{"id":1084,"date":"2021-06-23T15:42:30","date_gmt":"2021-06-23T07:42:30","guid":{"rendered":"https:\/\/ielts-s.eduhk.hk\/?page_id=1084"},"modified":"2021-07-28T14:49:26","modified_gmt":"2021-07-28T06:49:26","slug":"part_1_5-copy-2-copy-3","status":"publish","type":"page","link":"https:\/\/ielts-s.eduhk.hk\/?page_id=1084","title":{"rendered":"Speaker 6 MP"},"content":{"rendered":"\n<h1>\n\t\tBand 6.0-6.5\n\t<\/h1>\n<h2>\n\t\tSpeaker 3:\n\t<\/h2>\n\t<iframe loading=\"lazy\" width=\"1020\" height=\"630\" src=\"https:\/\/www.youtube.com\/embed\/4aYuo0371Go\" title=\"YouTube video player\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen><\/iframe>\n\t\n<h2>\n\t\tGeneral Comments:\n\t<\/h2>\n\t\t<nav>\n\t\t\t<ul>\n\t\t\t\t\t\t\t\t<li data-index=\"0\">\n\t\t\t\t\t<h5>\n\t\t\t\t\t\t<a href=\"javascript:void(0);\">FLUENCY AND COHERENCE \n\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/h5>\n\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li data-index=\"1\">\n\t\t\t\t\t<h5>\n\t\t\t\t\t\t<a href=\"javascript:void(0);\">LEXICAL RESOURCE\n\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/h5>\n\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li data-index=\"2\">\n\t\t\t\t\t<h5>\n\t\t\t\t\t\t<a href=\"javascript:void(0);\">GRAMMATICAL RANGE AND ACCURACY \n\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/h5>\n\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t<li data-index=\"3\">\n\t\t\t\t\t<h5>\n\t\t\t\t\t\t<a href=\"javascript:void(0);\">PRONUNCIATION \n\t\t\t\t\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t<\/h5>\n\t\t\t\t<\/li>\n\t\t\t\t\t\t\t<\/ul>\n\t\t<\/nav>\n\t\t\t\t\t<h5>\n\t\t\t\t\t\t\t\t\t\t\t\tFLUENCY AND COHERENCE \n\t\t\t\t\t\t\t\t\t\t\t<\/h5>\n\t\t\t\t\t<p>The candidate shows a willingness to produce extended responses throughout the speaking test. Repetitions and self-corrections are most noticeable in Part 3 where answers to some of the early questions are quite disjointed, though fluency picks up as the\u00a0speaker\u00a0warms to the topics.\u00a0<\/p>\n<p>A range of connectors is used, especially in Part 1. This area could be improved, however,\u00a0by\u00a0exploring alternatives to\u00a0<i>and,\u00a0<\/i>which is overused in Parts 1 &amp; 2.\u00a0<\/p>\n<p>The candidate also needs to reduce reliance on the non-verbal fillers &#8211;\u00a0<i>ah\/um.<\/i>\u00a0\u00a0\u00a0<\/p>\n\t\t\t\t\t<h5>\n\t\t\t\t\t\t\t\t\t\t\t\tLEXICAL RESOURCE\n\t\t\t\t\t\t\t\t\t\t\t<\/h5>\n\t\t\t\t\t<p>The candidate has a range of vocabulary, allowing her to speak on all topics without obvious repetition of lexis.\u00a0<\/p>\n<p>There is some evidence of an ability to collocate (e.g.\u00a0<i>take good care of; taking a course<\/i>) but several attempts lead to error (e.g.\u00a0<i>put off\u00a0<\/i>[get rid of]<i>\u00a0my pressure; state of symbol\u00a0<\/i>[status symbol]). In particular, inappropriate\u00a0use of\u00a0<i>let\u00a0<\/i>has led to a number of false collocations (e.g.\u00a0<i>let me be\u00a0<\/i>[cause me to be]\u00a0<i>introverted; bowling can let\u00a0<\/i>[help]<i>\u00a0me train<\/i>). Errors also result from incorrect word form:\u00a0e.g.\u00a0<i>a state of serious\u00a0<\/i>[seriousness]<i>\u00a0and professional [professionalism].\u00a0\u00a0<\/i>\u00a0<\/p>\n<p>There are a few occasions when a lack of vocabulary leads to a breakdown in meaning:\u00a0e.g.\u00a0<i>rolling the ball to lets the bowling all down\u00a0<\/i>[to\u00a0knock the bowling pins down].\u00a0\u00a0<\/p>\n\t\t\t\t\t<h5>\n\t\t\t\t\t\t\t\t\t\t\t\tGRAMMATICAL RANGE AND ACCURACY \n\t\t\t\t\t\t\t\t\t\t\t<\/h5>\n\t\t\t\t\t<p>A range of subordinate clauses is used and the candidate is generally able to successfully manipulate basic verb tenses (present\/past\/future), and the passive voice, though complex verb tenses are avoided.\u00a0<\/p>\n<p>A reasonable level of accuracy is maintained in Part 1,\u00a0with\u00a0errors becoming\u00a0more frequent in Parts 2 &amp; 3. This does not, however, seriously impact the clarity of the message. There\u00a0is a range of error types\u00a0&#8211; common ones being redundant\/missing articles and incorrect verb forms, including redundant endings after modals and\u00a0<i>to.<\/i>\u00a0<\/p>\n\t\t\t\t\t<h5>\n\t\t\t\t\t\t\t\t\t\t\t\tPRONUNCIATION \n\t\t\t\t\t\t\t\t\t\t\t<\/h5>\n\t\t\t\t\t<p>There are some problems with the production of consonants, especially\u00a0<i>th\u00a0<\/i>(many instances) and\u00a0<i>s\u00a0<\/i>(as in\u00a0<i>social\/sociable,\u00a0<\/i>and particularly\u00a0<i>suit\/s<\/i>). Nonetheless, the speech is generally very clear and the message easy to follow.\u00a0<\/p>\n<p>Sentence stress and intonation are\u00a0employed quite effectively and there are good examples of chunking, though this is not sustained due to the disfluencies noted earlier, and particularly the excessive use of fillers at times.\u00a0\u00a0<\/p>\n\t\t\t\t\t<!-- \/content -->\n\t<!-- \/tabs -->\n\t<h2>\n\t\t\t\tAnnotation\n\t\t\t<\/h2>\n\t\t\t<ul><li>Marked transcripts based on the <a href=\"https:\/\/www.ielts.org\/-\/media\/pdfs\/speaking-band-descriptors.ashx?la=en\">official marking criteria<\/a><\/li><\/ul>\t\n\t\t\t<a href=\"http:\/\/175.159.245.171\/?page_id=1088\" target=\"_self\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\t\tTask 1\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"http:\/\/175.159.245.171\/?page_id=1091\" target=\"_self\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\t\tTask 2\n\t\t\t\t\t<\/a>\n\t\t\t<a href=\"http:\/\/175.159.245.171\/?page_id=1094\" target=\"_self\" role=\"button\" rel=\"noopener\">\n\t\t\t\t\t\t\tTask 3\n\t\t\t\t\t<\/a>\n\t\n\n","protected":false},"excerpt":{"rendered":"<p>Band 6.0-6.5 Speaker 3: General Comments: FLUENCY AND COHERENCE LEXICAL RESOURCE GRAMMATICAL RANGE AND ACCURACY PRONUNCIATION FLUENCY AND COHERENCE The candidate shows a willingness to produce extended responses throughout the speaking test. Repetitions and self-corrections are most noticeable in Part 3 where answers to some of the early questions are quite disjointed, though fluency picks &hellip;<\/p>\n<p class=\"read-more\"> <a class=\"\" href=\"https:\/\/ielts-s.eduhk.hk\/?page_id=1084\"> <span class=\"screen-reader-text\">Speaker 6 MP<\/span> Read More \u00bb<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1084","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/ielts-s.eduhk.hk\/index.php?rest_route=\/wp\/v2\/pages\/1084","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ielts-s.eduhk.hk\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ielts-s.eduhk.hk\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ielts-s.eduhk.hk\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ielts-s.eduhk.hk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1084"}],"version-history":[{"count":5,"href":"https:\/\/ielts-s.eduhk.hk\/index.php?rest_route=\/wp\/v2\/pages\/1084\/revisions"}],"predecessor-version":[{"id":1387,"href":"https:\/\/ielts-s.eduhk.hk\/index.php?rest_route=\/wp\/v2\/pages\/1084\/revisions\/1387"}],"wp:attachment":[{"href":"https:\/\/ielts-s.eduhk.hk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1084"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}