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PTE Speaking EXPOSED: Why Did I Get Only 60/90? 😱 — Transcript

by SKILLS PTE ACADEMIC · 4,363 words · 610 segments · language en · Watch on YouTube

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0:00Quite recently we have been observing a
0:02pattern wherein people speak the [music]
0:04best in their BD speaking but the scores
0:07tell a completely different story. Have
0:10you also experienced the same? You
0:11expect 90 [music] and you get 60 and the
0:14score is not even going above that. What
0:16is the real reason behind [music] such a
0:18low score? Want to understand more about
0:20all these things? Yes, I'm here to give
0:23you a comprehensive video [music] on PT
0:26speaking exposed. You spoke well but you
0:28got low scores. Want to understand more
0:30about this? Make sure you watch the
0:32video till end. Hey everybody, Nakul
0:34here from Skills PT Academy. Really hope
0:36everybody's doing fantastic. I'm back
0:38with yet another super awesome pop video
0:41on PT speaking exposed. You really spoke
0:44well but got 60 out of 90. Well, before
0:46we begin, if not subscribed to this
0:47channel, kindly click on the subscribe
0:49button. Anytime you need online [music]
0:50assistance, it's a paid assistance. The
0:52WhatsApp link is in the description of
0:53the video. We launched our AI portal
0:55skills PT with nakul.com. The mobile
0:57version skills PT academic is up and
0:59running for both Android and iOS. You
1:02want accurate scoring then you can yes
1:03rely on our software. Also we have
1:06another mobile application called Skills
1:07Pro AI. You wish to work on your
1:08spelling, grammar, collocation,
1:10vocabulary, grammar video lessons and
1:11some rapid reading skill implement.
1:13Skills pro AI is for you. Four official
1:15ebooks for your preparation link in the
1:17description. All right, without any
1:18further delay, let's straight away get
1:20right into the video PT speaking
1:22exposed. Here we stand. Well, recently
1:24there have been a lot of cases wherein
1:26people have obtained very low scores in
1:28their speaking even after trying the
1:31best. This is not the case with
1:33everybody but most of the students are
1:35facing this where in our course even
1:37today every day students are getting 90.
1:39Well, this is the proof. Uh few people
1:41got 90 speaking and even eight bands
1:44overall. I think last week itself we got
1:45some four or five students and these are
1:47their testimonies. So the point is if
1:48you are aware of the right strategies
1:50you definitely can get 90. If you're not
1:52aware, probably you're falling for the
1:54traps and you don't even know that
1:56you're falling for the trap. The first
1:58trap that you're falling for is your
2:00pitch and large pitch variations. I'll
2:02not speak much about it. I'll just show
2:04you a demonstration. Just observe this
2:06how your pitch can affect your scores
2:08very badly. And if at all you have
2:10gotten low scores, just try in our
2:11portal. I'll explain you the settings
2:13right away. You can try that. And if
2:14you've gotten low scores in your PT
2:16speaking here as well, you will see a
2:18low pitch or large pitch variations. Let
2:20me show you with a small demonstration.
2:22Here we start. All right. I've just
2:23opened our portal skills PT
2:24withnocul.com. I'm randomly taking one
2:26let's say read aloud railway station.
2:29Just observe how I speak. Um I speak
2:31with a very thick voice. A railway
2:34station is a facility that has railway
2:35tracks or lines for trains to carry
2:37passengers or goods from one place to
2:39another. There are different kinds of
2:40railway stations. Some are above ground
2:42while some are underground as well. And
2:44my voice is sharp at all. No matter how
2:46hard I try to, you know, uh, decrease
2:49the pitch, it will be difficult. I've
2:50tried my best. So, let's see how much
2:52pitch do I get. It's not just about
2:54content fluency pronunciation. It's
2:56beyond that. Well, content fluency and
2:58all will be five out of five. You see
2:59this enable noa on the top. I'm just
3:01toggling it. Enabled Nova. You see the
3:03pitch 135. Well, I tried my best to get
3:06into this. But lot of students pitch
3:08will be 80, 90, 110. And now even if you
3:11get content five fluency, you don't get
3:13your scores. Not just with respect to
3:15male candidate female candidate who have
3:16a thicker voice meaning 170 180 whatever
3:20you do whatever the things that I've
3:22seen recently from that I'm telling you
3:24whatever you do scores is not coming up
3:27because probably there could be a lot of
3:29changes at the back end we are not
3:31exactly sure what I think is they're
3:33applying noise cancellation when you do
3:34that the strength of your voice will go
3:36down if your pitch is already low it
3:39will go further down this is one of the
3:41explanations that I can think of but the
3:43point is You got to increase your pitch.
3:45You got to sharpen your tone. There are
3:46two ways you can do it. One is to speak
3:48louder, which I don't suggest. When you
3:50speak louder, the pronunciation of the
3:52few of the syllables will not be clear,
3:54crisp and clear. The mark will again go
3:55down. The second best option is to
3:57sharpen your tone. I'll just sharpen my
3:59tone right away and show you the pitch.
4:02Let's see how much uh do I get with
4:04respect to pitch. I'm just restarting
4:05it.
4:07A railway station is a facility that has
4:08railway tracks or lines for trains to
4:10carry passengers or goods from one place
4:12to another. There are different kinds of
4:13railway stations. Some are above ground
4:15while some are underground as well.
4:17Slight sharpening thinning. So we'll
4:19just see how much marks do I get.
4:21Remember I was not literally yelling or
4:23shouting. See the pitch 181. So 150 to
4:28160 145. 150 is more than enough if you
4:30are a male candidate. If you're a female
4:32candidate 220 230 is ideal. If you're
4:35not well within that range for sure you
4:38would expect 90. You would be getting
4:40very low scores. This is what our
4:41observation is. One of the things not
4:43just that there's something called
4:45monotone here monotone should be. Yes.
4:47When you speak naturally you will have a
4:48single tone. Hey buddy want to have a
4:50coffee. Hey buddy want to have a coffee.
4:52You never say hey buddy want to have a
4:54coffee. You never say that in a natural
4:56scenario. Over here as well you should
4:58speak in a tone that when you draw a
5:00graph of it should not be too much of a
5:02pend meaning large pitch variation
5:04should be 0 1 or two. It should not be
5:06more than five. If your last pitch
5:08variations let's say in summarized group
5:10discussion is 30 you will not get your
5:13scores because that's not the way you
5:14speak in a real scenario. So monotone
5:17should be yes and pitch variations less
5:19than five two or three it's fine. So
5:21work on these two you can log in and see
5:25and accordingly you can you know figure
5:27out if at all let's say you've done
5:28really your best and your scores are
5:30stuck in 62 63 then you come here and
5:32check definitely either monotone last
5:35pitch variations or the pitch one of
5:37them will have a trouble work on this
5:39I'm seriously telling you this could be
5:41one of the major issues at least in 2026
5:44the second thing is about PT read aloud
5:46where a lot of students are asking me
5:48these days is read aloud affecting my
5:49school readaloud has become dummy module
5:51you don't really have to worry about it
5:53can I read one line I never told you to
5:55read one line from the beginning but
5:57what I think is even if you read it
5:58should not create problems because read
6:01aloud from my point of view it is not
6:03going to give you any marks it's not
6:05even 10 it could be 10 or two or could
6:06be zero so don't even worry about read
6:09aloud is my point but if you truly
6:10worried I think I'm using one line
6:12because of which my marks is going down
6:14if this is your thought process then
6:16read full but what I'm talking about is
6:19let's say read aloud you make some
6:20mistakes it's absolutely fine it is not
6:22going to make an impact or it's not
6:25going to affect your scores don't have
6:27to think that okay it is read aloud that
6:28is costing this course it is not it
6:30cannot be there are other modules other
6:33things that I just explained can be the
6:35factors that's affecting your score so
6:37what should I do in the read aloud
6:39whatever the way I spoke you just speak
6:40finish it off rateful if you think that
6:44reading one line is risking you don't do
6:45it but don't even question about reading
6:47one line should I do that should I not
6:49do that don't worry about reading or
6:50just read full one or two mistakes
6:52happen. It's okay. Chuck it off. You
6:53made some mistakes. You misinterpreted a
6:55word, check it off. Just keep
6:56continuing. If you encounter a difficult
6:58word, you can skip the word. Doesn't
7:00matter. At the end of the day, just
7:01speak fluently like the way I showed
7:02you. But work on your pitch. Work on the
7:07monotone and zero large pitch variations
7:10because these are more important than
7:13reading one line or reading full.
7:15Remember this. The next reason why your
7:17scores could be so low is because of
7:19your repeat sentence. Remember repeat
7:21sentence ordering will matter to an
7:23extent. Meaning let's say if this is the
7:25audio children usually take care of
7:26themselves once they start going to
7:28schools. You cannot just completely
7:30change it and say start going to schools
7:32children usually themselves take care
7:34of. I've seen individuals doing it. You
7:36do this software may get confused
7:38because the audio that it gave is
7:40completely different from the audio that
7:41you returned. Isn't it? For this audio
7:44max what you can do is take care of
7:46themselves once they start going to
7:47schools. This is fine or children
7:49usually take care of themselves going to
7:50schools. Two three words in between you
7:52mess up the order it's still fine
7:54because that is bound to happen. Meaning
7:56try to give in a way that in the natural
7:59scenario anybody would do it. What
8:01you're doing is completely different
8:03from what an individual would do in a
8:05natural scenario. Isn't it? Nobody would
8:07reverse it. Nobody would change the
8:09order completely. you're doing it that
8:11only means that your listening skills
8:13are poor. Then the why the mark should
8:14come up. It was coming before or before
8:16it was coming doesn't mean that it
8:17should be the same all the time. In our
8:19portal as well, we're introducing this
8:20very shortly in 2 three days. But if the
8:22order is completely messed up, you start
8:23getting very low scores. You can
8:25experiment in our portal as well very
8:26shortly, max of 2 three days. But for
8:28now, if you're doing this, avoid it.
8:30This could be one of the reasons why
8:32your scores could be stuck in 6 days
8:34because repeat sentence contributes
8:35approximately 30 marks to listening, 15
8:38marks to speaking. you do this from 15
8:40you'll be getting some seven to eight
8:41and not more than that remember this the
8:43next could be PD describe image while
8:45human is evaluating I think that's the
8:47reason I'm getting low scores I still
8:49don't agree with the human evaluation
8:51because if human is evaluating I'm not
8:54sure if they will be able to deliver you
8:56results within a day millions of people
8:58take exams on a day isn't it so I
9:01personally don't think but definitely
9:03software is programmed with some better
9:05algorithms advanced algorithms that it
9:08can Think like a human. You try to tick
9:10the software marks gone. Don't even
9:12expect 90 or use one template. Some add
9:14some you know two three words. Don't
9:16think you're going to get 90. All these
9:17are definitely banned. You cannot use
9:19lengthy templates. You cannot try to
9:20trick the software. And when speaking
9:22from the image try to be natural meaning
9:25in terms of content. I'll just show you
9:27an example wherein I'll be talking in a
9:30way where I definitely look into the
9:31image and speak. Well, that may not be
9:33the perfect way to speak and then I'll
9:35show you the perfect way. Let's see the
9:36difference. All right. I'm just opening
9:37a portal skills PT with nakul.com.
9:39Random describe image. Um just see um
9:42I'm going to speak in a way that is not
9:43the right way to do. I'm going to skip
9:45this. The image represents area chart
9:47that gives information about India's
9:48growth independence. X-axis 1950, 1970,
9:522025, 2010, 1990. Yaxis 050, 100, 150,
9:55200, 250. There are some beautiful
9:57colors. There are three different
9:58colors. In 1950, literacy rate is good.
10:00In 1970, life expectancy is good. In
10:021990, GDP per capita is 100. Overall,
10:04this image is beautiful. something like
10:06this you do. Um I'm not sure if you're
10:09going to get a good scores. Uh this is
10:11not the way you do it. Uh I'm not sure
10:13how the Pearson software would treat
10:15this as a response. So basically what
10:18you should be doing probably you can try
10:20to be uh good to the software meaning in
10:23terms of giving the right content. Uh
10:25the image represents an area chart that
10:27gives information about India's growth
10:28independence. X-axis talks about the
10:30years between 1950 to 2025. Y-axis talks
10:33about the percentage rate from 0 to 250.
10:36The three categories explained literacy
10:37rate in percentage, life expectancy, GDP
10:39per capita. Now you talk about literacy
10:42rate. In the year 1950, literacy rate
10:44was so low. However, in the year 2025
10:46from being 10%, it has gone up to 50%.
10:49This is your one point. Then you talk
10:51about as far as life expectancy is
10:52concerned. In the year 1950 until the
10:55year 1990, it was almost reaching the
10:5750. However, in 2025, it has gone up to
11:00the maximum of 150. Try to give some
11:02relevant content. Just three is enough.
11:03No need to speak everything. You cannot
11:05speak 1950, 70, 90, 2010, 2025 for every
11:09category. It's not possible. But take
11:11one of the categories and speak one of
11:13the real content. Don't just mention
11:151950 literacy rate 10, 1970, literacy
11:18rate 20. Don't don't do it that way
11:20because nobody would have done that way.
11:22Only you would be doing it. See, it has
11:24multiple different algorithms. It has
11:26evolved over the time. It has got a lot
11:28of uh data all these years. Many would
11:31be trying to speak in a way that
11:32actually makes sense. But you are trying
11:34to speak in a way that nobody would even
11:36dare to do it. Then that means you will
11:39be evaluated differently because you are
11:40speaking something different from the
11:41rest. So try not to do in a way that it
11:43makes it so easy for you to do it. Put
11:45some efforts into do it. Do the way I
11:48explained you. Definitely your marks
11:49will go up because describe a page 25 to
11:5130 marks. Very very important section.
11:53The next is retail lecture or summarize
11:55group discussion. Don't use lengthy
11:57templates and don't try to just put some
12:00keywords one one word and use template
12:02finish it off. The content marks a six
12:05earlier last year the content was fine
12:06or the content is six. Meaning if you
12:08still try to do it your own way use some
12:11templates put one word
12:14all this not going to give you scores
12:15then what I should be doing you got to
12:17write some phrases phrases that actually
12:18match the audio. If it doesn't match the
12:20audio, will that be a problem? No
12:21problem. You can definitely write some
12:22keywords and speak on your own.
12:23Absolutely. Yes. But 90% of the students
12:26when they try to speak on their own,
12:28they speak in a way that they do not
12:29reflect the actual content. They speak
12:31something that do not even reflect
12:33anything from the actual content. This
12:35will again reduce your scores. The best
12:36way is to write some phrases. Each
12:37phrase at least 8 to nine words and any
12:39phrase that you can take from the audio.
12:41It may not be a realistic one. It's
12:43okay. As long as it's present in the
12:44audio, you'll get your marks. Writ a
12:46lecture. Five phrases, four phrases.
12:48Each phrase of 8 to 10 words summarize
12:50group discussion multiplied by three 12
12:52to 15 phrases. Now I'll show you a
12:54demonstration on what is the wrong way
12:55to do and what is the right way to do so
12:57that people who have done a wrong way
12:58can relate why your scores were stuck in
13:0060. People who have done the right way
13:02would know okay this is the reason I got
13:0490. Let's see the demonstration. All
13:05right. I have opened our portal skills
13:07PT withn.com. I'm randomly opening a
13:09question. Doesn't matter. I'm not going
13:10to perform the entire uh retail lecture.
13:12Just see uh not the right way. I'm going
13:14to show not the right way.
13:20People who take a Zmpic want to eat
13:22less, so they eat less. And
13:25unsurprisingly, they lose weight, 15% of
13:29their body weight on average.
13:32And because they lose weight, they
13:34reduce the probability of cardiovascular
13:36disease, heart failure, all of these
13:38nasty health conditions that you are
13:40more likely to suffer if you are
13:42overweight or obese.
13:43>> This way, you're right. That's not the
13:45right way. I'm telling you just noting
13:47down two three words two three words two
13:48three words that well if you think you
13:51can make up your own sentence using this
13:53that accurately matches the meaning of
13:56the audio then yes but you do this you
13:58would have forgotten the content as to
13:59what the user spoke and now with this
14:01want to eat less you cannot make up some
14:03story that reflects the actual content
14:05this may not be the right way so I don't
14:06suggest this the right way observe it's
14:09a very simple way it's not a very
14:11difficult one I'm going to open the
14:12question again so let's see how I'm
14:14going to do People
14:18[snorts]
14:22who take
14:23>> people who take less ompic want to eat
14:27and unsurprisingly so they eat 15% of
14:30their body weight
14:31>> 15% of their body weight
14:34>> because they lose weight they reduce the
14:36probability of cardiovascular disease.
14:37reduce the probability of nasty health
14:40conditions that you are more likely to
14:42suffer
14:44more likely to suffer if you are
14:49literally overweight or obese. This is
14:52literally a miracle drug. This is an
14:54obese literally a miracle drug.
14:57>> So they didn't want to eat as much. So
14:59they lost weight.
15:00>> So they
15:02didn't want to eat as much. I'm writing
15:06slowly. So they lose weight.
15:11The lecture is about Osumpic and the
15:13beginning speaker said that people who
15:14take Ozumpic want to eat less so they
15:16eat less. Here the speaker explained
15:18that 15% of their body weight on average
15:20and they reduce the probability of heart
15:22failure. You're more likely to suffer if
15:24you're overweight or obese. Towards the
15:25end speaker explained that this is
15:27literally a miracle drug. So they didn't
15:29want to eat as much so they lose weight.
15:32This would be the right way to do. It
15:33doesn't matter if you speak for 40
15:34seconds or 10 seconds or 15 seconds. All
15:37it matters is are you taking enough
15:38content to take enough content. This is
15:41the right way for summarized group
15:42discussion. You take at least three
15:44times of this. So it's context fluency.
15:46If it has to be because well I've taken
15:48at least 50 60% of the content from the
15:50audio. I'm retelling the audio indeed.
15:52Yes. So the first way you write you
15:55definitely lose a lot of marks. Second
15:57way the right way you definitely gain a
15:59lot of marks. Software is like talia.
16:01Very good. This is the way you do it.
16:03Like the first way you do you know
16:05picking up only few keywords software
16:07says dude what is this? This may not be
16:08the right way. I'm not going to give you
16:10more scores. This is the difference.
16:12Please work on this. The next reason
16:14could be your very own mind. You're
16:16adapted to few things and in the exam
16:18you see some surprising things.
16:19Summarized group discussion is about to
16:21start and you have your booklet and a
16:23pen. Speaker one, speaker two, speaker
16:25three are ready and then you see there
16:26is no speaker three. There's just two
16:28speakers speaking. Now you are literally
16:29confused at least for 3 to 4 seconds and
16:32that can divert your concentration that
16:34can affect your scores as well. There
16:35could be some surprises like this in the
16:37exam. It can keep happening. This
16:39doesn't mean that there is a change in
16:40the system. Person will usually you know
16:43keep doing this to test how you can
16:45manage things uh whether you will be
16:47able to manage it well or not. If
16:48something like this happen it's
16:50absolutely fine. You just have to know
16:52that speaker one speaker two you cover.
16:53Speaker three you don't cover. Leave it
16:55empty. What if I'm already prepared with
16:56the template? That is the problem. That
16:58means you are resisting the change.
16:59Anything can happen in the exam. Be
17:01ready to handle the changes. Speaker
17:03three, you chuck it off. Speaker one and
17:04speaker two, you speak, you get the same
17:06scores. Remember this. And then the next
17:08reason could be your retail lecture.
17:09You're ready with the retail lecture
17:11strategies, tips and tricks, everything.
17:13And then after describe image, you will
17:15be surprised to see a video that is
17:17showing up in your screen. What to do if
17:19there is a video? Like I told you, these
17:22small things will definitely be there on
17:23the exam day. It all depends on how you
17:25manage. And don't let your mind get
17:28diverted. If it's a video, what is the
17:30problem? Do you need to see a video? No,
17:32you close your eyes. Are you going to
17:33put your head down and start writing
17:35down? You just do the same thing. If
17:36it's a video as well, what is the
17:38problem? All this will just divert your
17:40concentration, affect your mind. And if
17:42it does even for a millisecond, that is
17:44enough to affect your confidence. As a
17:46result, you will not be in that flow, in
17:48that form to get good scores. Your marks
17:49will go down. All small small things
17:51like this may surprise you in the exam
17:54on that exam day. So be ready to handle
17:56it. If there is a small change, it's
17:57okay. I'm going to adapt to it and show
17:59to the software that how flexible,
18:01versatile I am. This attitude alone
18:04works. Remember this. And then the last
18:06reason could be a responder situation.
18:08You are cooking up stories, beating
18:10around the bush, beating around the bush
18:11and trying to speak for 40 seconds and
18:14actually you did not speak what has to
18:15be spoken. It was not right to the
18:18point. Respond the situation. You just
18:20respond to the situation. You don't have
18:22to describe each and everything and keep
18:25beating around the bush. For instance,
18:26if this is the question, your boss
18:28expect you to finish the work by this
18:30Friday. However, you need more time.
18:32Request your boss for extension. Just
18:34say, "Hi, boss. Uh, I'm sure that you
18:36asked me to submit to report to you by
18:38Friday. However, I would need some more
18:40days of extension as I need to work on
18:44uh this a little more. I need to talk to
18:45the professors because there is a
18:47problem with my research. I think I
18:49would need a few more days. That's
18:50enough. Hence I would request you to
18:52allow me three four days of extra time
18:54so that if not this Friday by next
18:56Tuesday or Wednesday I will do it. This
18:58will get you full scores because it is
18:59to the point what people will do. Hi
19:02boss uh I got kalera diarrhea I'm not
19:05able to walk I try to walk. Uh I got
19:07into the auto and then the auto guy said
19:09uh no I cannot take you we should take
19:11you to the hospital. I went to hospital
19:12not needed because this is not expected
19:15from you and we have literally heard
19:18students doing this in our portal for
19:20our registered students there is a
19:21premium subscription right not a basic
19:23one there you can ask for the expert
19:24feedback there we listen to their audio
19:26and suggest the changes this is what is
19:28happening with students that they think
19:30or they assume that if they speak for 40
19:33seconds they get more marks all my life
19:35I've spoken for 20 seconds sometimes 15
19:36seconds and so does the students who got
19:3890 you will get your scores you answer
19:41what is needed more than that you try
19:43and forget to answer what is exactly
19:46needed how you will be able to get your
19:48scores you tell me hope you're getting
19:49it so these are the things that I wanted
19:51to discuss um in today's video as many
19:54students are getting low scores I really
19:56hope this video has helped you
19:57understand at least to an extent as to
19:59why if your scores were stuck why your
20:01scores were stuck and how to work more
20:03on ECTA if you found the video useful
20:06share it with your friends and do leave
20:08your comments [music] in the comment
20:09section and subscribe for more updates
20:10It's something like this. For this, I'm
20:12going to park the video here. This is
20:13Nakul N A K U L N signing off from
20:16Skills PT. Soon we'll be back. Till
20:18then, take care. Bye-bye.

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This page contains the full transcript of PTE Speaking EXPOSED: Why Did I Get Only 60/90? 😱 by SKILLS PTE ACADEMIC, generated from the public captions YouTube serves with the video. The transcript has 4,363 words across 610 segments, with the original timestamps preserved so you can click any line to jump to that moment in the embedded player.

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