LAMDA Exams
I attended the LAMDA public speaking examination (Grade 6) last week. LAMDA public speaking exams are designed to develop the skills necessary for effective oral communication and public presentation.
The Grade 6 exam includes two main speeches: firstly, a contemporary issue and secondly, one is a topic that you would like to talk about. Both of the speeches can be pre-prepared, with cue cards and visual aids, like PowerPoint, and each one needs to be about 4 minute long. Another test of the exam is an impromptu speech. The examiner provides three random topics; we need to choose one and deliver a speech within 3 minutes. You are allowed to prepare by using cue cards for 15 minutes. The last part consists of three specific questions that you also can prepare for. But one of the questions needs to use technical vocabulary like diaphragm or pharynx, etc.
During the preparation, my teacher, Miss Russell, explained everything that was required for the exam, including drafts for both our speeches and specific questions, and helped practice our impromptu speech.
The topics that I picked were deforestation (contemporary issue) and forced hobby (self-defined).
I was nervous at first, but when I started my impromptu speech, I suddenly went into the emotion of the speech. For the specific questions, I also delivered fluently with all the technical words that I prepared beforehand.
Overall, this experience was great. I love creating and delivering speeches, so I enjoyed the whole exam and preparation process. If I have the chance, I will definitely do it again with higher grades!
Lydia – F5
LAMDA Exams
The clocks were ticking, with every ‘crack’ getting louder and louder. My friends and I lined up, speeches ready and all dressed up. It was almost time for my LAMDA examination.
Looking back at the experience, I can deduce that I learnt a lot from it. For example, it taught me a lot of techniques that I wasn’t fully aware of at first. Also, it didn’t only teach me how to recite my memorised speech, it made me stronger mentally as well.
Other than realising the staggering importance of pitch and tone, it built confidence in myself; and with some encouraging advice from some experienced teachers like Mrs Russell, it convinced me to perform better every time I recited it.
On the day though, everything felt different. My legs seemed to be loose, as if they were noodles being cooked in a spot slowly – where it was just me panicking silently, and where time was just a number. I started to recite my speech with some degree of anxiety, but as I kept on going, I felt more confident during the experience and performed better. Overall, I would recommend applying for this qualification, but also to learn more about yourself along the way.
Aidan – F3