Okay.
This is an aisle speaking live class.
This live class will be for parts two and three of the island speaking exam.
The reason why the focus is only on parts two and three is because last month in June, I did the live
class for speaking part one.
And if you missed that live class or speaking part one, those recordings are already uploaded in the
Udemy course.
In the speaking part one section.
So if you miss that, you can go back and be able to see it and benefit from it.
So as I said, we're going to be going over speaking parts two and three.
I'm going to first go over just a brief review about what you really need to do for parts two and three.
I'm going to explain it a little bit differently than I do in the normal prerecorded lectures.
And hopefully some of you may benefit by hearing about it in a different kind of way in a live setting.
If you have any questions, please put your questions in the chat box during the class and and I'll
try to address your questions as soon as possible.
I might address your question at the end of class, depending on what your question is.
Please only ask questions about the specific class topic that we're talking about.
Also, during the class, make sure that you keep your video off because that can be a distraction to
other students.
So let's go ahead and get started.
So I'm going to go over a couple of brief things about the rubric for parts two and three.
It's the same rubric that's used for part one is just that for part two, the focus is is slightly different
on different parts of the rubric.
And what a lot of students want to know is how to move from a band six to a band seven, eight or nine.
A lot of people are stuck on a band six or bands 6.5 or they're stuck on a band seven, or they want
to move to a band eight or band nine.
So let's go ahead and talk about that a little bit.
So for part number two.
In terms of part number two, which is called the extended speech.
You know, really hear what the examiner is really looking at more than anything else would be your
fluency and your coherence, because you have to be able to speak for the for the not the whole 2 minutes,
but you really want to finish between a minute, 50 and 2 minutes.
And that's really what your fluency is really based on.
Are you able to speak for an extended period of time with minimal pausing and hesitation?
And then you see us as fluency and coherence.
And coherence is mainly based on the organization of your ideas and the linking words that you're using
when you're speaking.
And so part number two is really the most difficult part of the exam is the most difficult part of the
exam.
And really, it's the it's the part of the exam that usually will make or break a score.
Sometimes after a person finishes part number one, they may be out of Band seven at that time.
And then depending on what they do in part number two, they may fall down into a six or 6.5 or they
may be able to go up to an eight.
So it really depends in terms of your lexical resource.
Of course, the more synonyms, paraphrasing range and flexibility you use to increase, the better
your score and then being accurate in terms of your grammar.
So really, you know, when it comes to part number two, once you start speaking again, once you start
speaking, the only things you really should focus on is your fluency, coherence in your pronunciation.
Whatever grammar you have, once you start speaking, that's what you're going to use.
Don't think about it.
Whatever vocabulary you have, you're not going be able to think about, okay, I need to use a paraphrase
here.
I need to use a synonym, synonym here.
Don't worry about those things while you're speaking, because if you worry about those things while
you're speaking, you're going to mess up your fluency and coherence and you're going to mess up your
pronunciation.
And so just be aware of that part.
Number two.
In terms of part number three.
Part number three basically follows the same requirements for scoring well as part number one.
Part number one is asking you interview questions about yourself.
Part number three is asking questions about the topic of part number two.
So the questions in part three are not about you.
It's about a specific topic.
That's really the difference between parts one and part three.
Part one is about you.
Part three is about a topic, but the requirements are the same.
Your precision, your range is what they're looking at.
Also for part number three, what you really want to focus on more than anything else is really looking
at this ability to extend, explain and expand your answers.
Because in part one.
In part one, you might speak in two sentences.
One, two to really two sentences, never one sentence.
But in part three, you're going to really speak in maybe 2 to 3 sentences or 2 to 4 sentences.
So part number three really requires a lot more depth.
A lot more depth.
So really if you're able to extend and explain very well for part number three and show that you can
answer specific questions about about a specific topic or subject, then you're going to be able to
score very well.
All right.
In terms of how to report, how to improve, record yourself and keep a record.
That's one of the best things you can do.
I know we don't like to listen to ourselves on tape and listen to recordings of ourselves.
But the more you record yourself and keep a record.
The better.
You're going to be able to improve keeping a record.
In fact, keeping the record works for every part of the exam.
So, for example, if somebody is doing the reading section.
One of the worst things a person can do is just jump from practice, test to practice, which probably
90% of you are doing.
And really what you're supposed to do is when you finish a reading passage, for example, you should
have a table or chart in front of you keeping a record of the questions you got wrong, the question
types you got wrong while you got that question typed wrong.
Not keeping a record a recording of what you're doing doesn't allow for you to make improvements.
Students always tell.
You know, students ask me several times, I'm not I'm not doing well in my reading.
I'm not doing well in my listening.
I'm not doing well, am I speaking?
My first question is, are you keeping well?
Well, why?
I don't know.
What answers are you getting wrong?
I don't know.
That means you don't have a record.
Right.
You don't have a record.
And so, you know, keeping a record works for for everything.
For reading, for listening, for writing.
Right?
Keeping a record.
You should be keeping records, having tables and keeping records.
So that's that's critical.
All right.
If you want to get better with your fluency and pronunciation, speak English consistently in detail.
The more English you speak, the more familiar the words are going to be to you.
Then, of course, the more you improve your vocabulary and your grammatical range, the easier every
section of the exam is going to be, not just speaking, but reading.
Also, the more grammar you have, the better you understand sentence structure, the easier it's going
to be.
So this is how you improve, not just in speaking.
Some of this applies to speaking and speaking English consistently, but keeping a record and improving
your vocabulary and grammatical range applies to all areas.
All right, so before I jump to the next thing, does anyone have any questions that I can address or
answer on anything that I've talked about so far?
Right.
Then let's go ahead and move on.