IELTS Speaking’ning oxirgi qismi - Part 3 - köpçilik uçun eng qiyini. Part 1 da özingiz haqingizda, Part 2 da kartoçka böyiça gapirasiz, Part 3 da esa imtihonçi bilan umumiy masalalarni muhokama qilasiz: jamiyat, kelajak, sabab va oqibat. Bu maqolada Part 3 ning savol turlari, har qanday savolga mos javob tuzilişi, töliq namunaviy javoblar va rasmiy band descriptors böyiça band 6 va band 7 farqi bor. Speaking’ning umumiy tuzilişi: /articles/ielts-speaking-parts, Part 2 kartoçkalari: /articles/ielts-speaking-part-2-cue-cards.
Part 3 nima va u nimasi bilan boşqaça
- ielts.org’ga köra, Part 3 4-5 daqiqa davom etadi: siz va imtihonçi Part 2 mavzusiga boğliq masalalarni umumiyroq va abstraktroq muhokama qilasiz.
- Butun Speaking 11-14 daqiqa, imtihonçi bilan yuzma-yuz ötadi va yozib olinadi.
- Asosiy farq: “men” dan “odamlar” va “jamiyat” ga ötiş. Part 2 da qaysi könikmani örganganingizni aytgan bölsangiz, Part 3 da “maktab qaysi könikmalarni örgatişi kerak?” degan savol keladi.
- Baho butun suhbat böyiça qöyiladi: band descriptors’ga köra, nomzod barça qismlardagi örtaça natijasi böyiça baholanadi. Lekin murakkab fikr, uzun javob va turli grammatikani körsatiş uçun eng qulay joy aynan Part 3.
6 ta savol turi
| Tur | Savol namunasi | Nima qiliş kerak |
|---|---|---|
| Fikr | Do you think schools should teach money skills? | Aniq pozitsiya + sabab + misol |
| Soliştiriş | How has this changed since your parents’ time? | Ötmiş va hozir: “used to”, “whereas”, “nowadays” |
| Kelajak | Will this be different in twenty years? | Taxmin: “is likely to”, “I expect”, “probably” |
| Sabab | Why do some people avoid learning new things? | 2 ta sabab, birini misol bilan |
| Afzallik va kamçilik | What are the pros and cons of learning online? | Ikki tomon, keyin özingizning xulosangiz |
| Yeçim | What could be done to encourage older people? | 1-2 aniq taklif va nega u işlaşi |
Javob tuzilişi: 4 qadam
- 1. Töğridan-töğri javob: birinçi jumlada fikringizni ayting (“I’d say...”, “To some extent, yes.”).
- 2. Sabab: “because”, “since”, “the main reason is...”.
- 3. Misol: hayotingizdan yoki Özbekistondagi vaziyatdan aniq misol - bu javobni yodlangan matndan ajratadi.
- 4. Çeklaş yoki qarama-qarşi tomon: “On the other hand...”, “That said...”, “It depends on...”. Bu murakkab fikrni körsatadi.
- Öylaş uçun vaqt kerak bölsa, jim turmang: “That’s an interesting question, I haven’t really thought about it before, but...” kabi ibora bilan boşlang. Band 8 deskriptorida ikkilaniş söz qidiriş uçun emas, fikrni tayyorlaş uçun bölişi aytilgan.
- Belgilangan uzunlik yöq, lekin 1 jumlali javob kam: 4 qadam odatda 4-6 jumla beradi.
Namunaviy savol va javoblar: “könikmalar” mavzusi
Bu savollar Part 2 dagi “Describe a skill you learned that is useful in your daily life” kartoçkasidan keyin kelişi mumkin. Javoblar Trylab uçun yozilgan, band 7 va undan yuqori darajaga mos til namunasi sifatida.
Q: Which skills do you think schools should teach but often don’t? - A: I’d say practical money skills, like planning a budget or understanding how a loan works. Most of us leave school able to solve equations, but not able to plan a month’s spending, and that’s something everyone needs as soon as they start earning. In my last year a teacher spent one lesson explaining interest, and honestly, that single lesson turned out to be more useful than a whole term of some other subjects. So even one short course a year would make a real difference.
Q: Is it better to learn a skill from a teacher or from online videos? - A: It depends on the skill, really. For something like cooking or editing photos, videos are brilliant, because you can pause them and rewatch the tricky part as many times as you need. But where feedback matters, say, speaking a language or playing an instrument, a teacher is hard to replace, since a video can’t tell you what you’re doing wrong. Ideally, I suppose, people would combine the two: pick up the basics online and then have a teacher correct the details.
Q: How has the way young people learn skills changed compared with your parents’ generation? - A: The biggest change is probably access. My parents mostly learned from whoever was around them, a relative, a neighbour or a master in a workshop, so what they could learn depended on where they lived. Nowadays a teenager in a small town can watch the same tutorials as someone in London. On the other hand, I’d argue my parents’ generation was more patient. They stuck with one skill for years, whereas we tend to jump to the next thing as soon as it gets difficult.
Q: Do you think machines will make some skills unnecessary in the future? - A: To some extent, yes. Purely routine skills, such as typing up documents or doing basic calculations, are already handled by software, and that’s likely to continue. However, I don’t think it makes learning pointless. If anything, skills like explaining an idea clearly or working in a team will become more valuable, precisely because machines find them harder. So rather than disappearing, the list of important skills will simply shift.
Q: What could be done to encourage older people to learn new skills? - A: Well, I think the main barrier isn’t ability but confidence. A lot of older people assume they’re too old to learn, especially anything to do with technology. So short classes in places they already visit, like the mahalla centre or a local library, could help, because the setting feels familiar. Another idea is to get grandchildren involved. My grandmother only learned to make video calls because my cousin sat with her for a couple of evenings, and now she uses them every day.
- Har javob birinçi jumladayoq savolga javob beradi, keyin sabab va şaxsiy misol keladi.
- Iboralar: “hard to replace”, “if anything”, “precisely because”, “stuck with”, “pick up the basics” - kamroq uçraydigan, lekin tabiiy.
- Grammatika: şart gaplar (“would make a real difference”), soliştiriş (“whereas”), ehtimol (“is likely to”).
- Yodlamang: bu namunalar tuzilişni körsatadi. Imtihonçi yodlangan matnni sezadi va boşqa savol beradi.
Band 6 va band 7 farqi (rasmiy mezonlar)
Manba: IELTS Speaking band descriptors (ielts.org). Muhim qoida: bir band’ni oliş uçun uning ijobiy jihatlariga töliq mos keliş kerak.
| Mezon | Band 6 | Band 7 |
|---|---|---|
| Fluency and Coherence | Uzun javob berişga tayyor, lekin ikkilaniş va takror tufayli mantiq ba’zan yöqoladi | Uzun javoblarni sezilarli zöriqişsiz beradi; boğlovçi iboralarni moslaşuvçan işlatadi |
| Lexical Resource | Mavzuni batafsil muhokama qiliş uçun yetarli, parafraz odatda çiqadi | Kamroq uçraydigan va idiomatik iboralar, kollokatsiyani sezadi |
| Grammatical Range and Accuracy | Qisqa va murakkab gaplar aralaş, murakkablarida xato köp, lekin ma’no tuşunarli | Turli tuzilmalar moslaşuvçan, xatosiz gaplar tez-tez uçraydi |
| Pronunciation | Umuman tuşunarli, intonatsiya nazorati beqaror | Band 6 ning barça ijobiy jihatlari va band 8 ning bir qismi |
Part 3 ni mock kabi maşq qiliş
- Har mavzuga 3 ta savol: biri fikr, biri soliştiriş, biri kelajak yoki yeçim. Javobni yozib oling va qayta tinglang.
- Tinglaganda sanang: 1 jumlali javoblar, “um”, “er”, takror boşlanğan gaplar. Keyingi urinişda kamaytiring.
- Technology: Do people rely too much on their phones nowadays? Should children be allowed to use social media? How might technology change the way people work in the next twenty years?
- Cities: What are the main problems of living in a big city? Why do so many young people move from villages to cities? What would make public transport more attractive?
- Free time: Do people have more free time now than in the past? Why do some people prefer to spend their free time alone? Should employers do more to help staff rest?
- Environment: Whose job is it to protect the environment, the government’s or individuals’? Why do some people ignore environmental problems? What could schools do to change that?
- Trylab’da Speaking mock (/ielts/speaking): savollar ovozda beriladi, javob mikrofonga, taymer özi yuradi. AI tört rasmiy mezon böyiça taxminiy band beradi: Pro tarifida, bepul tarifda 1 ta AI bahosi. Kiriş Telegram bot orqali.
