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Okay.

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This is an aisle speaking live class.

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This live class will be for parts two and three of the island speaking exam.

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The reason why the focus is only on parts two and three is because last month in June, I did the live

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class for speaking part one.

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And if you missed that live class or speaking part one, those recordings are already uploaded in the

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Udemy course.

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In the speaking part one section.

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So if you miss that, you can go back and be able to see it and benefit from it.

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So as I said, we're going to be going over speaking parts two and three.

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I'm going to first go over just a brief review about what you really need to do for parts two and three.

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I'm going to explain it a little bit differently than I do in the normal prerecorded lectures.

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And hopefully some of you may benefit by hearing about it in a different kind of way in a live setting.

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If you have any questions, please put your questions in the chat box during the class and and I'll

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try to address your questions as soon as possible.

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I might address your question at the end of class, depending on what your question is.

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Please only ask questions about the specific class topic that we're talking about.

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Also, during the class, make sure that you keep your video off because that can be a distraction to

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other students.

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So let's go ahead and get started.

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So I'm going to go over a couple of brief things about the rubric for parts two and three.

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It's the same rubric that's used for part one is just that for part two, the focus is is slightly different

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on different parts of the rubric.

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And what a lot of students want to know is how to move from a band six to a band seven, eight or nine.

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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

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to move to a band eight or band nine.

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So let's go ahead and talk about that a little bit.

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So for part number two.

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In terms of part number two, which is called the extended speech.

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You know, really hear what the examiner is really looking at more than anything else would be your

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fluency and your coherence, because you have to be able to speak for the for the not the whole 2 minutes,

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but you really want to finish between a minute, 50 and 2 minutes.

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And that's really what your fluency is really based on.

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Are you able to speak for an extended period of time with minimal pausing and hesitation?

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And then you see us as fluency and coherence.

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And coherence is mainly based on the organization of your ideas and the linking words that you're using

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when you're speaking.

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And so part number two is really the most difficult part of the exam is the most difficult part of the

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exam.

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And really, it's the it's the part of the exam that usually will make or break a score.

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Sometimes after a person finishes part number one, they may be out of Band seven at that time.

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And then depending on what they do in part number two, they may fall down into a six or 6.5 or they

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may be able to go up to an eight.

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So it really depends in terms of your lexical resource.

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Of course, the more synonyms, paraphrasing range and flexibility you use to increase, the better

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your score and then being accurate in terms of your grammar.

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So really, you know, when it comes to part number two, once you start speaking again, once you start

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speaking, the only things you really should focus on is your fluency, coherence in your pronunciation.

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Whatever grammar you have, once you start speaking, that's what you're going to use.

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Don't think about it.

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Whatever vocabulary you have, you're not going be able to think about, okay, I need to use a paraphrase

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here.

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I need to use a synonym, synonym here.

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Don't worry about those things while you're speaking, because if you worry about those things while

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you're speaking, you're going to mess up your fluency and coherence and you're going to mess up your

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pronunciation.

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And so just be aware of that part.

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Number two.

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In terms of part number three.

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Part number three basically follows the same requirements for scoring well as part number one.

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Part number one is asking you interview questions about yourself.

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Part number three is asking questions about the topic of part number two.

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So the questions in part three are not about you.

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It's about a specific topic.

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That's really the difference between parts one and part three.

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Part one is about you.

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Part three is about a topic, but the requirements are the same.

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Your precision, your range is what they're looking at.

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Also for part number three, what you really want to focus on more than anything else is really looking

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at this ability to extend, explain and expand your answers.

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Because in part one.

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In part one, you might speak in two sentences.

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One, two to really two sentences, never one sentence.

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But in part three, you're going to really speak in maybe 2 to 3 sentences or 2 to 4 sentences.

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So part number three really requires a lot more depth.

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A lot more depth.

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So really if you're able to extend and explain very well for part number three and show that you can

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answer specific questions about about a specific topic or subject, then you're going to be able to

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score very well.

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All right.

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In terms of how to report, how to improve, record yourself and keep a record.

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That's one of the best things you can do.

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I know we don't like to listen to ourselves on tape and listen to recordings of ourselves.

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But the more you record yourself and keep a record.

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The better.

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You're going to be able to improve keeping a record.

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In fact, keeping the record works for every part of the exam.

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So, for example, if somebody is doing the reading section.

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One of the worst things a person can do is just jump from practice, test to practice, which probably

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90% of you are doing.

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And really what you're supposed to do is when you finish a reading passage, for example, you should

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have a table or chart in front of you keeping a record of the questions you got wrong, the question

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types you got wrong while you got that question typed wrong.

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Not keeping a record a recording of what you're doing doesn't allow for you to make improvements.

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Students always tell.

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You know, students ask me several times, I'm not I'm not doing well in my reading.

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I'm not doing well in my listening.

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I'm not doing well, am I speaking?

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My first question is, are you keeping well?

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Well, why?

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I don't know.

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I don't know.

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What answers are you getting wrong?

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I don't know.

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That means you don't have a record.

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Right.

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You don't have a record.

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And so, you know, keeping a record works for for everything.

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For reading, for listening, for writing.

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Right?

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Keeping a record.

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You should be keeping records, having tables and keeping records.

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So that's that's critical.

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All right.

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If you want to get better with your fluency and pronunciation, speak English consistently in detail.

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The more English you speak, the more familiar the words are going to be to you.

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Then, of course, the more you improve your vocabulary and your grammatical range, the easier every

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section of the exam is going to be, not just speaking, but reading.

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Also, the more grammar you have, the better you understand sentence structure, the easier it's going

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to be.

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So this is how you improve, not just in speaking.

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Some of this applies to speaking and speaking English consistently, but keeping a record and improving

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your vocabulary and grammatical range applies to all areas.

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All right, so before I jump to the next thing, does anyone have any questions that I can address or

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answer on anything that I've talked about so far?

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Right.

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Then let's go ahead and move on.