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Okay.

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You've just completed part number one of the speaking section of our course, and now we're going to

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get into speaking part number two.

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Part number two is known to be the most challenging section of the speaking test.

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And so we're going to spend a little bit of extra time to really break down how you can do well in part

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number two.

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So let's get started.

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So what happens in part number two?

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Part number two for most students is one of the most challenging parts of the exam.

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So first, let's just go through the five steps of really what's going to happen here.

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So in step number one, the examiner is going to give you a topic card.

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And on that card, it's going to have a description of a topic and they're going to give you three or

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four prompts.

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So it might be it might be something to the effect of on the topic card.

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It might ask you to talk about an event where you invited your family over and then they'll give you

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some prompts with that topic.

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Card Who was invited?

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Why were they invited?

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What happened?

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Did you have a good time?

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Right.

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They're going to give you a piece of paper and give you one minute to take notes on what you want to

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say.

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You get one minute to take notes after that one minute has concluded, the examiner is going to ask

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you to begin speaking.

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You're going to be able to speak and give your response to all of the prompts on the topic card.

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You'll have up to 2 minutes to complete your response.

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At the end of those 2 minutes, the examiner will stop you whether you are finished or not.

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They're going to stop you.

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So to be able to be able to do a great job on part number two, you have to be able to speak in a coherent

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manner for up to 2 minutes.

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Now, sometimes students ask me and they say, Well, do I have to speak for 2 minutes?

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Kind of just speak for one minute?

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Sure you can.

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You can speak for one minute, and then you also can get a five on.

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You're speaking, right?

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You're supposed to fill up that entire 2 minutes of time after the examiner stops you.

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They're going to move forward to part number three, which we'll talk about later on.

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Now, of course, the examiner is going to be grading you on part number two according to the same rubric

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that they do on part number one and part number three in part number two, in terms of fluency and coherence,

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they're really going to be looking for if you can really speak smoothly for those entire 2 minutes,

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are you able to are you able to speak with punctuation?

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And what I mean by that is just like this, as in writing, there are periods and commas and pauses

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in speaking that it's exactly the same.

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But many times when I hear students speaking on part number two, they just run through all the punctuation

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and that's not good, right?

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Make sure they're looking for you to be able to use connectors and connect your ideas together.

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They also will be grading you on the lexical and your lexical ability.

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And in part number two, you're expected to be able to use a lot of topic specific vocabulary and use

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a lot of synonyms.

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In terms of your grammar, the examiner is going to be looking for you to be able to make, to be able

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to give or provide mistake free sentences and have a lot of tense control.

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Now, pronunciation is really, really highlighted in part number two, because you're going to be speaking

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for 2 minutes uninterrupted.

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And in order in order to score, well, the examiner has to have the examiner has to be able to listen

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to you with.

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Time when students do that, they end up having so much pausing and hesitation because they're just

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trying to remember what to say.

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If you get good at taking notes, then you already have the ideas directly in front of you, directly

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in front of you, of what you want to say.

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And you just walk through it step by step.

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No taking makes a big, big difference in terms of giving an organized, coherent two minute speech.

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Also next, we also have to be able to really have a really good starter.

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We want to be able to have a really, really good starter.

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And what I mean by a good starter is when you're starting out already, be very good at giving that

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opening sentence.

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You're not going to be able to memorize an opening sentence because you don't know what the topics are

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it's going to be.

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For me, normally I like to start off with a compound or a complex sentence, just to start off and

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right from the beginning show the examiner that I have a really high skill level.

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But in terms of giving a good starter, you've got to be able to give your answer to the question and

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get right into those discussion points.

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Point number three.

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Storytelling.

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When you're really when you're really doing part number two, well, basically, you're telling a story

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and there are three or four parts to the story that you have to fill in.

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But I'll tell you, I say story because the truth doesn't matter.

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The truth does not matter.

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If you don't know something, just make it up.

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It doesn't matter.

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They're not grading you on the truth of what you're saying.

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They're grading you on how well you say it.

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Finally, to be able to score well, make sure that you are familiar with the different topics that

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you can be asked about.

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It's either going to be an object or product is going to be a person, an event, activity, place,

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favorite or incident or situation.

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I've looked at a lot of questions and I would say probably 90 to 95% of the questions fall into one

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of those categories.

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So what else can you do in part number two, to boost your your band score?

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Number one, have consistent tenses, consistent tenses.

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Right.

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You're going to use the past, present or future.

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Most of the time you're dealing with something in the past is which is what I found.

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A lot of the questions are asking, asking you about something that happened in the past, but you want

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to be consistent in your tenses.

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As I said earlier, feel the entire 2 minutes.

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Now you're not going to have a clock.

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There's there's not going to be a clock that you can look at.

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So what you have to be able to do is just really practice being able to complete a response within 2

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minutes.

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Also, finally, focus on your answer when it comes to exam time when you're in the exam.

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Whatever grammar you have is what you have.

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Don't worry about it.

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Don't let it affect the other parts of the rubric.

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Finally, I've seen this happen and I'm going to just ask everyone to please not do this, which is

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repeat the question prompts.

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Sometimes I've heard students they'll they'll they'll give they'll start off their response.

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Then they'll stop.

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They'll read off the next the next part of the next discussion point.

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Then they'll keep they'll give their response.

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Then they will verbally read off the third discussion point and then give their response.

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You cannot do it that way.

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That's not what you're supposed to do.

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You're supposed to be able to speak fluently, consistently and smoothly from beginning to end.

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You're not supposed to stop.

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Read the prompt, stop, read the prompt.

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So please don't do that.

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Now in terms of the part two topic categories, the categories are very, very specific, right?

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I've gone through a lot of questions and all of the questions are going to fall into one of these categories.

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It's either going to be an object or product.

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It's going to be a question about a person, a question about an event, a question about a specific

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activity, a place, something that's your favorite or some type of situation or incident.

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The questions are going to fall into one of those topic categories.

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Now, the great thing is that the strategy that you're going to use is the same.

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It doesn't matter what the topic is, is the same strategy.

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So, for example, here are some questions that deal with objects or products right here.

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They're asking you about a local product here.

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They're asking you to talk about asking you to talk about a food here.

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They're asking you to talk about a advertisement, a toy, an item you bought here.

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We're talking about just more this more fits into a product in terms of information on the news that

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was useful to you.

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Right.

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But it's going to fit this is what this is what an object product idea question looks like.

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Next, you have questions that are about a person.

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Describe a person who's helping the poor in his or her free time.

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Talk about a person who motivated you in your life.

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Describe someone who travels a lot by plane, as you know, as you, as you.

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As you can see, there are three prompts here.

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Three prompts, three prompts.

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Sometimes there are four.

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Sometimes there are four prompts.

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Here.

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We're talking about an event.

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Talk about a happy day that you would like to celebrate.

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Describe a day in the near future that would be the best day of your life.

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Talk about a day that has a special meaning to you.

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And you remember it well.

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They're always going to is is going to be a question like this, possibly an event question.

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Next you can be asked about an activity.

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Right.

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Talk about the lifestyle in a village.

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Describe a vacation that you took that you've taken recently.

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Describe an achievement that you have celebrated recently.

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Some type of activity.

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Activity.

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Activities and events are really close together in terms of what they mean.

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So sometimes you might read a question and it might fit into an event.

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It might fit into an activity.

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It doesn't matter.

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But because they're very, very close in meaning you can have questions about a place.

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Describe a beautiful city.

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Describe a regional industry.

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Talk about a place you visited that was very colorful.

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You'll have a question possibly about your favorite.

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Talk about your favorite toy as a child.

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Describe your favorite advertisement.

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Talk about your favorite music.

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And finally, you also can have a question, and that is talking about an incident or a situation.

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Talk about an instance when your car broke down.

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Please say.

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Talk about a situation when something in your house broke or stop working.

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Describe a situation when a child made you laugh.

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Describe a situation when you had to use the Internet to solve a problem.