GCAS 1 戦略：ベストのつくし方

Woman singing on stage

The speaking test is a performance

Image Credit
Josh Rocklage via Unsplash

一般的なスピーキングテストについて学びます。テストで何をすべきか、何を避けるべきかを確認しましょう。

Introduction

Imagine the GCAS test is starting. The assessor asks the first question:

Please introduce yourself, and tell me about the job you are doing now.

Let your student answer.  

Try to type everything they say, so you can use it later.

Goal of this class

How to understand and approach the test: 

  • use your best English;
  • be more natural, organized, and conversational; and
  • communicate powerfully. 

The test is a performance.

You have to find the balance between:

  • showing your best English; and
  • not making a mistake. 
Warm Up

Let's consider your answer. 

  • What's the goal of the GCAS?
  • Did your answer meet that goal?
  • Q: What's the goal of the GCAS?
    • A: To see how good your English is!
  • Q: Did your answer meet that goal?
    • A: Did you use your most fluent, most advanced and most powerful English?

At all times, use all the English skills you have.

  • Use your most advanced vocabulary, most complex grammar and best intonation; and speak smoothly with as few mistakes as possible.
  • Your goal is not informational. (It doesn't really matter what you say. You can tell a lie.) 
  • Your goal is to showcase your best English.

Teaching strategies

  • Model an answer (lower level)
    • Say to the student:
      • "You ask me, 'What job are you doing now?'"
    • Let the student ask you. Then answer:
      • "I teach English at The English Farm. I've been teaching here for a few years. I teach 25-minute English lessons over the internet. It's an interesting but challenging job."
    • Ask the student:
      • Are there any new words or grammar points there? 
        (If not, then why didn't you speak like that?)

Push them (intermediate)

  • Ask the student:
    • "Was that your best English?" 
      • Do you have technical vocabulary specific to your job?
      • Do you know any idioms or good set phrases?
      • Your intonation was flat. Why?

Give a metaphor (advanced)

  • Say to the student:

Think about it like this. Imagine Olympic figure skating. The judges are watching. A figure skater comes out and skates around. They don't fall, but they don't perform any tricks, either. The judges ask, "Can you do any tricks?" The skater answers, "Yes, of course. I just didn't do them today. I was worried about falling. But trust me, I can do tricks." What do you think their score will be?

Language

Let's work on your answer from the introduction.

Improve it with your teacher.

If you typed out their answer, send it to the student. Deep-dive into it together.

Every question is a platform to show off your skills. 

  1. Add information.
    • Who, what, when, where, why, how. (Pick the relevant ones.)
  2. Give an opinion.
    • Do you love it? Hate it? Why?
  3. Give context.
    • Is it rare or common? Expected or unexpected? Why?

Common mistakes

  • Don't overdo it. 
  • Don't try to remember an idiom that you've never used and then use it in the GCAS. 
    • Rather, pick points of English you can understand and may be able to use with effort, and practice using them until it's effortless. 

For more info, see the Orientation Course. 

Practice

Now let's take what you have learned and practice with a few more questions.