The document provides sample questions, vocabulary, and guidance for answering questions for the IELTS speaking exam on the topic of wild animals. It includes potential questions about animals as pets, visits to zoos/safaris/farms, and what animal one would like to be. It then gives advice on how to structure answers, including using a 3 sentence structure of thoughts, response, and restatement. Guidance is provided on answering yes/no, advantage/disadvantage, and follow up questions. The document also includes relevant vocabulary for the topic and suggestions for improving listening skills.

1. IELTS SPEAKING
Topic: Wild animal

2. • Do you like animals? Why?
• What animal(s) would you have as your pet(s)?
• Have you ever been to a zoo or on a safari?
• Have you been to a farm?
• If you could be a different animal, what would you choose to be?
QUESTIONS

3. VOCABULARY
Captivity
Domesticated
Wild
Zoo
Safari
Carnivore | Carnivorous
Herbivore | Herbivorous
Omnivore | Omnivorous
Rabies | Rabid (adj)
Entomology
Predatory (adj)
Fur
Feather
Poaching
Battery farming
Euthanize
Scale
Lungs
Gills
Horn
Wings
Offspring
Mammal
Bird
Fish
Reptile
Amphibian
Arthropod
Adaptation
Habitat
Diurnal
Nocturnal

4. COLLOCATION
• Driven to extinction = bị dồn đến mức tuyệt chủng
• Detrimental effect to natural environment/habitat of some species = có hại cho môi trường
• Witness the resurgence of [species] = Chứng kiến sự quay lại của loài (trước đó tuyệt chủng)
• The number dwindles = Ở mức/số lượng đáng lo ngại (dùng để nói về động vật)
• To build a better environment on the foundation of
• Survival of the fittest/Natural selection =
• Natural diversity
• Natural terrarium
• The basis for species to co-exist
• Global extinction = tuyệt chủng toàn cầu.

5. Describe a time when you got close to wild animals
• When it happened
• What the animals were doing
• Who were you with
• Explain what you were doing

6. Discussion questions – Part 3
1. What are the main roles of animals in your country?
2. Why is it important to conserve the world’s animal and plant species?
3. Which species are endangered in your country? Why?
4. Do you think modern farming methods are cruel to animals?
5. Why do many people refuse to eat meat?
6. What effects do you think humans have on wild animals?
7. What measures could we take to protect wildlife?
8. Is it the responsibility of schools to teach children about protecting wildlife?
9. Do many people in your country like to have a pet?
10. What kinds of pets are most popular in your country?
11. What are some of the advantages and disadvantages of having a pet?

7. • How do I answer a question?
 Just give the answer to what the question demands?
 Give answer and then some?
THOUGHT PROCESS (3 sentences process made by me)
 Spend at least one sentence to give your thoughts on the question/answer. Second sentence is for answering the
question. Third sentence is for paraphrase what you said in 1st sentence.
 You can always give reasons for your answer.
 The key is to try to use adjectives + Use the correct vocabulary.
 It is better to use simple vocabulary correctly than using complex vocabulary incorrectly

8. YES/NO QUESTIONS
• Yes/no question in part 3 IELTS?
 Not just the answer, but the answer and then some
 Yes/no questions are good for you, because you can express your thoughts (talk more = more chance to
prove you are good at English)
 Yes/no questions are the ones to win back points if you think you have done poorly in previous sections
• How do I answer a Yes/No question?
 Step 1: Answer it (Yes or No), and then paraphrase the question for a starting line.
 Step 2: Give reasons for you answer (Yes, why?). Your answer should have from 2-3 sub-ideas to support it.
 Step 3: You can give a little extra information or repeat what you said in step 1 for a conclusion.

9. YES/NO QUESTIONS
• Is it the responsibility of schools to teach children about protecting wildlife?
 Step 1: Answer the question and paraphrase the question for a starting line:
“Yes, I do believe that nature appreciation should be something mandatory in education| although not always that
what we learn the most comes from school, so I also think that it is what families and communities should have at heart.”
 Step 2: Give reasons to your answer:
“Protecting wildlife, in a way, is protecting ourselves as we are, after all, a part of the world in which we live, we don’t
solely exist by ourselves but rather as a whole, in harmony with other species, we need other species to survive as do they
us. Besides, learning to appreciate lives other than our own helps us to sympathize with the harsh daily life of animals,
which in turns, can teach us about compassion and mercifulness, which to my opinion, is what is lacking in most of young
people in this day and age.
 Step 3: Extra information or repeat what you said to make a conclusion:
“We are mammals but, to my uttermost surprise, we differ from other mammals in the sense that we don’t seem to co-
exist in equilibrium with other species, so it is high time that school and communities had a stronger move in raising
wildlife awareness among young learners and adults.”

10. YES/NO QUESTIONS
• Is it the responsibility of schools to teach children about protecting wildlife?
Putting them all together we have something like this:
“Yes, I do believe that nature appreciation should be something mandatory in education although not always that what
we learn the most comes from school, so I also think that it is what families and communities should have at heart.
Protecting wildlife, in a way, is protecting ourselves as we are, after all, a part of the world in which we live, we don’t
solely exist by ourselves but rather as a whole, in harmony with other species, we need other species to survive as do they
us. Besides, learning to appreciate lives other than our own helps us to sympathize with the harsh daily life of animals,
which in turns, can teach us about compassion and mercifulness, which to my opinion, is what is lacking in most of young
people in this day and age. We are mammals but, to my uttermost surprise, we differ from other mammals in the sense
that we don’t seem to co-exist in equilibrium with other species, so it is high time that school and communities had a
stronger move in raising wildlife awareness among young learners and adults.”

11. ADVANTAGE/DISADVANTAGE QUESTIONS
• How do you answer those question? You got it, the same old “3 sentences process”. But with this
Advantage/Disadvantage type, things are a little bit different
 Step 1: Give a little thought (like A outweigh B in many instances such as…; Though B outweigh A but the
merits it brings still……)
 Step 2: The answer, list out the advantages and disadvantages. But don’t just list them out, try to have a short
comment on each or all of the advantages/disadvantages.
 Step 3: As always, give extra information or repeat what you say in step 1 (in another word), or give some
further comments to top it up.

12. ADVANTAGE/DISADVANTAGE QUESTIONS
What are some of the advantages and disadvantages of having a pet?
 Step 1: Give some thoughts
“Well, for me personally, I don’t think there are many disadvantages for having a companion of another species as the
merits they bring outweigh the demerits by a dusty mile but owning a pet does have some discomforts.”
 Step 2: Answer, listing them out, and try to give some comments
“I’ll start with the disadvantages, one of the most peevish one to me is the fur they leave in their paths which can be a big
problem to my guests as some of them are allergic to animal’s fur. Second one being time management as pets are our
companion, I strongly think they have feelings, emotions and memories as do we, so they need friends and someone to show
them around, teaching them things as much as we do. But even so, having a furry friend is a great benefit to a person’s
mental well-being as life is so stressful and not always can you find someone to pour it all out to. Furthermore, having pets
increases the tendency of a person going out and socializing as well as the level of serotonin, which plays a vital role in our
emotion chemistry as it boosts happiness.”
 Step 3: Some more information or repeat what you said
“Having a pets could be an unexpected turn of event in your life as human, in ourselves, are not made to be alone and as
with everything, one has to compromise to see what best works for the status quo.”

13. What are some of the advantages and disadvantages of having a pet?
Putting them all together we have something like this:
ADVANTAGE/DISADVANTAGE QUESTIONS
“Well, for me personally, I don’t think there are many disadvantages for having a companion of another species as the
merits they bring outweigh the demerits by a dusty mile but owning a pet does have some discomforts. I’ll start with the
disadvantages, one of the most peevish one to me is the fur they leave in their paths which can be a big problem to my guests
as some of them are allergic to animal’s fur. Second one being time management as pets are our companion, I strongly think
they have feelings, emotions and memories as do we, so they need friends and someone to show them around, teaching them
things as much as we do. But even so, having a furry friend is a great benefit to a person’s mental well-being as life is so
stressful and not always can you find someone to pour it all out to. Furthermore, having pets increases the tendency of a
person going out and socializing as well as the level of serotonin, which plays a vital role in our emotion chemistry as it boosts
happiness. Having a pets could be an unexpected turn of event in your life as human, in ourselves, are not made to be alone
and as with everything, one has to compromise to see what best works for the status quo.”

14. VOCABULARY – SPOKEN LANGUAGE
• Be interested in
• Be my guest
• It’s easy for you to say
• I’m not a big fan of
• I can do it anytime in a day/any day in a week
• I can do this all day
• To tell you the truth
• The point is
• You missed the point
• Oh really?/Is it, now?/For real?
• I guess/I think so
• How are you doing?/How do you do?/How have you been?

15. • To keep in touch with someone
• Serves you right!/Good riddance!
• My money would be on…:
• Anytime!
• Easier said than done
• Cut to the chase
• What’s the catch
• Not worth a dime
• It’s nothing worth writing home about
• Way to go
• That’s music to my ears
• That’s not my cup of tea
• By all means:
• Good to know:
• Burning the late-night oil:
• Just you wait!
• Half-knowledge
• You don’t say?.
VOCABULARY – SPOKEN LANGUAGE

16. Problems
• Luyện nghe nhiều hơn (rất nhiều)
• Nói chậm lại, dung ngữ pháp để ghép câu
• Tra từ điển Oxford, hoặc tra youtube với từ khóa “How to pronounce [từ cần biết]”

17. VOCABULARY
• Finalize (v):  Finalize the answer, or to conclude the answer
• Conclusion (n):
• Food chain (n):
• Paraphrase (v): to repeat what someone else has said in another word
• Karma (n): Nghiệp (Good karma n Bad karma)
• Effect (n): hiệu ứng
• Affect (v):
• Raise awareness (n): nâng cao nhận thức
• To have what it takes to do something : Có đủ điều kiện để làm gì đó không
• Mandatory
• At heart: bản chất thực sự của cái gì  He is a good person at heart.
• Scam (n): lừa đảo
• Fraud (n): lừa đảo liên quan đến giả mạo
• Counterfeit (v/n): lừa đảo liên quan đến làm giả cái gì đó
• (be) In harmony with (adj): hòa hợp, hài hòa với cái đó
• Which in turns: Sau đó….
• In this day and age = Nowadays
• Uttermost (adj): Rất (x100)
• Different (adj):
• Difference (n):

18. VOCABULARY
• Differentiate (v): nhận ra điểm khác biệt
• Differ (v): khác (động từ)
• Equilibrium (n): hòa hợp, bình yên = Harmony
• To have something at heart = coi trọng [Something] và thực hiện nghiêm chỉnh
• It is high time that somebody DID something = Đã đến lúc báo động ai đó cần làm gì đó

19. Is it the responsibility of schools to teach children about protecting wildlife?
 Step 1: Answer the damn question + paraphrase the question for a opening line
“Yes, the school should be responsible for teaching the children to protect wildlife.
 Step 2: Give reasons to your answer (you should have 2-3 smaller ideas):
“It’s because children should be taught about this early so they can have an idea of hơ to protect wildlife, it makes
children to go out to the environment to water trees or to grab the rubbish take it to the dump.”
 Step 3: Give some extra information OR repeat what you said in step 1:
“That’s why I think it’s necessary for schools to tell children how we should protect the eco-system.”
“Yes, the schools should be responsible for teaching the children to protect wildlife. It’s because children should be
taught about this early so they can have an idea of how to protect wildlife, it makes children to go out to the
environment to water trees or to grab the rubbish and take it to the dump. That’s why I think it’s necessary for schools
to tell children how we should protect the eco-system.”

20. VOCABULARY
• Be responsible for = to be the reason or the cause of something BAD
• Responsibility (n):  moral duty
• “The children should be aware of their civic duty of cleaning the street and prevent littering”
• Civilization (n): the state of a human society that is very developed and advanced
• Civic (adj): relating to town or city
• Civic duty (n): lao động công ích
• Trash can/rubbish can/bin
“Yes, It is schools’ moral duty to educate young learner about nature appreciation. It’s because children should be
taught about this early so they can have an idea of how to protect wildlife, it makes children to go out to the
environment to water trees or to pick up the trash an put them in the garbage can. That’s why I think it’s necessary for
schools to tell children how we should protect the eco-system.”

21. VOCABULARY
• Bona fide (adj): real, authentic. In old days, it used to mean “in good faith”
• Carpe diem (v): seize the day, live the moment. Like, the original YOLO lol
• Caveat Emptor (v): “Let the buyer beware” (literally translated). Meaning buyer should think carefully before
buying something because once you purchase it, the problems that go with the object are going to be yours.
• Cum laude (adv): with honor (exclusively used with your ranking in universities, in accordance with you GPA)
 Cum laude (adv): for students with GPA of 3.5 – 3.7
 Magna cum laude (adv): for students with GPA of 3.8 – 3.9
 Summa cum laude (adv): for students with GPA of 4.0+
• Compos mentis (adj): in fully control of one’s mind (meaning you are aware of your action, hence are fully
responsible for it)
• Pro bono (adv): short for “Pro bono publico” (“For the greater good” or “for the good of the public”), meaning you
do something because you believe in the cause, no need for paying.
“I work pro bono for this environmental firm.”
• Vice versa (you already know), Et cetera (you already know, too)