Useful Phrases for IELTS Speaking Part 3: Fix These Mistakes

Part 3 of the IELTS speaking test trips up more candidates than any other section. Not because the questions are impossible, but because most people walk in with the wrong phrases. They either sound robotic, repeat the same opener five times, or — and this is the painful one — use phrases that actively lower their score.

The examiner is listening for range, fluency, and coherence. Formulaic phrases copied from a YouTube video without understanding why they work will not impress anyone. The good news is that the mistakes are predictable. Fix them once, and they stay fixed.

Let’s go through the most common ones.

Mistake 1: Overusing “I think” as your only opinion phrase

Wrong: “I think technology is good. I think young people use it too much. I think governments should control it.”

Corrected: “In my view, technology has real benefits, though I’d argue young people do rely on it too heavily. As for government regulation, I’m not entirely convinced that’s the right approach.”

Why it matters: Repeating “I think” every sentence sounds like a primary school essay. Examiners reward lexical variety. Rotate between in my view, I’d argue, I’m not entirely convinced that, and personally speaking.

Mistake 2: Giving a one-sentence answer and stopping

Wrong: “Yes, I think family is important in society.”

Corrected: “Absolutely, and I think that’s especially true in collectivist cultures, where family ties tend to shape everything from career choices to where people live. That said, I’d say the definition of ‘family’ itself has broadened considerably in recent decades.”

Why it matters: Part 3 questions are invitations to discuss, not yes/no checkboxes. Aim for 3-5 sentences minimum. Add a qualification, a contrast, or a specific example to keep going naturally.

Mistake 3: Using “it depends” and then not explaining what it depends on

Wrong: “Well, it depends. Different people have different opinions.”

Corrected: “It really depends on the context. In a developed country with strong public services, I’d say the individual bears more responsibility, but in places where those systems don’t exist, that argument falls apart pretty quickly.”

Why it matters: “It depends” is actually a sophisticated answer, but only when you complete the thought. Without the follow-up, it sounds like you’re stalling. Always pair it with on whether, on the context, or on who you’re talking about.

This kind of structured thinking, practised out loud until it becomes automatic, is exactly what daily coaching sessions are built around. If you want live feedback on your Part 3 answers, find out more here.

Mistake 4: Hedging so much that you never actually say anything

Wrong: “Some people might possibly think that perhaps education could potentially be quite important in some ways.”

Corrected: “Most people would agree that education is important, though I think the real debate is about what kind of education we’re actually valuing.”

Why it matters: One or two hedges show academic awareness. Five in a row sound like fear. Be bold enough to take a position, then qualify it once if needed. Confident language scores higher than endless softening.

Mistake 5: Treating discourse markers as decoration

Wrong: “Furthermore, I think it is good. Moreover, people like it. In addition, it helps society.”

Corrected: “It clearly has social benefits. Beyond that, there’s a strong economic case for it too, particularly when you look at long-term outcomes rather than short-term costs.”

Why it matters: Discourse markers like furthermore and moreover are not magic score-boosters. They only work when the ideas they connect are actually distinct and logically ordered. Stuffing them in randomly creates the opposite effect — it makes your answer feel choppy and mechanical.

The Underlying Pattern

Every mistake above comes from the same source: using phrases as performance rather than as communication. Candidates memorise a list of “advanced” expressions and drop them into answers like accessories, regardless of whether they fit.

Useful phrases for IELTS Speaking Part 3 only work when they’re tied to a real idea. The phrase that said is only useful if you’re about to introduce a genuine contrast. What’s particularly interesting is only lands well if what follows is actually interesting (or at least specific).

The shift to make is this: stop asking “which phrases should I use?” and start asking “what am I actually trying to say, and which phrase helps me say it more precisely?” That’s the difference between a Band 6 answer and a Band 7 or 8.

Quick Reference: Phrases That Work in Part 3

• Giving an opinion: In my view / I’d argue / Personally speaking / I’m not entirely convinced that
• Hedging once: To some extent / It depends on the context / That’s a complex issue, but broadly speaking
• Adding a contrast: That said / Having said that / On the other hand
• Extending your answer: What’s particularly interesting is / If you take X as an example / This is especially true when
• Speculating: I’d imagine / It seems likely that / One possibility is that

Vocabulary to Know

• discourse marker /ˈdɪskɔːs ˌmɑːkə/ – Level: B2 – a word or phrase used to organise or connect ideas in speech or writing – Example: She used discourse markers like “however” and “in contrast” to structure her argument clearly.
• hedge (verb) /hɛdʒ/ – Level: B2 – to soften a statement so it does not sound too absolute or certain – Example: He hedged his opinion by saying “I think” rather than making a direct claim.
• qualify (verb) /ˈkwɒlɪfaɪ/ – Level: B2 – to add a condition or limitation to a statement – Example: She qualified her answer by noting that the situation differs by country.
• lexical variety /ˈlɛksɪkəl vəˈraɪəti/ – Level: C1 – the use of a range of different words rather than repeating the same ones – Example: The examiner noted his strong lexical variety when he avoided repeating the same verb throughout his answer.
• collectivist /kəˈlɛktɪvɪst/ – Level: C1 – relating to a cultural or social system that prioritises the group over the individual – Example: In many collectivist societies, major life decisions are made with extended family input.
• stall (verb) /stɔːl/ – Level: B1 – to delay or avoid doing something, often while buying time – Example: He stalled before answering by repeating the question back to the examiner.
• formulaic /ˌfɔːmjʊˈleɪɪk/ – Level: C1 – following a fixed, predictable pattern rather than showing original thought – Example: Her answer sounded formulaic because she had memorised it word for word.
• take a position /teɪk ə pəˈzɪʃən/ – Level: B2 – to clearly state your opinion or stance on an issue – Example: The examiner encouraged candidates to take a position rather than sitting on the fence.
• on the fence /ɒn ðə fɛns/ – Level: B1 – unwilling to commit to a clear opinion; deliberately neutral – Example: Staying on the fence throughout Part 3 can make your answers seem vague and unconvincing.
• speculate /ˈspɛkjʊleɪt/ – Level: B2 – to form an opinion or theory about something without definite evidence – Example: When asked about the future, she speculated that remote work would become the norm.

FAQ

How many phrases should I learn for IELTS Speaking Part 3?

Quality over quantity, always. Ten phrases you understand deeply and can use naturally will serve you better than fifty phrases memorised from a list. Focus on having two or three solid options for each function: giving opinions, hedging, contrasting, and extending. That covers most of what Part 3 requires.

Is it bad to pause before answering in Part 3?

A short pause is fine and actually natural. The problem is filling that pause with filler phrases that go nowhere, or launching into an answer before you’ve thought of anything to say. A brief “That’s an interesting question to consider” buys you a second or two, but it only works once. Use pauses honestly — the examiner is not timing your silence with a stopwatch.

Do examiners penalise you for having an unusual opinion?

No. The examiner is not marking your ideas. They are marking how well you express them. A well-argued, clearly structured answer defending an unpopular position will always outscore a vague, hedge-heavy answer defending something obvious. Say what you actually think, and say it clearly.

Getting Part 3 right is mostly a matter of practising out loud with someone who can stop you mid-answer and point out what’s not working. That’s what the daily coaching sessions at richardg.xyz are for. For details on how it works, click here.