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All right.

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So now let's look at speaking parts two and three and just look at a snapshot of both of them very quickly.

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So as you know, for part two, you're going to get a cue card and the question will look something

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like this.

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Talk about a toy from your childhood that you like the most.

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Please say, what was it?

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Who gave it to you?

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When did you get it?

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Explain what you liked about it.

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Now these are guidelines for you to be able to create a coherent statement.

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There are guidelines.

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Read their guidelines.

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Now, some people have asked me in the past, well, what if I only get to the first three?

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That's fine.

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You can actually still get a really good score.

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But these are guidelines to be able to create a coherent response.

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Because a lot of people, you know, if they just ask you the question, talk about a toy from your

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childhood that you like the most.

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That way.

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If they if they just ask you that question without guidelines, that's basically a full IBT question

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for speaking part one of the total or task one of the tofu like beat on the tofu.

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I bet they would just ask you this question.

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Talk about a toy from your childhood that you like the most, and then give you 15 seconds to prepare

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and you deliver a response in 45 seconds.

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They give you no guidelines.

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Basically for part number two of the ALS exam is like a tofu part one speaking question, but they actually

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are giving you time to outline your answer in detail one minute as opposed to 15 seconds.

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And they're telling you these are some things you can talk about to be able to give a coherent response.

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And then for part number three, you can see these are the types of discussion questions that they would

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ask you about this topic about toys.

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Now for part number two, you get to see the cue card and you get to keep your notes in front of you

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that you take for part number three, you don't see the questions is just like part number one, you

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don't see the questions.

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So for those eight volunteers that I have today, Pavan Shivam Arjun, all my eight volunteers when

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you're volunteering.

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You could look at the computer screen and look at part two.

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But when I'm asking the part three questions.

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Please simulate the exam and don't look at the screen.

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Right.

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Do not look at the screen for part number three.

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So that's that's going to be able to to simulate the actual exam.

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I have three questions I'm going to look at very quickly and then move on.

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How much time should I speak in part two to get a band?

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Seven between one minute and 50 seconds and 2 minutes.

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How can we make it easy?

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Q Connor, what do you mean by that?

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Are you asking about notes?

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If you ask about note taking, I explain that in the speaking part two section in the course.

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Well, they tell you to stop.

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Yeah, they'll tell you to stop talking after the 2 minutes are done.

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They're going to tell you to stop talking.

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All right.

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So I went over this already somewhat for part number two.

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You're going to get a topic car with 3 to 5 bullet points.

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You have one minute to prepare.

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You speak for 2 minutes.

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Part number two.

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The purpose of it is they're testing your ability to organize and sequence information.

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They're testing your fluency and pronunciation and also testing can you speak for an extended, uninterrupted

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period of time?

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That's the purpose of part two.

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Those are the overall big purposes of part number two organization sequencing, fluency, pronunciation

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and extended speaking.

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Now, of course, there are the other scores in terms of grammar and lexical ability.

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In part number two, somebody just asked me about how do you keep notes?

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You can make a grid on the piece of paper in terms of your note taking.

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You know, like this question here describes something you own, which is very important to you.

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You should say where you got it.

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One, two, three.

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How long?

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One, two, three.

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What was it?

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What did you use it for?

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One, two, three.

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Why was it important to you?

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One, two, three.

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That's what note taking can look like.

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You can do a horizontal grid or do a vertical grid, but having your notes in front of you allows for

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you to give an organized, coherent response.

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Speaking without notes in front of you.

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It can be tricky.

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It can be difficult because, you know, you don't want to just be rambling.

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They're looking for somebody that can speak in an organized sequence kind of way.

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All right, Mr. Singh, you can't go beyond 2 minutes.

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You understand?

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You can't.

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You're not able to.

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You're in a live speaking section.

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So at 2 minutes, that examiner is going to tell you, stop.

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You're done.

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You're finished.

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Stop.

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They're not going to let you keep talking.

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You're done.

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All right.

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So in terms of structuring a response for part number two, a structure response might look something

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like this.

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You might have one sentence to introduce what you're talking about.

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And therefore each of those discussion points you want to have between two and three sentences, depending

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on the amount of discussion points that that you have.

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But once you have said two or three sentences about a discussion point, you can go ahead and move on

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to the next discussion point that you have, then move on to the next discussion point that you have.

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The purpose of the guidelines the purpose of those guidelines is to give you the ability to flow and

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move on from one point to another point.

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Right.

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That's how you show fluency.

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That's how you show sequencing organization and being able to give a coherent response.

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Right.

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This is what a coherent response might seem like when you're talking about part number two.

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This is directly from ETS, ets from iles iles IDP.

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This is an a sample response from them.

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You can see that they basically give their one entrance, a one sentence, a one or two sentence introduction,

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and then they go through talking about each discussion point.

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Right.

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So they really started the first bullet point and then they just keep going in a logical, coherent

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way.

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Now, this is an example of a bad response.

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And the reason why I put this here is because, you know, you need to understand that these are guidelines.

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They're not questions your answering.

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Some students mess up because they look at this and they're trying to answer a question.

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You're not just answering a question.

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These are these are discussion guidelines.

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Right discussion guidelines.

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There's a difference between discussion guidelines and answering the question.

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So you're not you don't have just a series of one sentence answers.

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So that's sometimes where people are messing up their score.

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All right.

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So we'll part number two.

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Remember to extend and explain your details, express your thoughts and feelings.

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The truth doesn't matter.

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Some people tell me, well, what if I don't know about this?

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What if I don't have this experience?

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The truth.

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The truth doesn't matter.

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Your story, your storytelling.

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Think of it.

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Think of it in terms of telling a story.

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Now, part number three.

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That should be related to part two, not related to part three is related to part number two.

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Right.

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These questions will be related to the same topic as part two.

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They're going to ask you about 3 to 5 questions.

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And they're testing your ability to answer questions with more lexical and grammatical difficulty,

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with more lexical and grammatical difficulty.

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That's where they're testing in part three.

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In part three, you definitely want to expand and extend your answers.

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Try your best to use subject specific vocabulary.

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When you're able to use subject specific vocabulary that really helps increase your lexical score.

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Use contractions.

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Right.

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This is when you're doing the speaking part.

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It's informal, not formal.

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Is informal.

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So you shouldn't you wouldn't say I have been.

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You would say I've been.

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You wouldn't say I am not.

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You would say I'm not.

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So using contractions, adjective collocations is very, very important.

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Please use a variety if you're using discourse markers.

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Use a variety of them.

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I'm.

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I'm tired of hearing, actually, ten times.

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Right.

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Don't keep just saying, actually.

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There's one question we're going to get, then get to the samples.

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Somebody asked me as a compulsory to speak a subject question in part number two.

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So I talked about this earlier.

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If they give you four bullet points and you only get to three bullet points, that's fine, right?

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That could be fine.

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It's not like I said, these are guidelines.

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Now most students really need all four of the bullet points to be able to fill up 2 minutes.

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Right to be able to fill up a full 2 minutes.

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So that's how we teach it that way.

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But they're called they call they specifically call them guidelines.

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And there's a reason why they use that word.

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That was the question from Patel.

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And Patel, if you ask if you all ask a question.

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Don't don't ask the question directly to me as a private message.

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Ask the question in in the in the box so everybody can see your question.

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I'm answering your question.

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PATEL And nobody has context.

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Right.

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And this is what a lot of times part three questions and answers will look like.

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This is highlighted in blue because this is not a good answer.

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Is that a new development?

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No, I think it's no, I think it isn't.

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That's not a good answer.

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That's why I have it highlighted like that.

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Not a good answer.

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The person should have really extended or explained a little bit more their.

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But you can see that a part three ants or a part three response has more depth than a part one response.

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And like I told you, part three is topic centered as opposed to part one, which is individual centered.

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That's that's the real difference.