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Okay.

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So this is an aisle speaking exam part one live class presentation.

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Let's go ahead and get started with a brief review over speaking part number one.

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And then we're going to move on into the differences between the band six and band seven or higher.

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And then finally, we'll do some examples of some of the recent questions on part number one.

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So in terms of the purpose for speaking part number one, you have to, of course, introduce yourself

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because that's a basic function of of speaking any language.

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So they're first going to just introduce introduce themselves and have you introduced yourself about

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where you're from?

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They'll ask you a few general questions that are related to the city you live in, or if you're a student

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or do you have a job.

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And then they're going to ask you a few unexpected questions.

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And those unexpected questions are the questions that we're going to focus on today in this live class.

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Unexpected questions or questions where they're asking you about museums or art or books, reading,

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walking, exercise, transportation, some type of question that maybe you're not expecting so they

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can see how you respond in that type of situation.

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Now on the speaking test for part number one, you have different question types that you're going to

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encounter.

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There basically are 15 different types of questions that range from ability to describing something

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to opinions, places, preferences, suggestions, or specifying some specific response or specific

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fact or detail.

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And so on the exam, you want to make sure that you're able to manage and answer all these different

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question types.

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Now I am going to go ahead and give you a copy of this later on.

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What you see on the screen, I'm going to attach it to a PDF and that will be uploaded into the course.

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And I'll probably when I add it into the course, I will add more of the question forms and some of

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the question positions in terms of how you respond when they're asking about your ability or how you

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respond when when they're asking you to describe something.

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And so I think that could be something that's really helpful.

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In terms of your scoring and Niles examiners, as you as you may know, if you don't know, they're

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going to be testing you in four different areas.

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Fluency and coherence.

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Lexical resource.

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Lexical resource deals with your vocabulary.

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Grammatical range and accuracy deals with, of course, how would your range of English grammar?

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And then finally they're grading you on your pronunciation.

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How well do you do the individual sounds of a word, and how well do you pronounce groups of words together

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within a sentence?

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And of course, fluency and coherence deals with fluency, deals with your pace.

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In terms of the pace of your speaking incoherence, deals with understanding how well are you understood.

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And that comes from the fluency of your speaking and also the language that you're using, if it's coherent

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and relevant to the to the question itself.

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In terms of some do's and don'ts, you do want to make sure that you expand, extend and explain your

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answers.

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That's one of the best ways to do well on on speaking part number one.

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Number two, make sure you use subject specific vocabulary.

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Do simulate the exam as much as possible.

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Make sure you use contractions in part number one, because it is informal.

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It is informal.

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Part one is informal.

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That's the reason why they allow for you.

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They allow for you to use phrasal verbs and idioms.

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Make sure you use a variety of discourse markers.

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I can't tell you how many times I've been speaking with somebody and they keep saying actually actually

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blah, blah, blah, blah, blah.

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Actually, this actually this actually.

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And you're not showing range.

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You want to make sure you use cohesive language to be able to connect your ideas together and get to

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the point.

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Right, get to the point, respond, extend, explain.

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That's how you do well, in part number one.

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Some things that you do not want to do.

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And I talked about this a little bit earlier.

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I'm going to repeat it in terms of not using memorized answers.

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I also examiners are trained to recognize memorized answers.

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They're trained.

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Right.

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They're trying to do it now because it just you can you can immediately recognize when a student is

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using statements that they've memorized.

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And I especially hear this when when you all start speaking, like when somebody will ask you where

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you're from.

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And then I hear this rehearsed this rehearsed three sentence, this three sentence response as clearly

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rehearsed.

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And as an examiner, whenever you have memorized answers, you just throw it out the window.

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You throw it out the window.

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Because when you're when you're when you're speaking on a memorized answer that doesn't show your English

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ability, it just shows you you can you can memorize something and repeat it.

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Hand gestures.

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Somebody asked me earlier about hand gestures.

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They don't take away from your score.

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Like, if you're using your hands when you're speaking, it doesn't take away from your score.

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But you have to be very careful that you're not using your hands to substitute for words or substitute

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for language.

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Because that's what they're grading are your language.

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Don't over talk.

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Answer the question 2 to 3 sentences maximum for each question and part number one.

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That's it.

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Don't be repetitive.

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But I say don't be repetitive.

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This is what we're talking about.

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Don't repeat the question.

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Do you like reading?

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Yes, I like reading.

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Do you go to the museums?

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Yes, I go to the museum.

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When you're repeating the question or repeating the same words over and over again.

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You're not showing range.

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You're not showing range.

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And showing range is extremely important.

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So much of this so much of scoring well is about your range, your range of pronunciation.

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Your range of grammar.

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Your range of vocabulary.

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Right.

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Your range of being able to extend the answer.

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Doing well is about range.

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When the test starts, don't worry about your grammar or whatever grammar you have.

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Just go with it.

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And make sure that you don't translate.

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If you are trying to translate, what I mean by translate is think of how to say something in your language

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and then translate it to English.

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When you do that, it causes a disruption in your automaticity.

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Automaticity is is the rate or speed of which the word comes out of your mind.

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From your mind.

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Out of your mouth.

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And it causes a lot of his hesitation in pausing.

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So just speak English.

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This is another chart that I'm going to include in the course eventually, but it talks a little bit

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more about doing don't I'm not going to go over all of this right now.

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Like I said, I'm going to include this on a PDF for you to be able to see.

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But it goes over each.

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This one's broken down a little bit differently because it goes over specifically for fluency and coherence,

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what to do and what not to do for lexical resource.

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What to do.

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What not to do.

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Grammatical range do do not pronunciation do and do not.

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So like I said, I'm going to include this in the course and then you'll be able to take your time and

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go over it.

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Go over it at your own rate.

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Want to take a couple of questions right now.

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There are a couple of questions in here.

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I want to look at them.

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They answer the does stuttering affect my score?

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I have a speaking problem.

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Yeah.

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I mean, if you have a stuttering problem, then yes, it can affect your score because what ends up

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happening is you have a lot of hesitation in passing.

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So the only way you can really handle that is by being able to tell the examiner in advance that you

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have some type of speaking problem.

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And if you have any evidence of of like medical evidence or somebody acknowledging that you have a speaking

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problem, then I will present that up front.

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Now.

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I'll say it one more time.

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Hand gestures don't add anything to your score.

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Right hand gestures don't add anything to a score.

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Um.

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Mr. Gupta.

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I don't know what you mean by structures.

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I just told you that if you use.

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I mean, if you if you're trying to use something memorized.

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Then they're going to recognize it so that if that's what you're asking me about me, I don't know what

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you mean by structure.

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Like, like I told you, the basic structure, you know, for part number one is you want to speak in

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2 to 3 sentences.

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Right.

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But if you're looking to memorize phrases and stuff like that, they're going to recognize it.

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No.

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For for an introduction.

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That's not really important in terms of the grading.

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Right.

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Introduce yourself in a natural way.

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Explain who you are in a natural way and then talk about where you're from in a natural way.

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There's a big difference between speaking naturally and speaking from memory, speaking something memorized.

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We can immediately tell when you do it.

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Right.

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We can be.

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Well, the reason why you sound rehearsed.

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I'm not I'm answering one more question before I move on, everybody.

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And this is a question from.

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From Svetlana.

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I think she's asking me like, how can we how can we not sound like we're like we're rehearsing.

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The reason why you sound like you're being your pre rehearse Svetlana is because you keep practicing

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the same two or three sentence response 50 times instead of just practicing responding to the question

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naturally.

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If you keep practicing the same rehearsed sentences over and over and over again, you're going to sound

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memorize, you're going to sound pre rehearsed.

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The way you don't do that is by you just practicing answering the question naturally how it comes to

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you.

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That's how you avoid doing that.

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All right.

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So I'm going to keep going and moving forward.

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Yeah.

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If you have a question, go ahead and type your question in the box.

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I'm not going to turn on any microphones and just just type your questions into the box for me.

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And Jan also Jan I see your hand.

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Jan, this type of question in the box and I'll answer it.

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Oh, yeah.

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He had to turn off your video, please.

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Tina.

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Sastry.

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Turn off your video, dear, please.

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Everybody.

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No video, no video, no video, because your video can be a distraction.

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There we go.

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All right.

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So let's go ahead and keep going.

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This is something else I'm going to pass along to you also.

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It deals with mistakes that are made in the different areas, especially pay attention to the grammar,

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the grammar accuracy in terms of the mistakes.

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These are a lot of the mistakes that I hear over and over again.

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Wrong word orders.

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Wrong models, wrong tenses.

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Countable verbs, uncountable comparatives subject verb agreement.

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One of the.

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One of the best pieces of advice.

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That I could give somebody for being able to get a really great grammar score for the speaking section

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is have strong fundamentals.

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Many times you mess up your grammar score, not by the advanced things that you can't do.

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But by the basic fundamental parts of grammar that you cannot do or that you consistently do incorrectly.

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And the way that you're able to correct yourself is you have to be able to record and listen to yourself.

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That's really important to be able to do that.

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All right.

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Here's just some some more basic speaking advice.

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Know what the examiner expects for each part of the exam?

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For example, in part number two, you have to know that what the examiner is really paying attention

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to a lot in part number two is your fluency.

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Your fluency in your pronunciation.

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Right?

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So know what the examiner is expecting to hear from you.

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In each part, the examiner will allow for you to make mistakes in the errors.

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They're not your friend.

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They're not trying to be your friend.

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If you make mistakes, they're going to let you make mistakes.

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Tip number two Don't be in a hurry.

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Sometimes you can ask a student a question and then as soon as I get the last syllable out of my mouth,

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they're already responding.

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Number one, that means you didn't take the time to fully hear the question.

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And then number two, you're starting out too quickly.

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It's okay to take a one or 2/2 pause and then speak.

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Tip number three, be very, very descriptive in your answers is not about just answering the question,

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but how you answer.

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That's what you're graded on.

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And remember, there are no right or wrong answers.

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There are relevant and irrelevant answers.

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There's a difference.

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A lot of times students get hesitation problems or pausing problems with their responses because they're

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trying to give a right answer.

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And there's no such thing as a right to any of these questions.

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To all of these questions, there is no right answer.

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There are a multitude of possible answers.

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So don't worry about being right or wrong.

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Just be relevant, right?

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Just be relevant.

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Tip number four always followed the verb tense of the question.

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If the question is asking about the past.

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Keep your verb tenses in the past.

246
00:15:39,760 --> 00:15:43,600
If it's asking about the future, keep your verb tenses in the future.

247
00:15:44,080 --> 00:15:49,600
And then finally, I want you to always make sure that you paraphrase the question and use synonyms

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whenever you can paraphrase the question and use synonyms during your speaking, you're going to be

249
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able to score very well.

250
00:15:59,940 --> 00:16:00,210
Right.

251
00:16:00,210 --> 00:16:05,250
So if we're a part number one opening, it's always like this.

252
00:16:06,120 --> 00:16:07,920
It's always like this.

253
00:16:08,400 --> 00:16:09,220
Good afternoon.

254
00:16:09,240 --> 00:16:09,720
How are you?

255
00:16:09,750 --> 00:16:11,130
I'm fine, thanks.

256
00:16:11,220 --> 00:16:12,990
It's going to start out this way.

257
00:16:13,940 --> 00:16:17,090
Right when when they're going over this part right here.

258
00:16:17,510 --> 00:16:20,540
Just answer the questions naturally.

259
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Don't give these pre rehearsed, memorized responses, because we can always tell when you do it.

260
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And that does not help your scoring when you do that.