IELTS Speaking

Lecture Notes: IELTS Speaking Test

Introduction

The IELTS Speaking test is the same for both Academic and General Training exams.


The Speaking test is conducted face-to-face or online with a certified IELTS examiner and lasts 11-14 minutes.


The test is divided into three parts: introduction and interview, individual long turn, and two-way discussion.

Part One: Introduction and Interview (4-5 minutes)

The examiner will introduce himself/herself and ask you to do the same, confirming your identity.


The examiner will ask you general questions about topics such as family, studies, work, and interests.

Part Two: Individual Long Turn (3-4 minutes)

The examiner will give you a task card with a topic and some points to cover in your speech.


You will have one minute to think and prepare, using a paper and pencil if necessary.


You will then have one to two minutes to speak on the topic, followed by questions from the examiner.

Part Three: Two-Way Discussion (4-5 minutes)

The examiner will ask more questions related to the topic from Part Two.


This is an opportunity to talk about additional ideas.

Tips for IELTS Speaking Test

Practice speaking English every day, with friends, family, and peers.


Record yourself speaking to identify areas for improvement.


Don't worry about giving the right or wrong answers, the focus is on how well you can express your opinions in English.


Avoid repeating the examiner's question in your answer, rephrase it in your own words.


Speak naturally, not too fast or too slow.


Provide detailed answers, not just "yes" or "no."


Use correct verb tenses in your answers.


Practice pronouncing numbers clearly.


Use simple language if you are not comfortable with complex vocabulary.


Provide reasons for your answers to demonstrate a wider range of grammar and vocabulary.

What is being tested?

Fluency and Coherence (25% of marks)


Vocabulary (25% of marks)


Grammar (25% of marks)


Pronunciation (25% of marks)

Tips to Increase Your Score

Commit to speaking English every day.


Practice answering IELTS-style questions.


Expand your vocabulary.


Familiarize yourself with the exam format.


Know what you will be tested on.


Identify your strengths and weaknesses.


Practice recognizing grammatical structures.


Focus on fluency.


Improve your pronunciation.


Fluency and Coherence




What type of IELTS exam includes the Speaking test?


How long does the IELTS Speaking test last?


How many parts does the Speaking test consist of?


What does the examiner do in Part One of the Speaking test?


What is the purpose of Part Two of the Speaking test?


What kind of questions will the examiner ask in Part Three of the Speaking test?


How can you improve your English speaking skills for the IELTS test?


What is the focus of the IELTS Speaking test?


What should you avoid doing during the Speaking test?


What is the recommended speed for speaking in the IELTS test?


What type of answers should you provide during the Speaking test?


How important is verb tense in the IELTS Speaking test?


What should you practice to improve your pronunciation in the IELTS test?


What is the percentage of marks allocated for Fluency and Coherence in the IELTS Speaking test?


What should you do to increase your score in the IELTS Speaking test?


How often should you practice speaking English for the IELTS test?


What kind of questions should you practice answering for the IELTS Speaking test?


How can you expand your vocabulary for the IELTS test?


What should you do to familiarize yourself with the IELTS Speaking test format?


What should you do to identify your strengths and weaknesses in the IELTS Speaking test?




IELTS Speaking Part 2

Describe an interesting animal you have seen

You should say:

What animal it was


When and Where you saw it


And explain how you felt about this animal

IELTS Speaking Part 3

What kind of animals do people have in their homes?


A lot of animals are going extinct these days. What do you think about this? Why is it happening?


Earlier people used animals for their work. Now, what do people use to do their work?


Researchers are being conducted on animals, is this a good idea?




IELTS Speaking Part 2

Describe a crowded place you’ve been to

You should say:

when you went there


where the place is (or, was)


who you went with


and explain how you felt about the place.

IELTS Speaking Part 3

Why do many people enjoy going to crowded places?


Where (or what) would you say is the most crowded place in your city?


Would you say it’s important for a city to have amusement (and/or recreational) facilities?


Why do you think people choose to live in big cities (despite the problems)?


How do you think cities overseas are different from those in your country?


Would you say urban planning is important?




IELTS Speaking Part 2

Describe a person who is often in the news, and who you would like to meet.

You should say:

who this person is


how you know him/her


why he/she is often in the news


and explain why you would like to meet him/her.

IELTS Speaking Part 3

What is the difference between new media and old media?


Do you think the contents in the newspapers are reliable?


Do you think it’s necessary for people to watch foreign news?


How has social media changed how we consume news?


What kinds of (famous) people are usually in the news in your country?




IELTS Speaking Part 2

Describe a family member you spend a lot of time with. You should say:

who this person is


what you usually do together


what kind of person he/she is


and explain why you spend the most time with him/her.

IELTS Speaking Part 3

What are the advantages of strong family relationships?


How many generations are usually living under one roof in your country?


What are the benefits, and drawbacks of a family of several generations living together?


Do parents have equal responsibilities in taking care of their children?


When taking care of a baby (or a young child), what do you think are the differences between a father and a mother?



Describe a school you went to in your childhood
You should say:
Where it was

What it was like

What did you learn there and explain how you felt about it



Describe an interesting person you have met.

You should say:

who he/she was


where you met him/her


what was special about him/her


And explain why this person was interesting.





Definition: Fluency refers to the ability to speak smoothly and effortlessly, without long pauses or repetition. Coherence refers to the logical and clear organization of ideas and thoughts.


Classroom activities:

Pair speaking: Students can practice speaking with a partner on a variety of topics. Encourage them to focus on speaking smoothly and logically connecting their ideas.


Group discussions: Organize group discussions on current events, personal experiences, or other topics that interest the students. Encourage them to use linking words and phrases to connect their ideas and maintain the flow of their speech.


3. Impromptu speeches: Ask students to prepare impromptu speeches on various topics within a limited time frame. This will help them develop their ability to think on their feet and articulate their ideas more effectively.

Role-playing: Encourage students to engage in role-playing activities where they can practice speaking in different scenarios and develop their fluency and coherence skills.


Vocabulary

Definition: Vocabulary refers to the range and accuracy of words used by the speaker.


Classroom activities:

Word association games: Play word association games where students have to come up with as many related words as they can in a given time frame.


Word-of-the-day: Start a word-of-the-day routine where students learn a new word each day and use it in a sentence.


Picture prompt discussions: Provide students with a picture prompt and ask them to discuss what they see and the related vocabulary.


Vocabulary journals: Encourage students to keep a vocabulary journal and write down new words they learn each day along with their definitions and context in which they were used.

Grammar

Definition: Grammar refers to the accuracy and range of grammar structures used by the speaker.


Classroom activities:

Grammar exercises: Provide students with grammar exercises to practice their grammatical accuracy and range.


Error correction: Encourage students to correct each other's grammar mistakes in a positive and supportive manner during group activities.


Model sentences: Provide students with model sentences and ask them to identify and correct the grammar errors.


Grammar games: Play grammar games such as sentence construction, sentence matching, and sentence completion.

Pronunciation

Definition: Pronunciation refers to the clarity and accuracy of the speaker's pronunciation of words.


Classroom activities:

Minimal pairs: Provide students with minimal pairs (words that differ by only one sound) and ask them to identify the difference in pronunciation.


Pronunciation exercises: Encourage students to practice pronunciation exercises such as tongue twisters, pronunciation drills, and pronunciation games.


Shadowing: Ask students to listen to native speakers and practice repeating the words and sentences after them.


Pronunciation feedback: Provide students with individualized pronunciation feedback and suggest specific strategies they can use to improve their pronunciation.

Lesson Plan for IELTS Speaking: Improving Fluency and Coherence

Objective: To improve students’ fluency and coherence in English by providing strategies and activities that will help them to communicate more effectively.

Materials: Whiteboard and markers, task cards, worksheets, peer evaluation forms

Time: 90 minutes

Introduction (10 minutes)

Introduce the lesson by explaining the importance of fluency and coherence in the IELTS Speaking test.


Provide a brief overview of the activities and strategies that will be covered in the lesson.

Section 1: Strategies to improve Fluency and Coherence (30 minutes)

Discuss the following strategies to improve fluency and coherence:

Speaking with a natural rhythm and pace


Using linking words and phrases to connect ideas


Planning and organizing ideas before speaking


Encourage students to practice these strategies in pairs or small groups.

Section 2: Vocabulary Building (20 minutes)

Provide a list of common vocabulary words and phrases that students can use in the IELTS Speaking test.


Encourage students to add to the list by coming up with their own words and phrases.


Conduct a vocabulary quiz to test students’ knowledge of the words and phrases.

Section 3: Grammar Focus (20 minutes)

Provide a list of common grammatical structures that students need to master for the IELTS Speaking test.


Provide worksheets with practice exercises for students to complete.


Review the worksheets as a class, correcting any mistakes and providing feedback.

Section 4: Pronunciation Practice (20 minutes)

Provide a list of common pronunciation problems that students may face in the IELTS Speaking test.


Conduct a pronunciation drill where students practice the sounds and words together.


Encourage students to practice in pairs or small groups, giving each other feedback on their pronunciation.

Conclusion (10 minutes)

Summarize the key strategies and activities that were covered in the lesson.


Encourage students to continue practicing and improving their fluency, coherence, vocabulary, grammar, and pronunciation.


Collect any materials used during the lesson.

Assessment:

Peer evaluation forms can be used to assess students’ progress in terms of fluency and coherence.


A teacher-led evaluation can be conducted at the end of the lesson to provide feedback and advice on areas that need improvement.




Common topics you can practice for the Speaking test include:

Tourism and travel


Education


Transport


Environment


Family life


Sport and recreation


Crime and punishment


The internet


Advertising and retail

IELTS Speaking: Qs &As



Part 1 - Introduction & Interview

Topic: Shoes

Q. Do you like shoes? [Why/Why not?]

A. Yes, I do like shoes mainly because they help me with my mobility. I like them also because they help me to present myself in a more "fashionable" manner in any social or professional settings. Shoes are also considered as a “symbol” of some “status” in our society, and that’s also one of the reasons that I like them sometimes.

Q. How often do you buy shoes?

A. I like to buy new shoes as soon as I find that the shoes, I am currently wearing, are getting old and worn out. However, while I don’t like to buy shoes more than twice in a year, it does happen sometimes that I am buying a particular pair of shoes if I absolutely like them, even though I already have one or two good pairs.




Q. Do you prefer comfortable or good-looking shoes? [Why?]

A. Almost always I prefer comfortable shoes over good-looking ones so that my feet don't scream in pain when I am walking or working. After all, if your feet hurt all day just because of your shoes, you won't exactly be able to pay full attention to the things that you do on a daily basis. Once in a while, I buy a pair of shoes that look gorgeous and fashionable, but if they are not comfortable, I often avoid wearing them.

Q. Do you spend a lot of money on shoes? [Why?]

A. Well, it all depends on how we are defining "a lot of money", but as far as I am concerned, I am an "economic" guy, and I don't exactly spend a lot of money on shoes because they tend to get worn out sooner rather than later these days no matter how much money I am paying for them.




Q. Do people in your country own too many shoes? [Why/Why not?]

A. I don't really think that people in my country own "too many" (again, this can be "subjective") because most people, in my opinion, in Iran, have a rather "moderate" lifestyle (perhaps due to the religious sentiments) where owning "too many" shoes (except for some people, of course) is never a priority.





Part 2 - Cue Card /Candidate Task Card
Describe an enjoyable day you spent in the countryside.

You should say:

when and where you went


who you went with


what you did there

and explain why you enjoyed your experience.

[You will have to talk about the topic for one to two minutes. You have one minute to think about what you are going to say. You can make some notes to help you if you wish.]

Model Answer:

I enjoy visiting the countryside of my beautiful country, Iran, whenever I get an opportunity, especially if it is on a bright sunny day during the summertime. Today, I would like to talk about one such enjoyable day when I visited a place called “Darband” which is located in the north of Tehran (the capital city of Iran) last year.



I moved to Tehran just a couple of years ago because of a job (my first job) from a small town, and I didn’t really enjoy the “hustling and bustling” of a big city like Tehran that much. So, when one of my co-workers invited me to join him to visit the countryside last summer, I agreed immediately. And, I sure was glad that I agreed because it was “once in a lifetime” kind of experience. In fact, the joys of riding in a car in the twists and turns of the mountain route (mountain “Tochai”) in the countryside of “Darband”, while also enjoying the luscious green on both sides of the road at the same time, just couldn’t be described in any words. Then, of course, getting to taste the fresh foods, made by using the unique recipes, from the local restaurants there stimulated my taste-bud like never before as far as I could remember.




Anyway, I enjoyed the experiences so much there because the atmosphere was very relaxing with the amazing and peaceful sound of water of the river “Darband” along the way. I also enjoyed it because the mountain site looked really beautiful as it was playing “hide and seek” game with the sunshine and clouds, making the mountains look “dazzling and illuminated” in one minute but “gloomy” the next. Finally, I enjoyed the experience so much because it allowed me to witness a superb reconciliation between human and nature, not too far away from the hectic and hostile (to nature) city life.


Part 3: Details Discussion:

Q. Do you think it is better to live in the countryside or in the city? Why?

A. I think that it is better to live in the countryside mainly because it allows us to enjoy a more stress-free and peaceful life due to a slow pace of life where one can live his or her life with a rather small amount of earning. Besides, living in the countryside also allows us to enjoy breathtaking views of nature with green trees, forests, lakes, mountains, valleys, and meadows that stretch as far as eyes can see. Finally, living in the countryside allows us to enjoy a relatively healthier life because of its limited air and water pollution, as opposed to the environment of big cities.

Q. What are some of the challenges facing towns and cities today?

A. In my opinion, there are several challenges that towns and cities face today. To begin with, over-population - whereby a very large number of people is concentrated in one particular place, putting too much pressure on the land and water resources which cities and town can hardly sustain. Then, of course, there are challenges of extreme air and water pollution because of too many vehicles and industrial waste. Finally, the high crime rate is also a big challenge in cities because a rather limited number of law and order enforcement professionals struggle to keep an eye on the criminal behaviour of such a huge population in most cases.

Q. What are the advantages of living in a large city than living in a rural area?

A. People like to live in a large city because there are indeed some advantages. First, big cities usually have more and better opportunities for employment because there are usually more businesses and industries in the large cities. Secondly, large cities attract more population because they usually have better educational opportunities, with better colleges and universities, as well as better health treatment facilities (ie. more specialized hospitals). Finally, living in large cities provides more opportunities for recreation and refreshment, offered by their large shopping centres, parks and exclusive restaurants among other facilities.

Q. Do you think that people should have permission to build houses in the countryside?

A. Yes, I think that people should have permission to build houses in the countryside, provided that it will not affect or destroy the very atmosphere or environment for which we tend to enjoy and appreciate the countryside, because after all, people do need to find space in order to build their shelters. Besides, if we allow people to build houses in the countryside on the condition that they would actively get involved in preserving it, then we wouldn’t exactly have to depend too much on people from another place to take care of the countryside, which isn’t always an easy thing to do.

Q. Why do so many people move to big cities from villages each year? What can the government do to prevent this migration?

A. As much as people like to live in the villages or the countryside, the reality is that many of them move to big cities because they don’t have enough opportunities for earning their livings sometimes. Besides, villages don’t have adequate facilities for better education and better health treatments most of the times, and as a result, they are left with no other choices than moving to big cities, which isn’t always an easy decision to make.




The government can work on empowering rural people by creating more job opportunities for them in the village and taking initiatives to improve the education and healthcare facilities in such areas. Since, employment, education and healthcare are the primary reasons a large number of people move to big cities each year, the government's initiatives to improve these facilities can deter people from migrating to large cities.

Q. What changes have you noticed during the last few years in the way people live in a small town?

A. Well, time changes and so do the people with it. Over the last few years, I have noticed that people are becoming more and more “competitive” in gaining every material aspect of life by gradually forgetting the virtue of “grace” and cooperation in small towns. I also feel like they are becoming more “artificial” in their attitude and behaviour with other people. However, people in small towns, over the last few years or so, have become more “technologically” savvy. I have noticed that they also have become “smart” in getting familiar with the rest of the world as far as their traditions and cultures are concerned.

Grammar Quiz: Subjects and objects in English language

Now that you’ve had a look at the grammar rules and some examples - it’s time to try it for yourself. Have a look at the following sentences, and try to find the subject and the object. The answers are given below, so you can check them for yourself.

Quiz: find the subject

Q1: All the children in the class study maths.

a) study

b) maths

c) all the children in the class

Q2: They took the General Training IELTS test for migration purposes.

a) General Training IELTS test

b) They

c) migration purposes

Q3: For lunch, Mike and Gemma ordered burgers and chips.

a) For lunch

b) Mike and Gemma

c) burgers and chips

Q4: Gagan and Daniel received an award for players of the year.

a) Gagan

b) Daniel

c) Gagan and Daniel

d) players of the year

Q5: Next year, I want to go to university in Sydney.

a) Next year

b) I

c) university in Sydney

Quiz: find the object

Q6: Josh painted a flower for his school project.

a) Josh

b) flower

c) school project

Q7: The cafe baked their own pies.

a) The cafe

b) their

c) their own pies

Q8: Janet has to practise football every single day if she wants to become a professional.

a) Janet

b) practice

c) football

d) professional

Q9: The kids built a castle with Lego.

a) The kids

b) built

c) a castle

d) Lego

Q10: I will come over after I do the dishes and finish my homework.

a) I

b) the dishes

c) my homework

d) the dishes + my homework

Answers to the Grammar Quiz: Subjects and objects in English language

Q1: c


Q2: b


Q3: b


Q4: c


Q5: b


Q6: b


Q7: c


Q8: c


Q9: c


Q10: d

Grammar Quiz: Who vs Whom in English language

Now that we’ve gone through the grammar rules and shown you some examples, let’s test your understanding with this quick “Who vs Whom” test.

Quiz: Select “who” or “whom” for each sentence

Who/Whom is paying for this?


He saw a gentleman who/whom he presumed to be the director, and told him about Helen.


At the porch he met two of the landed gentry, one of who/whom he knew.


Who/whom wants dinner?


Here in dwells an old man with who/whom I would like to converse.


This is the lady who/whom I told you about.


Who/whom is going to the ball game?


Lisa is the girl with who/whom I’m driving to Maine.


Who/Whom did the candidate choose for his running mate?


To Who/Whom were you talking just now?

Grammar Quiz: Answer key

Who


Whom


Whom


Who


Whom


Whom


Who


Whom


Whom


Whom
Simple Connectors to use in most questions:

and


or


but
Complex Connectors:
1. ADDING MORE INFORMATION

Another reason is


Also


And


As well as
2. TIME PHRASES

If you need to describe ‘time’ in your speaking task, you can use any of the following linkers.

At the moment


At present


Now


These days


Nowadays


Before


Back in the day


Years ago


At that time


Then


When I was little
3. CAUSES AND SOLUTIONS

Because


I suppose the best way to deal with this problem is


The main reason is


It was caused by


One way to solve this could be
4. EXPRESSING IDEAS / STATING AN OPINION

I think one important thing is


I suppose the main difference is


In my view, the key point is


I believe that
5. GIVING EXAMPLES

For instance


Like


For example


Such as
6. CONTRASTING/OPPOSITE

But


While


On the other hand


Although


Or
7. TO AGREE OR EXPRESS DISAGREEMENT

I couldn’t disagree more


I can’t agree with that


I quite agree that


Well, exactly
8. SIGNPOST WORDS

Signposting words and phrases will help guide the examiner through the information, especially for longer answers.

To begin with


However


Unfortunately


Similarly


Nonetheless


Fundamentally


Incidentally


Furthermore

some common contractions

aren’t  are not

there’s  there is; there has

can’t  can not

they’d  they had; they would

couldn’t  could not

they’ll  they will; they shall

didn’t  did not

they’re  they are

doesn’t  does not

they’ve  they have

don’t  do not

we’d  we had; we would

hadn’t  had not

we’re  we are

hasn’t  has not

we’ve  we have

haven’t  have not

weren’t  were not

he’d  he had; he would

what’ll  what will; what shall

he’ll  he will; he shall

what’re  what are

he’s  he is; he has

what’s  what is; what has

I’d  I had; I would

what’ve  what have

I’ll  I will; I shall

where’s  where is; where has

I’m  I am

who’d  who had; who would

I’ve  I have

who’ll  who will; who shall

isn’t  is not

who’re  who are

let’s  let us

who’s  who is; who has

mightn’t  might not

who’ve  who have

mustn’t  must not

won’t  will not

shan’t  shall not

wouldn’t  would not

she’d  she had; she would

you’d  you had; you would

she’ll  she will; she shall

you’ll  you will; you shall

she’s  she is; she has

you’re  you are

shouldn’t  should not

you’ve  you have

that’s  that is; that has

Tongue twisters:Pad kid poured curd pulled cod
Which witch is which?
Willy’s real rear wheel
Six sleek swans swam swiftly southwards
Scissors sizzle, thistles sizzle
A happy hippo hopped and hiccupped
Eleven benevolent elephants
She sees cheese
Six sticky skeletons
Really leery, rarely Larry
Twelve twins twirled twelve twigs
A snake sneaks to seek a snack
Toy boat. Toy boat. Toy boat.
A synonym for cinnamon is a cinnamon synonym.
He threw three free throws.
Specific Pacific
I scream, you scream, we all scream for ice cream
Fred fed Ted bread and Ted fed Fred bread
Betty’s big bunny bobbled by the blueberry bush
Six sticky skeletons
Fresh fried fish
Give papa a proper cup of coffee in a copper coffee cup
Daddy Draws Doors
Three free throws
The big bug bit the little beetle
Friendly fleas and fireflies
If a dog chews shoes, whose shoes does he choose?
Rubber baby buggy bumpers
Green glass globes glow greenly
Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t very fuzzy, was he?
I have got a date at a quarter to eight; I’ll see you at the gate, so don’t be late
You know New York, you need New York, you know you need unique New York
I saw a kitten eating chicken in the kitchen
If a dog chews shoes, whose shoes does he choose?
I thought I thought of thinking of thanking you
I wish to wash my Irish wristwatch
Near an ear, a nearer ear, a nearly eerie ear
We surely shall see the sun shine soon
Which wristwatches are Swiss wristwatches?
Fred fed Ted bread, and Ted fed Fred bread
I slit the sheet, the sheet I slit, and on the slitted sheet I sit
A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk
Lesser leather never weathered wetter weather better
Of all the vids I’ve ever viewed, I’ve never viewed a vid as valued as Alex’s engVid vid
A big black bear sat on a big black rug
Tom threw Tim three thumbtacks
He threw three free throws
Nine nice night nurses nursing nicely
So, this is the sushi chef
Four fine fresh fish for you
Wayne went to wales to watch walruses
A pessimistic pest exists amidst us
How much wood would a woodchuck chuck
if a woodchuck could chuck wood?
He would chuck, he would, as much as he could,
and chuck as much wood as a woodchuck would
if a woodchuck could chuck wood.
I scream, you scream,
We all scream for ice cream.
She sells seashells on the seashore.
The shells she sells are seashells, I’m sure.
And if she sells seashells on the seashore,
Then I’m sure she sells seashore shells.
Yellow butter, purple jelly, red jam, black bread.
Spread it thick, say it quick!
Yellow butter, purple jelly, red jam, black bread.
Spread it thicker, say it quicker!
Yellow butter, purple jelly, red jam, black bread.
Don’t eat with your mouth full!
Birdie birdie in the sky laid a turdie in my eye.
If cows could fly I’d have a cow pie in my eye.
I slit the sheet, The sheet I slit
and on the slitted sheet I sit.
Sister Suzie’s sewing socks for soldiers
Sock for soldiers sister Suzie sews,
If sister Suzie’s sewing socks for soldiers,
Where’re the socks for soldiers sister Suzie sews?
Sarah, Sarah, sits in her Chevy; When she shifts she sips her Schlitz, and when she sips her Schlitz she shifts.
If two witches watched watches then which witch would watch which watch?
Brisk brave brigadiers brandished broad bright blades, blunderbusses, and bludgeons—balancing them badly.
She stood on the balcony, inexplicably mimicking him hiccuping, and amicably welcoming him in.
Susie works in a shoeshine shop. Where she shines she sits, and where she sits she shines.
If you must cross a course cross cow across a crowded cow crossing, cross the cross coarse cow across the crowded cow crossing carefully.
I thought a thought. But the thought I thought wasn’t the thought I thought I thought. If the thought I thought I thought had been the thought I thought, I wouldn’t have thought I thought.
If practice makes perfect and perfect needs practice, I’m perfectly practiced and practically perfect.
Supercalifragilisticexpialidocious
Six sick hicks nick six slick bricks with picks and sticks
Can you can a canned can into an un-canned can like a canner can can a canned can into an un-canned can?
Imagine an imaginary menagerie manager managing an imaginary menagerie
Rory the warrior and Roger the worrier were reared wrongly in a rural brewery
Send toast to ten tense stout saints’ ten tall tents
If you must cross a course cross cow across a crowded cow crossing, cross the cross coarse cow across the crowded cow crossing carefully
Brisk brave brigadiers brandished broad bright blades, blunderbusses, and bludgeons — balancing them badly
Brave brigadiers
Mad cow
Clam in can
Imaginary Menagerie
Toast for saints
Sick hicks
Wish of wishes
Throne thieves
Sick sheep
Thundering horses
Snap crackle pop
Eddie edited it
Willie’s really weary
Two tried and true tridents (x3)
Rolling red wagons (x3)
Black back bat (x3)
She sees cheese (x3)
Truly rural (x3)
Good blood, bad blood (x3)
Pre-shrunk silk shirts (x3)
Six sticky skeletons (x3)
Which witch is which? (x3)
Snap crackle pop (x3)
Flash message (x3)
Red Buick, blue Buick (x3)
Stupid superstition (x3)
Zebras zig and zebras zag
Red lorry, yellow lorry
She sees cheese
Babbling, blumbing, band of balloons
Dracula digs dreary dark dungeons
But the thought I thought wasn’t the thought I thought I thought.
Biting babies ride battle toys while bumbling boys brave bald biting babies.
From a cheap and chippy chopper on a big black block!
Black background, brown background
Chester cheetah chews a chunk of cheap cheddar cheese
Pad kid poured curd pulled cod
I saw a kitten eating chicken in the kitchen
He threw three free throws
Thin sticks, thick bricks
An awful aardvark and an aching ape ate an antelope
Eddie edited Earl’s easy music
Printed papers under pressure make pens prickle
The poor boar pours batter over his putter
Six sticky skeletons
Excited executioner exercising his excising powers excessively
Annie ate eight Arctic apples
Thunder sunders thick sticks
An orange oval spooks the odd operative
A canner can can anything that he can, But a canner can’t can a can, can he?
A certain young fellow named Beebee, Wished to marry a lady named Phoebe
“But,” he said. “I must see
What the minister’s fee be
Before Phoebe be Phoebe Beebee”
One smart fellow, he felt smart
Two smart fellows, they felt smart
Three smart fellows, they all felt smart
The winkle ship sank and the shrimp ship swam.
An old seabear sits on the pier and drinks a pint of beer.
A box of biscuits, a box of mixed biscuits, and a biscuit mixer
He thrusts his fists against the posts and still insists he sees the ghosts.
Which witch wished which wicked wish?
Several spooky slimy spiders spun sulking by the sea
If two witches would watch two watches, which witch would watch which watch?
Creepy crawler critters crawl through creepy crawly craters
Dracula digs dreary, dark dungeons.
Ghostly ghouls gather gleefully to golf on ghostly golf courses.
Gobbling gorgoyles gobbled gobbling goblins
Horribly hoarse hoot owls hoot howls of horror in halloween haunted houses.
If big black bats could blow bubbles, how big of bubbles would big black bats blow?
Professional Pumpkin Pickers are prone to pick the plumpest pumpkins.
Transylvanian Tree Trimmers are trained to trim the tallest Transylvanian trees.
Ken Dodd’s dad’s dog’s dead.
“Are you copper-bottoming ’em my man?” “No, I’m aluminuming ’em ma’am.”
The black bloke’s back brake block broke.
Rubber baby buggy bumpers
Stupid Superstition
A proper cup of coffee from a copper coffee pot
Round and round the rugged rock the ragged rascal ran.
The sixth sick sheikh’s sixth sheep’s sick.
Three sweet switched Swiss witches watch three washed Swiss witch Swatch watch switches. Which sweet switched Swiss witch watches which washed Swiss witch Swatch watch switch?
The Leith police dismisseth thee. The Leith police dismisseth us.
The two-twenty-two train tore through the tunnel.
Twelve twins twirled twelve twigs
Toy boat. Toy boat. Toy boat.
Tom threw Tim three thumbtacks
Two tiny tigers take two taxis to town.
Two toads totally tired.
Mr. Tongue Twister tried to train his tongue to twist and turn, and twit and twat to learn the letter T.
To begin to toboggan first buy a toboggan, but don’t buy too big a toboggan. Too big a toboggan is too big a toboggan to buy to begin to toboggan.
Two witches, two watches
Tricky tongue twisters, tricky tongue twisters
The thirty-three thieves thought that they thrilled the throne throughout Thursday.
Daddy Draws Doors
Dracula digs dreary, dark dungeons.
Drew Dodd’s dad’s dog’s dead
Pad kid poured curd pulled cod.
If you must cross a course cross cow across a crowded cow crossing, cross the cross coarse cow across the crowded cow crossing carefully.
Brisk brave brigadiers brandished broad bright blades, blunderbusses, and bludgeons — balancing them badly.
Six sick hicks nick six slick bricks with picks and sticks.
Can you can a canned can into an un-canned can like a canner can can a canned can into an un-canned can?
The sixth sick sheikh’s sixth sheep’s sick.
Rory the warrior and Roger the worrier were reared wrongly in a rural brewery.
Ingenious iguanas improvising an intricate impromptu on impossibly-impractical instruments.
I saw Susie sitting in a shoe shine shop
Where she shines, she sits, and where she sits, she shines.
When a doctor doctors a doctor, does the doctor doing the doctoring doctor as the doctor being doctored wants to be doctored or does the doctor doing the doctoring doctor as he wants to doctor?
These thousand tricky tongue twisters trip thrillingly off the tongue.
Thirty-three thirsty, thundering thoroughbreds thumped Mr. Thurber on Thursday.
Brisk brave brigadiers brandished broad bright blades, blunderbusses, and bludgeons—balancing them badly.
A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk.
Give papa a cup of proper coffee in a copper coffee cup.
He threw three free throws.
Near an ear, a nearer ear, a nearly eerie ear.
Many an anemone sees an enemy anemone.
Chop shops stock chops.
Blue bluebird.
Four fine fresh fish for you.
Daddy Draws Doors.
Three free throws.
The big bug bit the little beetle.
Friendly fleas and fireflies.
Fresh fried fish.
The raging ram runs ’round rugged Ricky to hit Mickey.
Specific Pacific.
Tommy tossed his twelfth tooth when it turned two times.
Fred fed Ted bread and Ted fed Fred bread.
Betty’s big bunny bobbled by the blueberry bush.
Six sticky skeletons.
Green glass globes glow greenly.
Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t very fuzzy, was he?
If a dog chews shoes, whose shoes does he choose?
Rubber baby buggy bumpers.
I scream, you scream,
We all scream for ice cream.
Bouncing bed bugs borrowed blankets.
Perspicacious Polly Perkins purchased Peter’s product
And peddled pickles to produce a pretty profit!
Peter Piper picked a peck of pickled peppers;
A peck of pickled peppers Peter Piper picked;
If Peter Piper picked a peck of pickled peppers,
Where’s the peck of pickled peppers Peter Piper picked.
How much wood would a woodchuck chuck
if a woodchuck could chuck wood?
He would chuck, he would, as much as he could,
and chuck as much wood as a woodchuck would
if a woodchuck could chuck wood.
She sells seashells on the seashore.
The shells she sells are seashells, I’m sure.
And if she sells seashells on the seashore,
Then I’m sure she sells seashore shells.
Birdie birdie in the sky laid a turdie in my eye.
If cows could fly I’d have a cow pie in my eye.
How much ground would a groundhog hog, if a groundhog could hog ground? A groundhog would hog all the ground he could hog, if a groundhog could hog ground.
Yellow butter, purple jelly, red jam, black bread.
Spread it thick, say it quick!
Yellow butter, purple jelly, red jam, black bread.
Spread it thicker, say it quicker!
Yellow butter, purple jelly, red jam, black bread.
Don’t eat with your mouth full!
I slit the sheet, the sheet I slit, and on the slitted sheet I sit.
Luke Luck likes lakes.
Luke’s duck likes lakes.
Luke Luck licks lakes.
Luck’s duck licks lakes.
Duck takes licks in lakes Luke Luck likes.
Luke Luck takes licks in lakes duck likes.
She sells seashells by the seashore of Seychelles.
“Surely Sylvia swims!” shrieked Sammy surprised. “Someone should show Sylvia some strokes so she shall not sink.”
Selfish shellfish. (repeat it several times)
Red lorry, yellow lorry.
A really leery Larry rolls readily to the road.
Rory’s lawn rake rarely rakes really right.
Lucky rabbits like to cause a ruckus.
I looked right at Larry’s rally and left in a hurry.
Round and round the rugged rocks the ragged rascal ran.
The thirty-three thieves thought that they thrilled the throne throughout Thursday.
I thought a thought.
But the thought I thought
Wasn’t the thought I thought I thought.
If the thought I thought I thought,
Had been the thought I thought,
I wouldn’t have thought I thought.
Something in a thirty-acre thermal thicket of thorns and thistles thumped and thundered threatening the three-D thoughts of Matthew the thug – although, theatrically, it was only the thirteen-thousand thistles and thorns through the underneath of his thigh that the thirty-year-old thug thought of that morning.
Thirty-three thousand feathers on a thrushes throat.
Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked
If Peter Piper picked a peck of pickled peppers
Where’s the peck of pickled peppers Peter Piper picked?
Betty Botter bought some butter
But she said the butter’s bitter
If I put it in my batter, it will make my batter bitter
But a bit of better butter will make my batter better
So ‘twas better Betty Botter bought a bit of better butter
How much wood would a woodchuck chuck if a woodchuck could chuck wood?
He would chuck, he would, as much as he could, and chuck as much wood
As a woodchuck would if a woodchuck could chuck wood
She sells seashells by the seashore
How can a clam cram in a clean cream can?
I scream, you scream, we all scream for ice cream
I saw Susie sitting in a shoeshine shop
Susie works in a shoeshine shop. Where she shines she sits, and where she sits she shines
Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t fuzzy, was he?
Can you can a can as a canner can can a can?
I have got a date at a quarter to eight; I’ll see you at the gate, so don’t be late
You know New York, you need New York, you know you need unique New York
I saw a kitten eating chicken in the kitchen
If a dog chews shoes, whose shoes does he choose?
I thought I thought of thinking of thanking you
I wish to wash my Irish wristwatch
Near an ear, a nearer ear, a nearly eerie ear
Eddie edited it
Willie’s really weary
A big black bear sat on a big black rug
Tom threw Tim three thumbtacks
He threw three free throws
Nine nice night nurses nursing nicely
So, this is the sushi chef
Four fine fresh fish for you
Wayne went to wales to watch walruses
Six sticky skeletons (x3)
Which witch is which? (x3)
Snap crackle pop (x3)
Flash message (x3)
Red Buick, blue Buick (x3)
Red lorry, yellow lorry (x3)
Thin sticks, thick bricks (x3)
Stupid superstition (x3)
Eleven benevolent elephants (x3)
Two tried and true tridents (x3)
Rolling red wagons (x3)
Black back bat (x3)
She sees cheese (x3)
Truly rural (x3)
Good blood, bad blood (x3)
Pre-shrunk silk shirts (x3)
Ed had edited it. (x3)
We surely shall see the sun shine soon
Which wristwatches are Swiss wristwatches?
Fred fed Ted bread, and Ted fed Fred bread
I slit the sheet, the sheet I slit, and on the slitted sheet I sit
A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk
Lesser leather never weathered wetter weather better
Of all the vids I’ve ever viewed, I’ve never viewed a vid as valued as Alex’s engVid vid