Band 4+: Describe a skill you learned that was more difficult than you expected. You should say: - What the skill was - Why you wanted to learn it - What made it difficult And explain how you felt when you finally mastered it.

Your pronunciation is above average. However, you may find complexity in certain words challenging. Regular practice should aid in improvement.

The response addresses the prompt by identifying a skill (a sport) and explaining the motivation for learning it. However, the answer is somewhat underdeveloped and fails to fully address all parts of the task. Specifically, the explanation of how difficult it was to master is repetitive, and the final requirement - explaining how you felt after successfully learning it - is not addressed because the speaker concludes that they gave up rather than mastering the skill. To improve, ensure that every bullet point in the prompt is answered thoroughly. If the skill was not mastered, you should still attempt to describe the feelings associated with the process or the decision to stop, ensuring the narrative follows a complete logical arc as requested by the prompt. The response could be expanded as it currently feels quite brief.

The speaker struggles to maintain a coherent flow. There is significant repetition of ideas and sentence structures. Cohesive devices are used incorrectly (e.g., 'But however', 'So just in addition'), which disrupts the logical progression of the story. To improve, work on using a variety of linking words (e.g., 'Furthermore', 'Consequently', 'Despite this') and focus on telling a chronological story to ensure the listener can follow your timeline.

The vocabulary is quite limited and often used inaccurately. For example, 'play well and valuable' and 'improve my available skill' do not convey the intended meaning clearly. While the student attempted an idiom ('when pigs fly'), it was used in a way that felt forced and didn't quite fit the context of personal ability. Aim to learn collocations (words that naturally go together) and use more precise adjectives to describe your emotions and the difficulty of the task.

There are frequent grammatical errors that impede communication. Issues include subject-verb agreement, incorrect tense usage (mixing past and present), and improper sentence construction (e.g., 'My everyone's classmate'). The sentence structures are mostly simple and repetitive. To reach a higher band, you must practice using complex sentences (using 'which', 'although', 'because') and ensure that when you are telling a story about the past, you consistently use the past tense.