 What we're going to do is take a real student who got a Band 8 in her speaking test and show you exactly what she did for part two of her speaking test. So what we've done is we've recreated the speaking test in her office. I've shown her the cue card, given her one minute to go through it, and then we listen to her answer. But more importantly, what I also did was give her some advice before she began her test, telling her what to do for part two in order to help her through that, and then I give her feedback immediately after. So you're going to be able to listen to my advice, listen to her performance, think about what she did, and then listen to my feedback and learn from it. Without further ado, here we go. So Rashmi, now let's move on to part two of the speaking test. So part two is known as the long turn where the examiner will give you a card, and he or she will give you one minute to plan so you won't be writing full sentences, just a little bullet points or thinking about what you might want to talk about, and then they will begin the clock and you will speak for between one and two minutes, and the examiner will stop you. You don't have to be thinking about time, like am I at one minute, 58 seconds or anything like that, focus totally on your speaking. Don't be thinking about the clock or time or anything like that, and the best way to do it is just keep talking, and the examiner, believe me, will stop you because he or she does not want to be there all evening listening to you. So don't worry about time, just keep talking. The challenge for most students in part two is what happened to you the last time where you run out of things to say, because we never really, when we're talking naturally to someone, we don't really think about time, and then the examiner gives you this and says speak for up to two minutes, and two minutes doesn't seem that long, but actually just speaking without interruption for two minutes is a little bit challenging. And the reason that students run out of time is, so you'll be given this card, and you'll have the question here, and then it said you should talk about, and then 0.1, 0.2, 0.3, and 0.4. This is not the question, by the way, just in case people think that we're cheating. This just says questions, and what happens is people speak about 0.1, then about 0.2, then about 0.3, then about 0.4, and by the time they get there, it's like 45 seconds or 50 seconds, and then, oh, what do I do now? What do I talk about? So what you should do is use these bullet points as just pointers to help you out. Don't rely on them. So you know what a crutch is when someone breaks their leg? Don't rely on them as a crutch. Use them just as a tool to help you. So the best students I've ever worked with don't need the bullet points at all. A lot of teachers teach people that you must talk about 0.1, then 0.2, then 0.3, then 0.4. That's nonsense. You don't have to do that. You don't have to mention any of the bullet points. You just, you have to talk about the question asked. As long as you're talking about the question, the bullet points don't matter. Again, use them as tools, not as a crutch. So the best students I've ever worked with, they just look at the question and they talk about it naturally. They don't look at the paper at all. Now that is not possible for many, many students. So what I teach students is have a look at the forward bullet, have a look at the question, think about the question, then look at the bullet points and think about which ones you want to talk about, which ones you would find easy to talk about. And you can just put a tick beside those ones or you could delete the ones that you don't want to talk about. And then you can add more bullet points that are related to that question. And you could talk about things like how you feel about that thing, maybe a story about the past, the future. You could talk about what you're going to do with that and the future or that topic. You could describe that. There are many, many, many other things that you could talk about other than the bullet points there. So what happens is you talk naturally as best you can and then when you run out of things to say, you can just look down, oh, I'm going to talk about that one and then talk a little bit more. So you have bullets in your gun. You're not going to run out of bullets, you know? Does that make sense? Yes. In terms of fluency and coherence, this is where the examiner can really test your fluency and your coherence, especially your fluency. Because only if you're a band, band eight, band nine, which I think you're capable of getting there, you can only speak for two minutes fluently if your language level is at a certain level. You might pause or hesitate to think of ideas, but you won't pause and hesitate to think of the grammar, the vocabulary. So there's a difference between linguistic pauses and idea pauses. So it's OK to pause and think about what you're going to say for a second or whatever, a very short amount of time. But the examiner will notice the difference between linguistic pauses and just trying to think. But you shouldn't have to think about it that much if you use that strategy. I've just told you that strategy right now. Anybody watching, it would be better for them to practice that quite a bit before the actual test. But I think you'll be fine. I think you'll be fine. Pronunciation. Often students have a problem with, again, speaking inside their mouth or mumbling because they get tired throughout. So they get past one minute and they start to run out of ideas and then they're tired of speaking and they kind of mumble. So try and enunciate as much as you can. And grammar and vocabulary, I think you'll be fine as well. You might want to, when you see the topic, try and think of some topics specific vocabulary that you might want to use or some idioms or phrasal verbs or things like that. You don't have to use idioms. You don't have to use phrasal verbs. But they do help. It's idiomatic language. Idiomatic language does not mean idioms. Idioms are a type of idiomatic language. Phrasal verbs are a type of idiomatic language. Slang, colloquialisms, local language that you'll hear around here, that's another. It's just natural English. There's a difference between textbook English, like standard English, and then English that you'll hear out on the street. Two very different things. So the more you sound like a native English speaker, that the higher your vocabulary score is going to be because you're using that idiomatic language. But it doesn't mean just idioms. Because some students, they go into the test and every sentence has four idioms in it. Hello, I'm over the moon to meet you. And once in a blue moon, I get to do this. That's not how normal people speak. So try and avoid that. Any questions before we start part two? OK, so I'm going to give you this. You can look at it. Make notes for one minute. When the one minute is up, I will start the clock and ask you to speak for one to two minutes. And I'll stop you. OK, when you're ready. I don't think I have too many expensive things. I'm not materialistic at all. So I don't tend to spend too much. But if education comes, then I think the most expensive thing I've ever bought is an education at Queens. I paid 25,000 pounds to be here. That does not include the plane ticket. But yes, till that would be the most expensive thing. Where I bought it? Well, I live in India. So I came here in the UK to study at Queens. Education has become really expensive. But I think this is by far the most expensive ever. But it was worth it because I learned a lot. They have really good infrastructure. And the quality of the teaching staff is really good. I met the students from all over the world here. So the cultural exchange was really good. I learned a lot not just from being in the classroom, but from outside of the classroom as well. And just talking to people on the streets or volunteering. It gave me a lot of experience, which I don't think I could have gotten just being in a classroom. So I did pay for education here to study marketing and analytics. But I came out learning a lot more than just that. Why I bought it? Because I really wanted to study analytics, like I mentioned before. But besides that, Queens is a really good brand. And it has a really good image in India. And I think all over the world, it's in the Russell's group. So an education at Queens is going, I knew that if I invested in it, it was going to pay off. Good. All done. OK. So how did you feel about that one compared to your last one? I think it was bad. Bad? Why did you think it was bad? I didn't mention how it made me feel. So when we were talking about this, I said, did I say you have to speak about everything? So you're fine? OK. So you're fine? As long as you talked about this, which was described the most expensive thing you have purchased, then you'd be OK. So the question says, the most expensive thing, and you talked about education, so that would be fine. But if it said the most expensive item, that would be like a phone or a car or something like that. So I think that would be fine if you did that. But in the real test, if there was something ambiguous like that, then you would maybe not take a chance. Because if you took a chance and you were wrong, then they might mark you dying for coherence because you didn't speak about that thing. But it says here, thing and education is a thing. So you're fine. So you don't worry about that one. How do you think your fluency was compared to last time and being able to talk for the two minutes? I think my fluency was OK, but vocabulary was bad. Why did you think vocabulary was bad? It was basic. Why? I just used regular words. I didn't really use too many. So when you were thinking about that, were you struggling to find more advanced words? No, usually in these tests, I know I'm supposed to use really nice words. But I don't think about that. When I'm asked a question, I just think about the answer and try to answer it. Yeah. That's, I mean, if you have a choice between answering the question clearly, which you did, or trying to think of nice words, as you said, or big words, it's far, far better to naturally answer the question. Because that's the most important thing. And that will lead to your fluency being fine, your pronunciation, your grammar. And you will naturally use a range of words. Your accuracy of your vocabulary was excellent. You could have improved your range a little bit, and we'll talk about that in a second. But you should never go into the speaking test thinking, I'm going to use lots of big words. Because that messes up so many people. So if we talk about the vocabulary, there's a few things that you could have done easily a little bit better. So you said they have really good infrastructure. The teaching is good. It's really good. So you're like, it's good. It's good. It's really good. So you're using a lot of simple adjectives. And those are probably the easiest words to vary and demonstrate that you have a wide-ranging vocabulary. And especially using collocations and so good infrastructure. What word could be used instead of good for infrastructure? State of the art. State of the art infrastructure. I thought there's a difference between written English and spoken English. So I don't know which words would go like. So are you talking about formality? Yes. Yes. So I mean, there is a difference between. But you're talking about an academic thing. So you're talking about academics. So it would be OK to use academic type language to talk about academics and to talk about a university. Especially. The teachers are really good. How could we say that instead of the teachers are really good? Teachers are any good. There's lots of good adjectives. Knowledgeable. Amazing. They are. I don't think I have a position to call them knowledgeable because who am I? They are obviously knowledgeable because they are there. But remember, you're in a speaking test. So they're not going to. They won't hear this. And you know, you're not sitting with the teacher talking about them. So you know, we'll try next time you could work on your collocations a little bit and your range of especially descriptive adjectives. A good way to think about it is instead of saying really something, you know, instead of saying really good, amazing. Or it's like this mean line meeting is really nice. It's delicious. That lady over there is really good looking, beautiful. So there's often one higher level adjective to use instead of really plus a simpler adjective. That would be a way that you could improve your vocabulary a little bit. But also remember, you're being judged on your whole performance. You're not being judged on what many students are probably writing in the comments right now is, she said good three times. Like that is not how the examiner is judging you. The examiner is not judging your whole use of vocabulary, not that you use the word good three times in one or two sentences. The examiner would listen to the rest of your vocabulary and it's not like negative marking. But just I think you, as I said before, I think that your vocabulary is far wider ranging than you are showing in the test. Because when I look at your writing, your vocabulary is much more wide ranging. It's always accurate. So I think you can take a chat. And I also think it's some higher level users of English are used to just saying really good and the teachers are good because that's how normal people speak most of the time. But because we're in a test and we want to get as high a mark as possible, you would want to take some chances. The only time I would change that advice would be if you were slightly lower level and you were say at a 6.5 and you needed a 7, I wouldn't tell someone at that level to take more chances with vocabulary because that would probably lower their score because they would make so many mistakes. But because your accuracy is so high, I think that you could vary it a little bit more. Your grammar was excellent. I probably already mentioned that pronunciation was good. There were some words like you're saying materialistic. And you said it very, very quickly and kind of inside your mouth. So that's what might have been, I understood exactly what you meant. But someone watching on the video might have been like, I didn't quite understand that. So try and enunciate as much as you can. But you don't have a problem with your pronunciation at all. So just a little, again, a little tuning rather than a criticism, okay? Any questions about part two? You did very well, okay? Well done. 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