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Hi there.

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In this lecture, we're going to be going over some really good advice, tips, strategies and advice

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that cover all three parts of the speaking test.

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You're going to hear some great advice from some examiners, former examiners on the aisles, and they're

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going to give you some really, really good advice I'm going to share with you.

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And then also you're going to get my expert advice on the speaking section.

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So let's go ahead and move forward, make sure that you're taking notes and let's go ahead and really

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take this in, because I want you guys to do a great job on the aisle speaking section.

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And the key to doing that is being able to master and apply this advice you're going to get in this

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lecture.

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So part one is known to be pretty easy.

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It's basically basically a warm up.

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But I would say that you have to really, really do well in part number one.

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A lot of students mess up because they just start off very, very slowly.

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And that's a big, big mistake.

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You want to be able to start off in part number one and do well right away.

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Part number two from the different examiners that I've talked to over the years is where they really

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get a chance to see how how how good you can speak, how well you can speak.

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Part number two is really the score determiner.

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So if you want to do well on the speaking section, if you want to move up into that band eight band,

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nine section or realm according to the rubric do great.

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Part two.

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Part two impresses them.

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Part number three, they're making their final decision.

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You know, if you do a great job in part number three, that might give you that little bit of extra

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boost to push you where you want, where you need to be able to go.

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Now here's some more.

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Just again, basic general advice about the different sections.

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In part, number one, what you want to do, give a direct answer, extend it and then explain.

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Then stop.

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Smile.

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Show the examiner that you're ready to move on to the next question.

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Don't just ramble on and on and on and on.

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And where the examiner has to stop you every single time.

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In part number two, one of the best ways to think about it is that you're telling a story.

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Right.

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Tell a story and keep in mind the truth does not matter.

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They're grading you on how you say something, not what you say.

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In part number three, some really good advice.

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Just practice writing out your answers.

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Write out your answers.

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And when you write out your answers, include some of the natural fluency markers when you're doing

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your writing in addition to do well in part number three, practice with a partner practice being able

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to give those really extended answers.

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In part number three, the questions in part one and part three are similar, except in part three.

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The questions are longer and they have more complex vocabulary.

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So in part number three, you're expected to answer directly, extend your answer, extend your answer

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again, and then maybe explain or give an alternative scenario to extend that answer.

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They really are looking for you to give deep well thought out answers.

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Again, it's not about the ideas.

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You have to be within the context of the question, but it's all about how you say it.

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Now let's go ahead and move on and talk about a few more things that could be helpful to you during

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the ill speaking section.

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Sometimes student asks, students ask me, Is it okay to ask them to repeat a question?

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Yes, it's okay.

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But you cannot do that four and five times.

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Can you please repeat that?

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Could you please say that question again for me?

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If you're if you're always doing that, it's going to seem like you don't understand English very well.

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If you do it once or twice, that's okay.

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I mentioned earlier about speaking spontaneously.

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You know, the graders are not going to be impressed.

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They are going to be very impressed if you're if you're using speech that shows automaticity.

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Right there shows that you can speak spontaneously.

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Speaking spontaneously sounds more natural.

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I can always tell when a student is really memorizing or given giving a memorized answer.

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Now at the top here, you see that I have something about speaking with abstract nouns and ideas.

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Using abstract nouns and ideas is a really good way to to show the grader that you have very strong

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vocabulary.

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There's a great video on this that I mentioned at the top that talks about abstract nouns and ideas.

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First impressions.

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Examiners are human beings, which means that they they they can be impressed.

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And so your first impression is really important.

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If you really start off just just with a strong start, that's got to stay with the examiner throughout

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the rest of your speaking test and finally be emotional in your speaking.

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Native speakers have an emotional content when they're speaking.

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A lot of times when I'm listening to a non-native speaker, they're there.

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They don't have that emotional content and it doesn't sound natural and that actually ends up with a

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lower score.

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A few more things to mention.

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I mentioned number one earlier about how not what mimic native speakers.

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When you're listening to me during this section of the course, it's okay for you to stop back up,

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listen to what I said and repeat how I said it.

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Mimicking native speakers is a great way to really improve your pronunciation.

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Also, this third one here in terms of speaking with speak with punctuation.

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Let me be let me explain that.

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What that means to speak with punctuation is when you're speaking.

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There are there are there are periods.

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Their commas, their semicolons.

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Right.

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Speak with punctuation.

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A lot of students mess up because they just run through their sentences.

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They literally just run through their sentences.

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No punctuation at all.

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That equals a lower score.

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And finally, use a speech to text program.

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These are great because the program actually writes out what you're saying and it gives you an opportunity

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to really look back at that information and look at look for areas where you can really improve.

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Moving on practice like the real exam practice.

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Like the real exam.

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If you just sit in your room by yourself and answer questions to yourself, you're not doing real practice.

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You're not practicing like the exam this next one in terms of speaking English.

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Let me let me be clear about what I'm talking when I'm.

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Well, let me explain myself better.

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What I'm talking about.

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Speak English.

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If your exam is coming up in 2 to 3 weeks, what you really need to do is just speak English all the

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way up to the date of your exam when it's possible.

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Now, of course, if you have people in your family that don't speak English, you're not going to be

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able to really do that.

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But the more that you're speaking English, the better your fluency is going to be.

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And also your pronunciation.

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So speak English.

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Structure your responses.

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This kind of goes in line with what I say in terms of speaking with punctuation.

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You want to give a structured response, structured answers.

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Don't just ramble and babble on because you're going to lose coherence.

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And finally, learn to recover.

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What I mean by learn to recover is everybody messes up sometimes.

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Everybody does.

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Even when I'm practicing, I might mess up.

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But what you have to be able to do is you have to recover quickly.

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If you think about how you just messed up, you're going to mess up on the next question.

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Be confident, prepare, speak naturally.

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And record and transcribe.

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In terms of these four, I'm going to really talk a little bit about being confident because there's

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there's nowhere on the rubric where it says, oh, he gets a better score for being confident.

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But very often, like I said, the examiners are human beings and there's really nothing more impressive

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than a confident speaker.

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Sometimes when you're a confident speaker, it sometimes helps high some of those those mistakes that

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you make.

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So really try to be confident when you're speaking.

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Now here are some great tips on what not to do.

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Flat intonation.

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Flat, flat intonation will always lead to a lower score.

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So what I mean by that is this.

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I like music because music has always been a part of my life and I don't know what I would do if I could

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not listen to music every day.

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Now, some of you may hear that and say, well, that's okay.

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Well, it's very flat.

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There were there were there were there was no intonation.

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There was no rising and falling.

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Native speakers have intonation.

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If you're flat, you're going to really you're going to really hurt your score.

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Big words.

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Very often I'll hear students use.

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Just use words that I would never use.

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Like these are really just big words.

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If somebody looked up in the dictionary and said, I'm going to use this word and very often what ends

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up happening?

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Is they use the word out of context or they use it inappropriately.

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Confusing grammar.

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On the exam.

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Use the grammar that you have mastered.

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All right.

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Of course.

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Saying nothing is going to damage your score.

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You can't just sit there silently.

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Don't give any memorize answers.

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Don't give any memorize answers.

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We can always tell when you're giving a memorized answer.

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Right.

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There's training.

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All examiners have training, right.

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So giving giving a memorized answer, they will always be able to hear these memorized answers really

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in the beginning of part number one, like when I ask somebody, what's your name?

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And they give me some some really just canned, prepared answer.

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And I know it's something that's already prepared.

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And so I just immediately discount it.

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Don't even count it.

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It doesn't count towards your score.

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Don't pair it.

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Don't be a parrot.

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What I mean by that in terms of parenting in terms of parenting means like repeating the question,

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words, don't do that and don't rely on the examiner.

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Don't look for help.

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Right.

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They're going to let you make mistakes.

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They're not going to help you.

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Also, don't do this.

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And I've talked to examiners.

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They don't like this.

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They don't like when you ask their opinion when you finish the exam, how do you think I did?

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How did I do?

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They don't like that.

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Don't do that.

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I'm telling you, they don't like it, so don't ask them.

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How did you do?

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Thank them for their time.

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Get up and go.

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Be professional.

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But don't sit there and ask them, you know, how do you think I did?

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They don't they don't like it.

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Now, here are some great advice.

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This advice is directly from examiners.

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I interviewed some examiners and I really ask them, give me your advice to students that are taking

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the ill speaking section of the test.

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And number one, they said stay on topic.

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Right.

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Stay on topic.

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They love when you stay within the context of the question.

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When I hear students speaking, some of the biggest mistakes that I hear is when they ask you a question

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and you just ramble on outside of the context of the question.

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You're hurting yourself.

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You're hurting yourself.

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So don't do it.

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Repetition.

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Yeah.

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Please don't just keep saying.

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Actually, I really don't like music very much.

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Actually, the weather in my country never changes.

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Actually, I love going to street markets.

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Using idioms and figures of speech.

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If they're properly used, it impresses them a lot.

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Right.

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You have to know about your time management, know when to stop talking.

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Just.

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Just keep your eyes and keep good on to keep good eye contact with the examiner.

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Because you can tell in their body language that they're getting ready to ask you a new question.

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And that means when you start seeing them getting ready to ask you a new question, it's time for you

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to wrap it up.

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Answering and no, you can't just answer no, right?

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You cannot just answer no.

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You can't say no and then stop.

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You're going to get a 4.5 or five, maybe even a four.

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Don't use any slang.

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Right.

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From what I've been told by the examiners that I interviewed, do not use slang.

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And what we're talking about there is street slang.

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Now complex sentences.

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Every once in a while.

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They like to see that you can use the different sentence forms complex compound those types of sentences.

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Okay.

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Now let's move into some more examiner advice.

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Again, this is directly from the examiner's part.

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Number three is a discussion.

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Be mindful and don't launch into a long interrupted speech.

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Keep in mind, in part number three, they're saying they can stop you jump in, ask you a question,

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because this is a discussion.

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In part number two, again, this is something they all said when I interviewed them.

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Part number two was when I start thinking about the scores in terms of your grammar.

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Some examiners are human beings.

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Some of them really care about grammar.

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And if you have really, really bad grammar is going to keep you in the range of a 5 to 6.

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And as I see it, don't ask them how well you did at the end of a test.

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Here are some answers to some general questions that students have asked me over the years.

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What if I don't understand the question?

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Well, you're probably in a little bit of trouble if you don't understand the question right now.

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You can, of course, ask the greater.

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Well, what do you mean by that?

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You can do that more in part number three.

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In part number one.

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They really don't like it.

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If you're asking about what do you mean by that?

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Because really part number one questions, if you're taking the child's exam, you should know part

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number one questions.

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If you don't if you don't understand a part number one question, then I'm going to really wonder if

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you really should be doing the aisles exam right now at this time.

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But if you don't understand, it really kind of look at the topic of the question and try to give some

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answer regarding the topic of the question.

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You're going to be hurt a little bit because you didn't answer the question specifically, but that's

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the best advice I can give you.

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What template phrases can I use to score high?

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There are no template phrases you can use.

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Examiners recognize templates.

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They recognize that it sounds prepared and they don't like it.

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I'm telling you, they do not like it.

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What if I forget how to pronounce a word?

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Well, if you don't use it, number one.

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If you don't know how to pronounce a word properly, don't use it.

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Don't say it.

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You can always just describe the word or use a simpler word or use or use a synonym of the word.

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How should I start my answer?

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Well, I mean, this is that's a really difficult question to answer in terms of how should I start

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my answer.

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Really, the best advice I can say is paraphrase the question, right?

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Paraphrase the question.

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Be direct.

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Be very direct.

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Paraphrase the question.

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Be very direct.

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Explain.

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How can I know the correct answer?

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There is no correct answer.

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Right?

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If somebody.

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Somebody.

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There can be a thousand different answers to a question.

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There is no correct answer.

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So if you're focusing on what's the correct answer, you're focusing on the wrong thing.

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Now let's talk about something that's very serious.

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And what I'm talking about here is overcoming test anxiety.

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Test anxiety.

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Right.

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A lot of students, you know, they say, oh, I'm so nervous.

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I'm so nervous.

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I don't know what I'm going to do.

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I'm so nervous.

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And when you have that kind of anxiety going into an exam, you're just about you're you're you're just

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really setting yourself up for disaster.

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These are here on this page.

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This is just some general advice.

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One that I really like a lot, studying similar places, if possible.

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If possible.

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Go to a similar place as the testing center and practice sometimes studying in that kind of environment.

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Right.

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There have been there's been a lot of research.

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There's been a lot of research that has shown that when somebody really studies in a similar setting,

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it helps with recall, develop a pretest routine, use the same routine.

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Right.

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In terms of what you eat, what you do, what you say, what your your mantra that you use.

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This one seems obvious.

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And but I don't think most students really know how big of a difference it makes when you exercise and

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eat right.

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It really does eliminate the self talk, especially during the exam.

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Eliminate all that negative talk, replace it with positive talk, and really learn some relaxation

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and focusing techniques.

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They really help during the exam.

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Okay.

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So thanks for listening to some of these some of this general, some of the some of these general tips

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that I'm giving you, general advice that I'm giving you.

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We're now going to move into part number one or task one of the speaking section, and you're going

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to really get some really great advice.

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I'm going to give you some really good examples of Part one questions.

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So let's move forward and I'll talk to you soon.