As for listening, I do agree that  it's impractical to improve the students' level greatly, but we can train the students to get every score possible in section 1 and section 2. This means drilling them in something basic like spelling, unit nouns etc. to avoid FUSSI mistakes. 

Also, to address the problem that students can understand what they hear, but don't know what words to write for the blanks, we should give them more paraphrase exercises to increase their awareness of how to express the same idea in different ways. That's a big challenge for most students.

As far as reading is concerned, what the students need is excersice on getting at the main idea of certain paragraph quickly. This is also something the writing teaching should emphasize--giving a clear topoc before going into details in each paragraph. More exercise can be done on cohesion and coherence. 

And I think what we teachers need most is more interesting activites and authentic materials designed to develop students' English scientifically and steadily.: good questions for leading them in and ways to activating students' schemata. 

Challenges and best practice strategies

Using pair work activites with feedback forms

Giving topical talks while partner listens

Playing verbal games eg Tell me about or "Just a minute"

Watching discussion programmes on English TV

3. The examiner is listening to see whether he can convey ideas fle*bly and communicate successfully with English speaking people.

He can be scored 5: maintain flows of speech but may lose cohenrence at times; use vocabulary with limited fle*bility; produces simple sentence with reasonable accurcy.

The examiner is listening for the candidate's fluency and coherence, le*cal especially the use of vocabulary, grammar and accuracy and pronunciation.

3. candidates at Band 7 are generally fluent and coherent when expressing ideas while those at Band 5 may have to make noticable efforts to keep their speech going, They have fluency problems esp. in more complex communication. 

   candidates at Band 7 have comparatively larger vocabulary necessary to cover a variety of topics, are able to paraphrase effectively, but thoase at Band 5 have limited vocabulary and fle*bility. 

 Band-7 candidates are able to employ complex structures with fle*bility while Band-5 candicates can only make use of basic structures with reasonable accuracy.

4. When preparing students, make sure they can use basic structures fle*bly first, before moving on to the higher level. provide them with different word or expressions for describing the same thing. And give them more reading (reading aloud) activities.

It's better to show students different articles around the same topic to equip them with a variety of expressions 

1. more fluent

2. less pauses

Band 5

1. some pauses

2. gramatical mistakes

3. not good at paraphrasing

BAND 4

1. a lot of repetition of connective words

2. rare complex sentences

3. some pauses

4. some self correction

5. attend to paraphrase but not successfully

Band 4

fluency
accuracy

chunk

grammer

Le*con

The candicate is a little nervous and less confident, so he even made some grammatical mistakes when speaking.

where can i find Brahim's speaking test?

Oh. found it. 

in order to get a better score, students should avoid silence. they should Learn some expressions they can use when they struggle to come with ideas.

Examples include: That’s an interesting question; Let me think; What I want to say is…

this will help them improve their fluency.

  About Fluency and Coherence: 

Band Five: not very fluent; slow speed; repetition; self correction; not very coherent or cohesive

Band Seven: naturally fluent; some repetition; some self correction; coherent and cohesive

About Le*cal Resource: 

Band Five: use vocabulary with limited fle*bility; not good at using paraphrase

Band Seven: use vocabulary fle*bly; uses paraphrase effectively;  be able to use some less common and idiomatic vocabulary and showing some awareness of style and collocation with some inappropriate

About Grammatical Range and Accuracy: 

Band Five:  producing basic sentence forms with reasonable accuracy;  use a limited range of more complex structure with errors or misunderstanding

Band Seven: use a range of complex structure with some fle*bility; frequently produce error-free sentences though with some grammatical mistakes

About Pronunciation: 

Band Five: shows the positive features between Band 4 and Band 6

Band Seven: shows the positive features between Band 6  and Band 8

Answer to Question 1: 

In the teaching p*ess, speed, grammar, pronunciation, logic, vocabulary and how to use them fle*bly should be emphasized on and trained.

Answer to Question 2:

This implies that appropriate studying materials which include grammar, vocabulary, writing and reading ones  would be chosen for students of different levels. 

6

6

mispronunciation of certain words, advertise

I think the candidate doesn't have enough eye contact with the examiner. It seems that he is less confident.

6

past tense, ring

 Fluency and coherence

5: repetition, self-correction, slow speech; overuse connectives; fluency problems

7: without noticeable effort; some hesitation, repetition or self-correction; some fluency with connectives

Le*cal resource

5: voc with limited fle*bility, para mixed suc

7. less common voc; para effectively

Grammar and accuracy

5. basic form, certain errors

7. complex, error-free

Pronunciation

5. limited features

7. effective use 

The main differences between band 5 and 7:

1. Fluency and coherence

Band 7 candidates speak more fluently with better coherence, less language-related hesitation/repetition, more appropriate connectives.

2. Le*cal resource

Band 7 candidates speak with wider range of vocabulary, especially idiomatic expressions, with better command of paraphrasing.

3. Grammatical range and accuracy

Band 7 candidates uses a variey of complex structures with better fle*bility and less grammatical mistakes.

4. Pronunciation

Band 7 candidates uses a range of pronunciation features more effectively, with less mispronunciation.