
Key Listening Skills IELTS TOEFL Page(s)
Listen for main ideas x x 7, 10, 16, 26, 30, 36, 46, 47, 56, 66, 70, 76, 87, 90, 96, 106, 116, 126, 130, 136,
146, 150, 156
Listen for details x x 6, 7, 10, 16, 17, 26, 27, 30, 36, 37, 46, 47, 56, 66, 67, 70, 76, 77, 88, 89, 90, 96,
106, 107, 116, 126, 130, 136, 146, 147, 150, 156
Listen for reasons or examples x x 27, 137
Listen for key words and phrases x x 8, 87, 88, 108, 148, 149
Listen for functional expressions x x 28, 48, 68, 128
Listen for numbers and statistics x x 6, 96, 110, 119
Listen for attitude and opinion x x 7, 51, 87, 126, 127, 146, 159
Listen for note-taking x x 6, 16, 26, 46, 66, 87, 106, 126, 146
Listen for purpose x x 107, 116
Listen for organization x x 56, 87, 147

Common Listening Task Types IELTS TOEFL Page(s)

Multiple choice single answer x x 30, 66, 70, 87, 90, 107, 126, 130, 136, 139, 146, 150, 156
Multiple choice multiple answer x x 16, 26, 36, 56, 96, 106, 116, 137, 139, 150
Plan, diagram, map labeling x 87, 110
Matching x 7, 8, 47, 68, 116, 126, 147
Form, note, table, flow-chart, x x 6, 10, 16, 26, 27, 30, 36, 47, 56, 66, 70, 76, 87, 90, 96, 126, 136, 137, 146
summary completion
Sentence completion x 8, 28, 48, 68, 88, 108, 109, 128, 130, 148, 149
Inference x x 96, 106, 116, 136, 137
True/False 7, 17, 37, 39, 79
Sequencing 56, 147
50-50 choice 67

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INDEX 2: SPEAKING (by level)

Level 1
Many of the activities in the 21st Century Communication series help students to develop and practice key speaking exam skills. Popular
standardized exams such as IELTS and TOEFL have speaking components, and it is advisable for students to develop and practice specific
sub-skills which can improve their results. Speaking tasks are included throughout the series and are designed to build students’ ability to
communicate fully, fluently, and flexibly.

Key Exam Skills IELTS TOEFL Page(s)

Give reasons x x 7, 8, 9, 11, 19, 20, 21, 39, 40, 41, 49, 51
Give suggestions x x 11, 28, 29, 30, 31, 41, 60, 61, 151
Express opinions x x 48, 49, 50, 51, 61
Use listing signals x x 68, 69, 71, 81, 147
Support ideas with examples x x 81, 88, 89, 91, 94, 100, 101
Show interest x 108, 109, 111, 119
Talk about solutions x x 128, 129, 131, 140, 141
Rephrase key ideas x x 148, 149, 161
Give advice 51, 111
Pronunciation Skills
Contractions x x 17
Thought groups and pausing x x 57
Linking x x 137
Use correct intonation x x 77, 117
Use correct stress x x 37, 97, 157

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A PART OF CENGAGE

In the IELTS Speaking exam and in real life, students need to be able to talk about both familiar and unfamiliar topics. They are assessed on
their ability to do both of these, with higher results being achieved for more abstract, less personal topics. Here is an index of where
opportunities for speaking about these topic types can be found in Student’s Book 1.

Speaking about yourself and 3, 5, 7, 18, 25, 27, 29, 33, 34, 38, 43, 45, 46, 51, 53, 54, 57, 58, 63, 65, 67, 69, 73, 74, 78, 83, 84, 85,
everyday, familiar topics 89, 90, 93, 103, 105, 108, 109, 113, 114, 120, 123, 125, 133, 134, 139, 143, 145, 149, 150, 153, 155

Speaking about abstract 17, 23, 31, 39, 41, 43, 47, 53, 59, 63, 71, 77, 79, 87, 88, 97, 99, 107, 114, 117, 126, 127, 131, 135, 137,
concepts 139, 143, 147, 158, 159

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A PART OF CENGAGE

Level 2
Key Exam Skills IELTS TOEFL Page(s)
Agree and disagree x 8, 9, 11
Ask follow-up questions 48, 49, 51, 74, 94, 154
Express opinions x x 28, 29, 30, 31
Use signal words to mark x x 128, 129
transitions
Support ideas with examples x x 20, 60, 108, 109, 110, 111
Make recommendations x 68, 69, 71, 101, 110, 111, 151
Express cause and effect x x 88, 89, 90, 91, 100
Rephrase and summarize key x x 148, 149
ideas
Give advice 31, 39, 67
Pronunciation Skills
Numbers x x 57
Schwa sounds x x 157
Thought groups and pausing x x 37, 161
Linking x x 17
Use correct intonation x x 97, 137
Use correct stress x x 77, 117

Speaking about yourself and 3, 5, 7, 14, 19, 23, 25, 27, 33, 34, 37, 38, 39, 40, 43, 45, 53, 58, 63, 65, 69, 73, 74, 77, 78, 83, 85, 87,
everyday, familiar topics 93, 94, 98, 103, 105, 107, 113, 114, 117, 119, 121, 123, 125, 127, 129, 133, 134, 137, 139, 140, 143,
145, 146, 147, 150, 153, 154, 159

Speaking about abstract 5, 13, 19, 23, 43, 47, 51, 54, 57, 58, 59, 63, 65, 80, 83, 87, 99, 103, 115, 123, 127, 131, 134, 135, 139,
concepts 143, 157, 159, 160

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A PART OF CENGAGE

Level 3
Key Exam Skills IELTS TOEFL Page(s)
Use someone’s story to make a x x 8, 9, 10, 11
point
Seek and offer clarification 28, 29, 31
Explain unfamiliar terms x x 48, 49, 51, 60, 61
Use signal words to mark x x 128, 129, 131, 141
transitions
Appeal to emotions x x 88, 89, 101
Discuss pros and cons x x 108, 109, 111, 121
Express cause and effect x x 68, 69, 90, 91
Describe a sequence of events x x 148, 149, 161
Give advice 71, 111, 131, 139
Pronunciation Skills
Use correct intonation x x 17, 37, 117
Use correct stress x x 57, 88, 89, 90, 91
Thought groups and stress x x 77, 97
Word endings x x 137, 157
Vary pace and pausing x x 81, 121

Speaking about yourself and 3, 4, 7, 9, 13, 14, 17, 18, 19, 20, 23, 25, 26, 27, 31, 34, 39, 43, 45, 53, 54, 55, 59, 61, 63, 65, 67, 70, 71,
everyday, familiar topics 73, 74, 79, 81, 83, 87, 94, 103, 105, 107, 108,109, 111, 113, 118, 123, 127, 129, 131, 133, 134, 138,
139, 141, 143, 145, 149, 153, 154

Speaking about abstract 3, 4, 9, 15, 17, 19, 23, 25, 27, 29, 30, 33, 37, 39, 43, 55, 59, 63, 65, 75, 83, 85, 87, 89, 93, 95, 97, 99,
concepts 103, 114, 115, 117, 119, 125, 127, 133, 134, 135, 137, 139, 143, 145, 147, 151, 153, 158, 159

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A PART OF CENGAGE

Level 4
Key Exam Skills IELTS TOEFL Page(s)
Ask rhetorical questions x x 8, 9, 21
Discuss pros and cons x x 17
Use persuasive language x x 28, 29, 31, 41
Use contrast x x 48, 49, 51
Help listeners follow ideas x x 68, 69
Use qualifiers and intensifiers x x 88, 89, 91
Describe time, frequency, and x x 108, 109, 111
duration
Respond to people’s opinions x x 128, 129, 131
Choose the right voice x x 148, 149, 151
Give advice 39
Repetition as a rhetorical device x x 161
Pronunciation Skills
Focus on specific sounds x x 37, 77, 117
Use correct stress x x 5, 7, 97, 137
Thought groups x x 17
Use emphasis x x 97, 157
Vary pace and pausing x x 3, 57

Speaking about yourself and 3, 5, 7, 9, 11, 13, 18, 25, 26, 27, 34, 38, 43, 45, 49, 53, 54, 55, 58, 63, 64, 65, 73, 74, 78, 83, 85, 86, 87,
everyday, familiar topics 89, 93, 94, 103, 105, 106, 109, 111, 113, 114, 115, 117, 119, 123, 125, 126, 129, 130, 133, 134, 141,
143, 145, 149, 153, 154, 155, 161

Speaking about abstract 3, 5, 7, 13, 15, 19, 21, 23, 33, 35, 37, 39, 43, 45, 47, 51, 53, 59, 61, 63, 67, 71, 75, 77, 79, 83, 85, 91,
concepts 95, 97, 99, 101, 105, 107, 121, 125, 127, 131, 135, 137, 139, 143, 145, 147, 151, 155, 157, 159

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