All right.
So now let's look at speaking parts two and three and just look at a snapshot of both of them very quickly.
So as you know, for part two, you're going to get a cue card and the question will look something
like this.
Talk about a toy from your childhood that you like the most.
Please say, what was it?
Who gave it to you?
When did you get it?
Explain what you liked about it.
Now these are guidelines for you to be able to create a coherent statement.
There are guidelines.
Read their guidelines.
Now, some people have asked me in the past, well, what if I only get to the first three?
That's fine.
You can actually still get a really good score.
But these are guidelines to be able to create a coherent response.
Because a lot of people, you know, if they just ask you the question, talk about a toy from your
childhood that you like the most.
That way.
If they if they just ask you that question without guidelines, that's basically a full IBT question
for speaking part one of the total or task one of the tofu like beat on the tofu.
I bet they would just ask you this question.
Talk about a toy from your childhood that you like the most, and then give you 15 seconds to prepare
and you deliver a response in 45 seconds.
They give you no guidelines.
Basically for part number two of the ALS exam is like a tofu part one speaking question, but they actually
are giving you time to outline your answer in detail one minute as opposed to 15 seconds.
And they're telling you these are some things you can talk about to be able to give a coherent response.
And then for part number three, you can see these are the types of discussion questions that they would
ask you about this topic about toys.
Now for part number two, you get to see the cue card and you get to keep your notes in front of you
that you take for part number three, you don't see the questions is just like part number one, you
don't see the questions.
So for those eight volunteers that I have today, Pavan Shivam Arjun, all my eight volunteers when
you're volunteering.
You could look at the computer screen and look at part two.
But when I'm asking the part three questions.
Please simulate the exam and don't look at the screen.
Right.
Do not look at the screen for part number three.
So that's that's going to be able to to simulate the actual exam.
I have three questions I'm going to look at very quickly and then move on.
How much time should I speak in part two to get a band?
Seven between one minute and 50 seconds and 2 minutes.
How can we make it easy?
Q Connor, what do you mean by that?
Are you asking about notes?
If you ask about note taking, I explain that in the speaking part two section in the course.
Well, they tell you to stop.
Yeah, they'll tell you to stop talking after the 2 minutes are done.
They're going to tell you to stop talking.
All right.
So I went over this already somewhat for part number two.
You're going to get a topic car with 3 to 5 bullet points.
You have one minute to prepare.
You speak for 2 minutes.
Part number two.
The purpose of it is they're testing your ability to organize and sequence information.
They're testing your fluency and pronunciation and also testing can you speak for an extended, uninterrupted
period of time?
That's the purpose of part two.
Those are the overall big purposes of part number two organization sequencing, fluency, pronunciation
and extended speaking.
Now, of course, there are the other scores in terms of grammar and lexical ability.
In part number two, somebody just asked me about how do you keep notes?
You can make a grid on the piece of paper in terms of your note taking.
You know, like this question here describes something you own, which is very important to you.
You should say where you got it.
One, two, three.
How long?
One, two, three.
What was it?
What did you use it for?
One, two, three.
Why was it important to you?
One, two, three.
That's what note taking can look like.
You can do a horizontal grid or do a vertical grid, but having your notes in front of you allows for
you to give an organized, coherent response.
Speaking without notes in front of you.
It can be tricky.
It can be difficult because, you know, you don't want to just be rambling.
They're looking for somebody that can speak in an organized sequence kind of way.
All right, Mr. Singh, you can't go beyond 2 minutes.
You understand?
You can't.
You're not able to.
You're in a live speaking section.
So at 2 minutes, that examiner is going to tell you, stop.
You're done.
You're finished.
Stop.
They're not going to let you keep talking.
You're done.
All right.
So in terms of structuring a response for part number two, a structure response might look something
like this.
You might have one sentence to introduce what you're talking about.
And therefore each of those discussion points you want to have between two and three sentences, depending
on the amount of discussion points that that you have.
But once you have said two or three sentences about a discussion point, you can go ahead and move on
to the next discussion point that you have, then move on to the next discussion point that you have.
The purpose of the guidelines the purpose of those guidelines is to give you the ability to flow and
move on from one point to another point.
Right.
That's how you show fluency.
That's how you show sequencing organization and being able to give a coherent response.
Right.
This is what a coherent response might seem like when you're talking about part number two.
This is directly from ETS, ets from iles iles IDP.
This is an a sample response from them.
You can see that they basically give their one entrance, a one sentence, a one or two sentence introduction,
and then they go through talking about each discussion point.
Right.
So they really started the first bullet point and then they just keep going in a logical, coherent
way.
Now, this is an example of a bad response.
And the reason why I put this here is because, you know, you need to understand that these are guidelines.
They're not questions your answering.
Some students mess up because they look at this and they're trying to answer a question.
You're not just answering a question.
These are these are discussion guidelines.
Right discussion guidelines.
There's a difference between discussion guidelines and answering the question.
So you're not you don't have just a series of one sentence answers.
So that's sometimes where people are messing up their score.
All right.
So we'll part number two.
Remember to extend and explain your details, express your thoughts and feelings.
The truth doesn't matter.
Some people tell me, well, what if I don't know about this?
What if I don't have this experience?
The truth.
The truth doesn't matter.
Your story, your storytelling.
Think of it.
Think of it in terms of telling a story.
Now, part number three.
That should be related to part two, not related to part three is related to part number two.
Right.
These questions will be related to the same topic as part two.
They're going to ask you about 3 to 5 questions.
And they're testing your ability to answer questions with more lexical and grammatical difficulty,
with more lexical and grammatical difficulty.
That's where they're testing in part three.
In part three, you definitely want to expand and extend your answers.
Try your best to use subject specific vocabulary.
When you're able to use subject specific vocabulary that really helps increase your lexical score.
Use contractions.
Right.
This is when you're doing the speaking part.
It's informal, not formal.
Is informal.
So you shouldn't you wouldn't say I have been.
You would say I've been.
You wouldn't say I am not.
You would say I'm not.
So using contractions, adjective collocations is very, very important.
Please use a variety if you're using discourse markers.
Use a variety of them.
I'm.
I'm tired of hearing, actually, ten times.
Right.
Don't keep just saying, actually.
There's one question we're going to get, then get to the samples.
Somebody asked me as a compulsory to speak a subject question in part number two.
So I talked about this earlier.
If they give you four bullet points and you only get to three bullet points, that's fine, right?
That could be fine.
It's not like I said, these are guidelines.
Now most students really need all four of the bullet points to be able to fill up 2 minutes.
Right to be able to fill up a full 2 minutes.
So that's how we teach it that way.
But they're called they call they specifically call them guidelines.
And there's a reason why they use that word.
That was the question from Patel.
And Patel, if you ask if you all ask a question.
Don't don't ask the question directly to me as a private message.
Ask the question in in the in the box so everybody can see your question.
I'm answering your question.
PATEL And nobody has context.
Right.
And this is what a lot of times part three questions and answers will look like.
This is highlighted in blue because this is not a good answer.
Is that a new development?
No, I think it's no, I think it isn't.
That's not a good answer.
That's why I have it highlighted like that.
Not a good answer.
The person should have really extended or explained a little bit more their.
But you can see that a part three ants or a part three response has more depth than a part one response.
And like I told you, part three is topic centered as opposed to part one, which is individual centered.
That's that's the real difference.