Preparing for a Speaking Exam

How do I prepare for a speaking examination? Many people will tell you to speak as much English as possible before the exam, and they are right! However, there are some things you can do yourself to prepare for a speaking exam. Here are some self-study tips to guide you.

Know the exam layout

It's very important that you know the exam layout before you go into the exam. Being familiar with the exam means you will not be surprised by the type of questions or tasks you will be asked to do. Speaking exams are usually arranged into parts. Each part has a specific task, for example in part 3 of the Cambridge PET exam you are asked to speak about a photograph for 1 minutes. Likewise in part 2 of the IELTS exam you are asked to speak about a topic for 1 to 2 minutes with 1 minute preparation and note-taking before. Therefore it is important to know the speaking exam structure, so you will know what to expect.

Watch example videos online

There are many example videos of speaking exams available online for you to watch. These can be found on the official Cambridge and IELTS websites and also on video websites such as Youtube. The more videos you watch, the more topics you will see covered. This will give you an idea of the type of questions that can come up in the different parts of the exam.

Prepare and Practice Speaking Sheet

It's a good idea to take some time to prepare a topic sheet or a Prepare and Practice Speaking Sheet (PPSS). A PPSS is a brainstorming sheet on which you write ideas and vocabulary about a topic. So how does it work? It's very easy; pick a topic, brainstorm ideas on the sheet of things you could say about the topic, check your dictionary for any words that you would like to use and add them to the sheet. Once you have completed your sheet, practice speaking about the topic using the sheet to guide you and help you remember your ideas and new vocabulary.

It's very important that you DO NOT write full sentences on your PPSS. The PPSS must be in your style of note-taking like mind-maps (above) or linear notes (below). The PPSS is only an aid to help you remember key points and vocabulary. If you write your PPSS in sentences, there is a good possibility that you will read your sentences or paragraph, rather than speaking your ideas.

Also it is very important that you DO NOT memorise a paragraph to answer questions in a speaking exam. Key ideas and words allow you to talk more naturally about the topic and give you the flexibility to change your ideas according to the questions you are being asked.

Remember, if an examiner thinks you have memorised an answer, they will stop you and ask you a different question on a different topic.

It's a good idea to write up as many PPSS's as you can on different topics. Then use the sheets to practise - take a sheet out of your collection, and practise speaking out loud about the topic using the sheet to help you remember what to say and how to say it. You can practise with a friend or by yourself. Sometimes practising in front of a mirror is a good way to help you maintain eye-contact, rather than focusing on the notes all the time. You can also record yourself on your phone or recorder, and then listen back to your pronunciation and delivery.
Another good idea is to set a timer on your phone. In some exams you are asked to speak for 1 or 2 minutes. Set the timer and check if you can talk for a certain length of time about the topic. This is great to help you with your fluency also.

Topics for Speaking Exams

Each speaking exam is different, so do some research on the types of topics that can come up in the exam. Here is a list of the more popular topics that can come up in most exams.

We hope you found our idea of the preparation and practice speaking sheets helpful. If you use any other methods or techniques to prepare for your speaking exams, please comment below. We would love to hear your ideas.
Happy Speaking!

The Vocabulary Notebook

In this week's blog post we are going to look at tips for keeping a vocabulary notebook. Vocabulary notebooks are a great tool to help you increase your vocabulary when learning a second language. 

English has lot of vocabulary ranging from formal to informal phrases. Learning vocabulary can be overwhelming for students, and they often ask teachers for advice on how they can improve their level and knowledge of vocabulary. Many teachers will agree that a vocabulary notebook is a great tool for students. However, many teachers will also agree that students often start a vocabulary notebook, but they do not continue it. The reason for this may be that students don't know how to keep a vocabulary notebook or what should go into a vocabulary notebook. Here are some ideas to help you.

Methods

This is probably the most important thing about keeping a vocabulary notebook. There are different ways of recording new words. Remember that your vocabulary notebook is for you and no one else, so find a method or methods that work best for you. Here are some methods students use in their vocabulary notebooks:

Translation - a lot of students like to write the new word into their notebook with the translation next to it. This is good for a quick reference, but can limit students' learning of how to use the word.

Dictionary definition - a dictionary definition can offer you a little more extra information about the word than just it's meaning. Dictionaries show you how to say the word with phonetic symbols. They also tell you what word class the word belongs in, e.g. noun, verb, adverb

Example sentence - A very good way to learn how to use the word is to write an example sentence. This works very well for phrasal verbs or word collocations (words that often go together).

Organisation

We all have different ways of organising things, and we are all learning English for different reasons. It's important that you have a system in place in your vocabulary notebook, so that you can easily find words when you need them. There are a number  of ways to organise your notebooks.

Alphabetically - Just like a dictionary, you can divide your notebook up alphabetically to record your new words. 

By word class - Some students like to record their words by word class. They like to keep their verbs in one section, adjectives in another, adverbs in a different section etc. In this way students know more about how to use the words in sentences.

By context - For many people this is the best way to record and save vocabulary. You put all the words and phrases into one section according to how you will use them. For example, maybe you are going on holidays, and you have learned new phrases and words for booking a hotel. You can note all these phrases and words in the one section so they are easy to find when you need them. Likewise, if you are learning vocabulary for academic writing, you can save linking words and expressions in one section, so it's easy to refer to them when you are practicing your writing skills. It's important that you give each section a title, and having an index at the start of the notebook our using colour paper bookmarks can help you find the different sections easily.

By book unit and page - For students who are studying English in school and are using a course book, recording your vocabulary by the unit and page can be a great way to remember where the word came from. You can always return to the unit or page to practice the listening or the reading where the word came from.

Revision

So we have our vocabulary notebook, and we have saved some words and phrases in it - so what now? Well, use it! Take out your notebook and read through your notes every few days. Go back over the words you have recorded until you know them, and you don't need to look at them in your notebook anymore. Keep adding to the notebook and keep reading back over your notes. Use your notebook in conversations and when you are writing. Use your notebook in class and at language exchange meetings. The more you use it, the more your knowledge of vocabulary will grow.

We hope you enjoyed our tips for keeping a vocabulary notebook. Please comment below and tell us if you have any other tips for keeping a vocabulary notebook. What do you do in your notebook? Do you think vocabulary notebooks are a good idea? We would love to hear from you ...

Sentences - Part 1, Simple Sentences

In today's blog we are going to look at some of the rules around sentence structures. In this post we will look at simple sentences and some of the problems we might have with sentence structures when we writing in English.

So first of all, what is a sentence?

A sentence is a group of words (independent clause) that:

• Contains at least one subject and one verb.
• Expresses a complete though.

There are four kinds of sentences in English:

• Simple sentences
• Compound sentences
• Complex sentences
• Compound-complex sentences

In this post we are going to look at Simple Sentences

A simple sentence has one subject/verb pair. The subject tells who or what did something. The verb tells the action (jump, work, think) or condition (is, was, seem, appear). Some simple sentences may have an object also. The object is the receiver of the verb by the subject. However, not all sentences have an object, e.g. I travel a lot.

In order for a sentence to be  grammatically correct, the sentence must have a subject/verb agreement. Look at these examples:

A simple sentence can have one of several possible 'formulas'. Here are four possibilities:

Notice that the subject in a simple sentence may have two or more items (sentences 2 and 4). The verb may have two or more items (sentences 3 and 4). 

Subject/Verb Agreement

You already know that the subject and verbs agree in number:

So here are some common errors with subject/verb agreement:

1. When a sentence begins with the word there + verb be, the subject follows the be verb. For example, 

2. A prepositional phrase (a group of words beginning with a preposition such as of, with, in, at or on, and ending with a noun or pronoun) can come between a subject and its verb. Prepositional phrases may come after a subject, but they are not part of the subject.

3. Some words are always singular:

4. A few words are always plural:

5. A few words can be either singular or plural. In these cases, you must refer to the noun in the prepositional phrase:

Fragmented Sentences

In some languages , you can sometimes leave out the subject in a sentence; in others, you can sometimes leave out the verb.

In English, you must ALWAYS have at least one subject and one verb in every sentence. If you leave either the subject or the verb, your sentence is incomplete. We call an incomplete sentence a fragment, or fragment sentence.

These are fragments. Fragments are sentence errors.

Reference: Oshima, A and Hogue A, Introduction to Academic Writing, 3rd Ed., Pearson Longman

So now we have reviewed Simple Sentences. Check out our next blog post in our sentences series - Part 1, Compound Sentences

Sentences - Part 2, Compound Sentences

In part 2 of our sentence series we talk about compound sentences. In this blog we will look at what compound sentences are, and what are the important features we need to consider when writing compound sentences.

What is a compound sentence?

A compound sentence is composed of at least two independent clauses joined by a comma and a co-ordinating conjunction. An independent clause, like a simple sentence, has a subject + verb and carries its own meaning (see the blog post Sentences - Part 1, Simple Sentences for more information).

A compound sentence has the following 'formula':

There are seven co-ordinating conjunctions in English. You can easily remember them by using the acronym FANBOYS. The English co-ordinating conjunctions are:

For has the same meaning as because; use for to introduce a reason or cause.

It is not easy to get there, for you have to hike down a long rail.

And joins sentences that are alike

He dropped the rice ball, and it rolled into a hole in the ground.

Nor means 'not this and not that'; use nor to join two negative clauses. You must use question word order after nor; place the auxiliary verb before the subject.

She didn't talk, nor did she move.

The book isn't very long, nor is it difficult to read.

But joins sentences that are opposite or show contract.

They were happy, but they were poor.

Or joins sentences that give choices or alternatives

He could choose a big box, or he could choose a small one.

Yet has approximately the same meaning as but; that is, it shows contrast or joins opposite. Use yet when the second part (clause) of the sentence says something is unexpected or surprising.

I was scared, yet I was also curious about the old lady.

So joins sentences when the second sentence expresses the result of something described in the first sentence.

The greedy man wanted all the mice's gold, so he pretended to be a cat.

* So (that) can also be used as a subordinator (see Sentences part 3 - Complex sentences) when connecting two clauses for a 'purpose'. In academic writing Therefore would be a more suitable linking word for this reason.

Using a comma with co-ordinating conjunctions

Use a comma before a co-ordinating conjunction in compound sentences only. Do not use a comma to join two words of two phrases in a simple sentence:

Run-ons and Comma Slices

Run-ons and comma slices are similar errors. Both happen when you join sentences incorrectly.

Run-ons happen when you join two simple sentences without a comma and without a connecting word. For example,

Men like to shop quickly women like to browse.

A comma slice error happens when you join two simple sentences with a comma alone. For example,

Men like to shop quickly, women like to browse.

There are three ways to correct run-on and comma slice errors:

* We will look at these in a different blog post

Proofreading techniques: How to find run-ons and comma slices in your writing.

Compound Sentences with Conjunctive Adverbs

A second way to form a compound sentence is as follows:

Independent clause; + conjunctive adverb, + independent clause

Salt water boils at a higher temperature than freshwater; therefore, food cooks faster in salt water.

When writing a compound sentence in this structure, it is important to use the correct punctuation. You should put a semicolon (;) before and a comma (,) after the conjunctive adverb.

Reference: Oshima, A and Hogue A, Introduction to Academic Writing, 3rd Ed., Pearson Longman

In this blog post we reviewed compound sentences. Check out our next blog post in our sentences series, Sentences - Part 3, Complex Sentences

Sentences - Part 3, Complex sentences

In the final blog post of our series on sentence structures, we are looking at complex sentences. We will look at what complex sentences are, what are the rules of punctuation and what is the role of the subordinator in the sentence.

We know from the previous posts on sentence structure that a clause is a is a group of words that contain at least on subject and one verb;

Anna left the party early

because she was tired.

There are two types of clauses in English: independent and dependent (subordinating clause). An independent clause can be a sentence by itself.

Independent clause is another name for a simple sentence.

Anna left the party early

(You) hold the cat's mouth closed

(When you use the imperative, we do not use the subject 'you' as is it understood what the subject is already)

A dependent clause, subordinating clause, in contrast, cannot be a sentence by itself because its meaning is not complete. A dependent clause 'depends' on something else to complete its meaning.

... because she was tired.

... while I count to ten.

A complex sentence is a combination of one independent clause and one (or more) dependent clause(s) (subordinating clause).

Complex Sentences verses Compound Sentences

In a compound sentence, the co-ordinating conjunction must be in the middle of the two independent clauses (simple sentences).

We went to the shop, but he didn't buy anything.

In a complex sentence, the subordinator can appear at the start of the sentence of in the middle of the sentence.

The dependent clause always begins with the subordinator.

He goes to school after he finishes work.

After he finishes work, he goes to school.

Comma Rule

In a complex sentence, the the dependent clause comes first, separate the clauses with a comma. When the independent clause comes first, the subordinator separates the clause for you - you do not use a comma. 

Subordinators

Time Subordinators

after     

He goes to school after he finishes work.

After he finishes work, he goes to school.

as*

Several overcrowded buses passed as we were waiting.

As we were waiting, several overcrowded buses passed.

as soon as

She felt better as soon as she took the medicine.

As soon as she took the medicine, she felt better.

before

Before you apply to college, you have to take an entrance exam.

You have to take an entrance exam before you apply to college.

since

It's been a year since I left home.

Since I left home, it's been a year.

until

We can't leave the room until everyone has finished the test.

Until everyone has finished the test, we can't leave the room.

when

When you start college, you sometimes have to take a placement test.

You sometimes have to take a placement test when you start college.

whenever

Whenever I don't sleep well, I feel sick the next day.

I feel sick the next day, whenever I don't sleep well.

while

Several overcrowded buses passed while they were waiting.

While they were waiting, several overcrowded buses passed.

Reason Subordinators

because

Jack excels at sport because he trains hard.

Because he trains hard, Jack excels at sport.

since

Since she works out daily, Jill is in great condition.

Jill is in great condition since she works out daily. (It would be better to use because in this example of the subordinator in the middle of the sentence. The meaning would be much clearer.)

as*

As they want to compete in a marathon, they run everyday.

They run everyday as they want to compete in a marathon. (It would be better to use because in this example of the subordinator in the middle of the sentence. The meaning would be much clearer.)

So (that)

So (that) people could travel faster across the country, the Shinkansen was introduced to Japan.

The Shinkansen was introduced to Japan so (that) people could travel faster across the country.

Place Subordinators

where

I can never remember where I put my house keys.

Where I put my house keys, I can never remember.

wherever

A baby animal follows its mother wherever she goes.

Wherever she (the mother) goes, a baby animal follows its mother (her).

*Notice that as can be either a time subordinator or a reason subordinator.

We hope you found our series on sentence structures useful. Please share any comments with us in our comments section below.

IELTS Speaking Test Tips

In this week's blog we are looking at the IELTS Speaking test, and we have listed some tips below to help you improve your performance. It's a good idea to look up some practice test tips while you are preparing for the test and to watch some example videos on Youtube. Before the test, practise speaking as often as you can and make sure that you can talk for two minutes on a topic. For a good score it's important to answer each question fully but, do not try to learn answers for the test. Studying all aspects of English including pronunciation, vocabulary and grammar will help improve your IELTS score. Here are some other tips to help you prepare:

 

What is the layout of the IELTS speaking test?

The interview has three separate parts and is divided up as follows:

Part 1 (4-5 minutes)

The examiner will ask you questions about familiar topic (e.g. hobbies, likes and dislikes, daily routine).

Part 2 (3-4 minutes)

The examiner will give you a handout showing a topic and some suggestions on it. You need to talk about the topic for 1-2 minutes. You have one minute to write notes and prepare before you begin. The examiner may ask you some follow-up questions.

Part 3 (4-5 minutes)

The examiner will ask you more detailed and more abstract questions linked to the topic in part 2.

How is the speaking test assessed?

The examiner will listen carefully to your answers and will assess your speaking according to the following criteria:

Fluency and coherence - Do you speak fluently and are you easy to understand? Do you link your ideas together?

Lexical resource - Can you use a wide range of vocabulary accurately and the effectively? Can you explain your ideas even if you do not know particular words? Can you use or attempt to use higher-level vocabulary correctly?

Grammatical range and accuracy - Can you use a wide range of grammatical structures rather than repeating basic structures? Do you often make grammatical mistakes?

Pronunciation - Is your spoken language clear and easily understood? Do you use stress and intonation to add extra meaning? Do you use stress word stress accurately?

Now for some tips!

Speaking Test Part 1 

Arrive early to the test so you are not in a hurry and stressed. Give yourself time to relax at the test centre. It's a good idea to visit the test centre a few days before the test, so you know where to go on the day of the test.

Eye contact with the examiner is important, so make good eye contact from the minute you enter the room. Speak and answer questions in a polite and friendly way. Body language is an important part of communicating so be aware of hand gestures or how you are sitting.

The speaking test should be more like a natural conversation between two people. If you learn chunks of language or give a prepared speech, the examiner will know and interrupt you to ask you a different question.

Good communication skills also includes good listening skills. Listen to the examiner's questions so that you can answer correctly. For example, listen for what tenses the questions are in and answer in the correct tense. If you are asked a yes/no question, be sure to answer with yes or no and then give your reason by using linking words like 'because'. Don't just say yes or no only.

Speaking Test Part 2 

Your notes are a reference only, so only look at notes briefly. Don’t read directly from your notes and keep eye contact with the examiner.

If you run out of ideas after one minute, look at your notes, or look at the task in the booklet again. 

When you are making your notes, write notes. Do not write full sentences. It is a good opportunity to put down as much vocabulary you can think of for the topic. It is a good idea to link your vocabulary to your ideas. Make sure you can read your notes easily, so when you quickly look down they are easy to see. Practice note-making before the exam so you can create a system that helps you read notes when you look down very fast. 

Speaking Test Part 3 

Listen carefully to the examiner’s questions so you know how to answer them. If you don't understand a question, don't be shy about asking the examiner to repeat the question again.

In each part of the test, it is very important to answer all of the questions as fully as possible. Full answers will help improve your score,  so expand on your answers as much as you can. 

It is important to have your own opinion. Try to read newspapers and watch the news to keep up with current issues. Your opinion is valid, but it's important that you can explain or support you opinion.

Don’t be afraid to disagree with the opinions of the examiner. The examiner is assessing your language - not your opinions. The test is simply an opportunity for you to show your language skills, and your ability to express your ideas. 

Reference: 2014, Cullen, French and Jakeman. The Official Cambridge Guide for IELTS for Academic and General Training, Cambridge University Press and UCLES

If you want to practice and prepare for an IELTS exam, we offer one-to-one Skype classes. Contact us for more information or visit our website www.solasenglish.com