IELTS-Speaking-Describing-an-Intelligent-Person.pptx

IELTS Speaking

1. IELTS Speaking: Describing an Intelligent Person This presentation provides practical guidance for teachers and students preparing for the IELTS Speaking Part 2 task on describing an intelligent person. We'll focus on visual teaching techniques and relationship-focused language skills.

2. Understanding the Task Requirements 1 Task prompt Describe an intelligent person you know Who this person is How you know this person What this person does And explain why you think this person is intelligent 2 Task parameters Preparation time: 1 minute (note-taking allowed) Speaking time: 1-2 minutes (90-120 seconds) Assessment focus: Coherence, vocabulary range, fluency and pronunciation The key challenge is to demonstrate intelligence through specific behaviours and events , rather than making general claims.

3. Classroom Brainstorming Activity Activity Guidelines Students independently list three intelligence traits with corresponding specific behaviours (2 minutes) Pair exchange and enhancement Teacher facilitates whole-class sharing to build a collective brainstorm wall This visual approach helps students connect abstract traits with concrete examples , establishing a foundation for detailed responses. Creating a visual brainstorm wall encourages collaborative learning and provides a reference point throughout the lesson.

4. Building a Visual Brainstorm Wall Logical thinking Quickly solved a complex maths problem during a competition Systematically organised scattered information into clear categories Found the error in a group project by creating a detailed flowchart Creative problem-solving Designed a unique project proposal that stood out from peers Repurposed everyday materials to fix broken equipment Used gamification to teach difficult concepts to younger students Quick learning ability Mastered programming in just one month Excelled across multiple unrelated subjects Picked up a new language through self-study in a single term Sharp insight Anticipated project risks before they materialised Accurately understood others' needs with minimal explanation Identified underlying patterns in seemingly unrelated events Analytical skills Broke down complex problems into manageable parts Compared multiple solutions to find the most efficient approach Evaluated arguments from different perspectives before forming opinions

5. Response Structure: From Abstract to Concrete WHO Introduce the person and their relationship to you HOW Explain how you came to know them (specific context) WHAT Describe their typical behaviours and achievements WHY Provide specific evidence of intelligence through detailed examples The crucial logic is to concretise "intelligence" through specific problem-solving experiences, innovative ideas, or unique learning methods, establishing clear cause-effect relationships between actions and traits.

6. Key Sentence Frameworks Introduction & Background "The intelligent person I want to talk about is [name], who is my [relationship]. I got to know him/her when [specific scenario]." Daily Behaviours & Achievements "In daily life, he/she often [routine behaviour], and he/she also [significant accomplishment]." Core Evidence (Critical) "What makes me think he/she is intelligent is [specific incident]—he/she [their approach], which showed [intelligence trait]." Comparative Enhancement "Unlike others who [conventional approach], he/she chose to [unique approach], and finally [result], proving how smart he/she is." These sentence structures guide students to move beyond general descriptions to evidence-based explanations of intelligence. The core evidence sentence is particularly crucial as it directly addresses the "why" component of the task.

7. Essential Vocabulary Resource Intelligence Traits Logical thinking Creative problem-solving Quick learning ability Sharp insight Analytical skills Behaviour Descriptions Figure out difficult problems Come up with innovative ideas Organise information clearly Anticipate potential risks Explain complex concepts simply Achievements & Contexts Win a competition Lead a project successfully Master a new skill quickly Solve a crisis Get top grades in multiple subjects Versatile Phrases Stand out from others Think outside the box Break down problems into parts Come to a solution quickly Encourage students to incorporate at least 3-5 of these expressions into their responses to demonstrate lexical resource and precision.

8. Interactive Activity: Trait Matching Activity Structure (8 minutes) Display 4 "intelligence event cards" and "trait cards" on the board Students work in pairs to match events with corresponding traits Using the core sentence structure: "This event shows [trait] because [reasoning]" Teacher reveals correct matches and invites group sharing 1 Event Used charts to organise data, found project error in 10 minutes 2 Trait Logical thinking This visual matching activity reinforces the connection between abstract traits and concrete behaviours, preparing students for detailed responses.

9. Interactive Activity: Problem-Solving Scenarios Scenario 1 Class charity sale is going slowly, with revenue far below expectations after half a day. Scenario 2 English presentation group discovers their PowerPoint file is corrupted 10 minutes before presenting. Scenario 3 Student is overwhelmed by too many history facts to memorise and becomes anxious before exam. Students discuss in groups: "How would an intelligent person solve this problem?" They must identify specific actions and the intelligence traits demonstrated, then share using the pattern: "For this problem, the intelligent person would [approach], which shows [trait]—unlike others who [common reaction], they choose to [unique solution], resulting in [outcome]."

10. One-Minute Note-Taking Practice Activity Purpose To practise quick organisation of ideas within the actual 1-minute preparation time allowed in the exam Instructions Students complete the note template with keywords only Refer to class brainstorm wall for ideas Focus on concrete details for the "Why intelligent" section Note Template Who: ________________ How I know them: ________________ What they do: ________________ Why intelligent (specific event): ________________ Intelligence trait shown: ________________

11. Peer Feedback Practice Activity Structure (12 minutes) Work in pairs: Speaker A presents their full response (1-2 minutes) Partner B evaluates using the checklist Switch roles and repeat Teacher summarises key learning points This peer assessment process helps students internalise the critical importance of specific examples in making claims about intelligence believable. Evaluation Checklist Covered all 4 task points Included at least one specific event demonstrating intelligence Used minimum 3 vocabulary items from lesson Response timing: 90-120 seconds Specific feedback suggestions:

12. Model Response: Peer Perspective The intelligent person I want to talk about is my college classmate, Alex. I got to know him last semester when we were paired for a physics group project—we had to design a small solar-powered device, and I was worried because I'm not good at hands-on work. In daily life, Alex stands out from others : he always gets top grades in math and physics, and he often helps classmates with difficult problems after class. But what really made me realize how smart he is was our project... Problem situation Device kept shutting down, group spent an hour rechecking wires with no success Intelligent approach Listed all possible problems, tested each part systematically in 15 minutes Solution & innovation Found wrong wire connection, added sensor to prevent future errors This example effectively demonstrates logical thinking and creative problem-solving through specific actions rather than general claims.

13. Model Response: Teacher Perspective Key Features of This Response Specific teaching method (treasure hunt game for algebra) demonstrates creativity Concrete outcome evidence (class scores improved from lowest to top 3) Comparison element ("Most teachers just follow textbooks, but...") Secondary example (using origami to teach geometry) Personal impact reflection that extends beyond the classroom Highlighted Intelligence Traits Sharp insight into student learning needs Creative problem-solving through innovative teaching methods Ability to explain complex concepts simply Understanding of human relationships as a form of intelligence

14. Putting It All Together: Key Takeaways Concrete evidence Always support claims of intelligence with specific examples that show rather than tell Logical structure Follow the Who→How→What→Why framework to ensure comprehensive coverage Precise vocabulary Use specific intelligence traits and behaviour descriptions rather than generic terms like "smart" Comparative element Strengthen responses by contrasting the intelligent approach with conventional methods Remember that the examiner is looking for evidence of your language skills through detailed description , not just claims about someone's intelligence. The ability to articulate specific examples demonstrates your own communication intelligence!