IELTS Speaking Pro 7+ | English Language | For Your English | Skillshare

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IELTS Speaking Pro 7+ | English Language

teacher avatar For Your English, English Made Easy

Watch this class and thousands more

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Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

114 Lessons (9h 17m)
    • 1. About this course!

    • 2. About: What is IELTS speaking?

    • 3. About: Does speaking test change?

    • 4. About: Slang, phrasal verbs, idioms

    • 5. About: Examiner interrupting you

    • 6. Grading: How organized

    • 7. Grading: Body language

    • 8. Grading: Vocabulary

    • 9. Grading: Fluency

    • 10. Grading: Pronunciation

    • 11. Grading: Grammar

    • 12. Grading: Listening

    • 13. Before test: Create character

    • 14. Before test: Project 1

    • 15. Before test: Fake facts

    • 16. Before test: Study schedule

    • 17. Before test: Project 2

    • 18. Before test: Practice speaking

    • 19. Before test: What to bring

    • 20. Before test: Podcats

    • 21. Before test: Practice exams

    • 22. Part 0: How IELTS begins

    • 23. Part 0: Greetings vocabulary

    • 24. Part 0: Giving your name

    • 25. Part 0: Contraction practice

    • 26. Part 0: Project 3

    • 27. Part 0: Using words from your language

    • 28. Part 0: Body languagae advice

    • 29. Part 0: Project 4

    • 30. Part 0: Full practice

    • 31. Part 1a: About this section

    • 32. Part 1a: Organizing response, 1

    • 33. Part 1a: Organizing response, 2

    • 34. Part 1a: Organizing response, review

    • 35. Part 1a: Opinion vocabulary & stress

    • 36. Part 1a: Agree/disagree vocabulary

    • 37. Part 1a: Project 5

    • 38. Part 1a: Likes/dislikes vocabulary

    • 39. Part 1a: Intro to filler words

    • 40. Part 1a: Present simple tense grammar

    • 41. Part 1a: Past simple tense grammar

    • 42. Part 1a: Present perfect tense grammar

    • 43. Part 1a: Present perfect continuous tense grammar

    • 44. Part 1a: Future simple, going to grammar

    • 45. Part 1a: Question words (do, did, would, are)

    • 46. Part 1a: Questions you can ask

    • 47. Part 1b: About this section

    • 48. Part 1b: Hometown responses

    • 49. Part 1b: Work responses

    • 50. Part 1b: Study responses

    • 51. Part 1b: Home responses

    • 52. Part 1b: Hobby responses

    • 53. Part 1b: Family & friends responses

    • 54. Part 1c: About this section

    • 55. Part 1c: Hometown questions

    • 56. Part 1c: Work questions

    • 57. Part 1c: Study questions

    • 58. Part 1c: Home questions

    • 59. Part 1c: Hobby questions

    • 60. Part 1c: Family & friend questions

    • 61. Part 2a: About this section

    • 62. Part 2a: Understanding cue card

    • 63. Part 2a: How to take notes

    • 64. Part 2a: Emergency vocabulary

    • 65. Part 2a: Taking notes for PPF

    • 66. Part 2a: Project 6

    • 67. Part 2a: PPF Technique, 1

    • 68. Part 2a: PPF Technique, 2

    • 69. Part 2a: Linking vocabulary

    • 70. Part 2a: Slow down!

    • 71. Part 2a: Project 7

    • 72. Part 2a: Past continuous tense grammar

    • 73. Part 2a: Follow up question

    • 74. Part 2a: Questions you can ask

    • 75. Part 2b: About this section

    • 76. Part 2b: Person responses

    • 77. Part 2b: Object responses

    • 78. Part 2b: Event responses

    • 79. Part 2b: Change responses

    • 80. Part 2b: Book/film/TV responses

    • 81. Extra: Project 8

    • 82. Part 2c: About this section

    • 83. Part 2c: People questions

    • 84. Part 2c: Possession questions

    • 85. Part 2c: Event questions

    • 86. Part 2c: Change questions

    • 87. Part 2c: Book/film/TV questions

    • 88. Part 3a: About this section

    • 89. Part 3a: Modified PPF, 1

    • 90. Part 3a: Modified PPF, 2

    • 91. Part 3a: Filler expressions

    • 92. Part 3a: How to speak generally

    • 93. Part 3a: Modal verbs grammar

    • 94. Part 3a: 1st & 2nd conditional grammar

    • 95. Part 3a: 2nd & 3rd mixed conditional

    • 96. Part 3a: Questions you can ask

    • 97. Part 3a: Project 9

    • 98. Part 3b: About this section

    • 99. Part 3b: Family responses

    • 100. Part 3b: Travel responses

    • 101. Part 3b: Health responses

    • 102. Part 3b: Technology responses

    • 103. Part 3b: Society responses

    • 104. Part 3c: About this section

    • 105. Part 3c: Family questions

    • 106. Part 3c: Travel questions

    • 107. Part 3c: Health questions

    • 108. Part 3c: Tech questions

    • 109. Part 3c: Society questions

    • 110. Part 4: About this section

    • 111. Part 4: IELTS speaking practice test, 1

    • 112. Part 4: IELTS speaking practice test, 2

    • 113. Part 4: IELTS speaking practice test, 3

    • 114. END: After taking the IELTS

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About This Class



Focus only on the English skills required for 7+ IELTS speaking band score

  • grammar lessons to demonstrate required 'range & diversity'

  • vocabulary for describing likes/dislikes, agreement/disagreement + more! 

  • study my own responses, and then practice on your own!

  • detailed strategies for natural sounding English conversation

  • pronunciation resources and body language exercises to get easy, extra points

  • language skills for advanced fluency score

  • practice responding to most common questions & topics

  • and much more!

Get started now!

Meet Your Teacher

Teacher Profile Image

For Your English

English Made Easy



I'm Kallan from For Your English 

and I'm here to help you get fluent in English!


Improve your English grammar, speaking and conversation, listening, pronunciation, vocabulary, business English, American slang, idioms, phrasal verbs +  any other English language skills you need!


Talk to you soon and message me with any English questions!


See full profile

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1. About this course!: you are ready for ion speaking success. I'm cow your personal aisles tutor. And here's how this course is designed for quick and easy. I'll speaking mastery. First part zero for greeting the Examiner or bonus round as well. Call it. This is where you say hello and introduce yourself, but I'm calling it the bonus round because you can get bonus points for appearing confident , friendly and relaxed when speaking, even if you give terrible spoken responses. The Examiner is also grating you for appearing confident, speaking loudly and demonstrating good body language and will focus on those skills. In part zero. That means lots of easy extra points with no extra English study Part one. Talk about yourself for part one. You will be asked about three topics and are expected to use mostly basic vocabulary. For the first topic, you have a 50% chance of being asked about your hometown or what you do and then likely to be asked about either your likes or dislikes related to your studies work, music, food reading and technology. The grammar is easiest in part one, so we'll focus on the most important tenses to ensure you start with a high grammar score. Then we'll build a combination of high and low level vocabulary for talking what things you like dislike and share your opinion, plus how to organize your responses for a high fluency score. Strategies to guarantee you can respond to any question pronunciation exercises using my own responses and Lotso practice questions for you to do Part two. The long response in part to you are given a topic and need to discuss it by yourself for two minutes. The key to succeed is telling a story, organizing it with different tennis's and speaking until you are told to stop by the Examiner for a high fluency and coherence score. Grammar is not your biggest worry in part two, and even Cambridge says that speaking mistakes are normal when talking for longer periods. So for grammar, we only focus on what's important for telling a story and describing the person event or thing. We'll focus much more on story construction. The PPF for past present future technique and pronunciation in fluency because they'll let you speak longer and easier so you can get into a higher band after your two minutes. The example. Ask you one or two more questions that are quite short and simple. And, lastly, part three high level abstract topics. Part three asks you general questions related to your part to response but connected to bigger themes like society, culture and change. These questions start easier and become more difficult if you perform well. For Part two, you told a long story for Part three. You're going to tell several short stories, so I'll teach you a shorter modified version off the peopie of technique. I'll also introduce a few advanced grammar topics, like mortal verbs and condition ALS. But we're mostly looking to add some variety to your responses for a better grade and see what's important when discussing more academic, high level topics. Then we'll finish with more pronunciation and look at my own examples before you practice on your own. I'll speaking, is designed by Cambridge to feel like a real conversation and have a real conversation. You need conversational grammar, know how to organize your thoughts, speak clearly and be ready to speak. That's all in this course, and it's all you need to master aisles, speaking 2. About: What is IELTS speaking?: What is Aisles speaking? I'll speaking is an interview that last from 11 to 14 minutes and is divided into three parts. It's designed to see if you have the spoken English skills required to work, live or study in an English environment. But don't worry, because I'll speaking on Lee focuses on specific parts of the English language related to describing people, places and things, telling a story and sharing your opinion. And because the Examiner always reads questions from a script, it's very easy to know what questions you will be asked and how to respond. So to get you an awesome score were Onley focusing on the language skills required for a good part 12 and three responses. This way you spend less time studying because you're on Lea learning what's necessary. 3. About: Does speaking test change?: our general and academic different for the speaking part of the exam. The general and academic tests are exactly the same. There is no difference. The only parts of the exam that change are the reading and writing sections. The academic version is for people who want to study at English speaking universities, while the general one is where people who only want to live or work in an English speaking country, not study. So if you want to study abroad, you must take aisles. Academic if you only want toe work or live in another country, islands general is a better option again. The speaking part does not change, and this required for both. But it does require high level academic vocabulary for speaking part three questions. So even if you take aisles General, you are required to know some academic, high level vocabulary. We'll talk about how your vocabulary is great, it and the difference between low level and high level vocabulary. In the next section, 4. About: Slang, phrasal verbs, idioms: should you use idiom, slang and phrase overs idioms. Idioms are longer expressions that are impossible to understand. Just by looking at, you need to understand the context of the situation. For example, ah, popular idiom language learners are taught is it's raining cats and dogs. This idiom means it's raining. Ah lot. It's pouring or coming down heart. Here is my rule with idioms Onley using idiom if you can speak naturally while using it. The Examiner, the person grading you while you speak wants to see if you talk naturally, easily and fluently. And idioms, even for native speakers, can be difficult to use because there so long or not common in spoken English, like raining cats and dogs. It's popular in Children's books, but not as common with adults in conversation. Additionally, if you have trouble saying an idiom, the examiner might suspect that you tried to memorize a response, which will really hurt your speaking score slang. First, let me give a simple definition of slang informal vocabulary that is newer and not used or known by all English speakers. Because slaying is newer and used more by younger people, there's a very high chance that your instructor, who is generally a bit older, won't understand your sling, even though it's correct. Some slang words are known by everyone, like, if I say something is cool to mean. Interesting, however lit is a much newer, more informal slang word that means the same thing. But I don't think your examiner will understand it. Or they might know the other slaying meaning of lit that means drunk or intoxicated. So in general, avoid slaying during the aisles. If you are not sure if a word is considered slang or want to ask me if a specific word is aisles appropriate, send me a message and I'll tell you phrase overs phrase. Allsburg's are combinations of verbs and propositions that are similar to idioms in a major way. They can not to be understood just by looking at them. You need to know the context and situation they're used in, and Fraser verbs can have several meanings, like breakdown can mean for a device to stop working properly, and it can mean for a person to become visibly sad and depressed. But unlike idioms that are great for the aisles exam first, all native speakers understand phrase averts unlike with slaying and unpopular idioms. Second phrase over our short, most often two words in total. Third, Fraser verbs demonstrate a high level vocabulary, which is the main way your vocab score is grated to summarize use phrase. Oh, verbs. Don't use an idiom unless you are very comfortable with it. And don't use slang unless you message me first. 5. About: Examiner interrupting you: Is it bad if the Examiner interrupts me while speaking? Is it bad? Not most of the time. Usually the Examiner is interrupting you because they need to ask all the questions before they run out of time. In this course will practice answering questions in the ideal response times. Sometimes like in Part two, you want to speak as long as possible and be interrupted in parts one and three. It's fine if it happens, but it's better if you're able to respond within a certain amount of time. So you know you did a good job answering the question in rare situations. The Examiner might interrupt you if you are not answering the correct question, which means you didn't properly hear what they asked. That's why I teach you what questions you can ask the Examiner for each part of ill speaking. You're never confused and don't get interrupted for that 6. Grading: How organized: how I'll speaking is great. In the section, I discuss how you're ill speaking is great. This includes embody link vocabulary fluency, also called coherence, pronunciation and grammar. Body language is not officially listed as part of your Great by Cambridge, but it does affect your grade, and I explain how in the next election for the rest vocab, fluency, pronunciation and grammar. Each one is worth 25% of your speaking score, so none of them arm or important than others. But some of them are easier to improve quickly. You can see that each of these lectures has a number. Number one means that this is the easiest skill to improve to an advanced see one level, and number five means it's the most difficult or takes the longest time to improve to an advance. See one level. For example, if your grammar is already at a high intermediate level, you have all the grammar necessary for a great I'll speaking score, and you only need some minor help with the grammar lectures in this course to help prepare you for specific questions. Most other advanced grammar study you do won't help your speaking score very much because the speaking questions aren't designed for it. To go from a high intermediate to an upper advanced level on grammar usually takes about one year of study, but that grammar is rarely even necessary for I'll speaking and is mostly for reading and writing. So I find it distracts most students and hurts their speaking scores. On the other hand, behind the language is extraordinarily easy to improve, same with vocabulary, because you only need to learn new words related to specific topics that we use when speaking. Now that you know how I ordered these lectures, watch them to learn how exactly your grated and how will improve them for isles success. 7. Grading: Body language: body language. Why does it matter? Body language includes smiling during a conversation, using your hands while speaking and keeping them in front of you while listening, sitting straight in your chair and making eye contact. Aisles does not officially list body language as a grating point, but at the start of the official Cambridge guide, I'll, it says Test tip. Make good eye contact with the Examiner. From the moment you enter the room and answer in a polite and friendly way, your body language is an important part of communicating. And what are you being graded on? How you communicate. That's why if we spend that time improving a body language, which is very, very easy to do, your ill speaking score will be much higher. Will focus on body language in the section Part zero. 8. Grading: Vocabulary: vocabulary learning new vocab for I'll speaking isn't that difficult? Because you only need words related to specific topics and because parts one and two require mostly low level vocabulary, the vocab taught in this course is a combination of low and high level vocabulary to respond to different questions, connected various ideas while speaking and continue speaking for longer durations of time to get a higher fluency score. What's most important is that you have a good range of vocabulary that means, you know multiple ways. No multiple synonyms for the same word or expression. For example, when talking about your interests, you don't want toe on Lee use. I enjoy. If you repeat that again and the Qin you will lose points for repetition. But if you can use other low level synonyms, such as I like and I have a fun time doing something, you can quickly demonstrate your range and a larger vocabulary when studying vocabulary. The most important thing is also learning different ways to say something. It doesn't matter if it's low level or high level. Part three is where you're supposed to use more high level vocabulary, which means it's more academic, scientific and formal. That's because the questions for Part three discussed s'more much more academic and scientific topics, or ask questions in such a general way that more formal vocabulary sounds better. When you want to focus on learning these new words, look for lectures in the three how to succeed sections that start with vocab in the title. 9. Grading: Fluency: fluency and coherence. Eilts defines fluency, as can people understand you when you speak? That means can you connect ideas together, speak at a natural speed with little hesitation, express thoughts with correct vocabulary, pronunciation and speak until interrupted. So fluency is mostly a combination of vocabulary, pronunciation and grammar, the skills required to do the things I just mentioned. But it also includes speaking a language skill, not huffed and taught in school. But because the aisles definition of fluency is simply being understood, your score is not lowered when you make mistakes that don't cause confusion to the listener . Native speakers like myself make these small, unimportant mistakes all the time, and we usually ignore them to maintain fluency. This is again why range and variety of vocabulary and grammar are much more important than just knowing a few high level words or an advanced grammar construction, which you're not likely to use during the speaking part. Look for lectures that have fluency in the title and ones with the name vocab organizing response 10. Grading: Pronunciation: pronunciation for isles pronunciation is speaking clearly with proper stress, intonation and reducing words together. That means you don't need a perfect accent and shouldn't focus on that. All you want to do is focus on pronouncing words more clearly, and the easiest way to do that is to make sure you speak loud enough during the exam. In this course, each aisle speaking part includes some pronunciation practice in the model answers and advice sections. Using the imitation technique, also called shadowing, I will respond to some aisles questions using vocabulary and expressions I taught you. You can pause to copy or imitate my stress, intonation, pronunciation and reductions. I'm American, so these exercises are specifically for an American accent. My responses are also great models to see how I organize responses and use different vocabulary and grammar that I'm teaching you. But I also have many other free pronunciation videos here for both British and American English. For your english dot com slash pronunciation. That's www dot for your english dot com slash pronunciation. First, there are videos to learn the phonetic alphabet. With this, you will immediately know how any words pronounced by looking in the dictionary. and it will help you quickly master all sounds in English. Second word stress and intonation. The stress videos will teach you what parts of a word to pronounce and what parts to ignore . And intonation will show you how your voice rises and falls, depending on the structure of ascendance. Third past tense E. D. Word endings and the pronunciation of plural words. So you can talk about the past and other stories without worrying about pronouncing things wrong. Fourth, reducing words together also called a reduction. A reduction is when a native speaker makes a word sound different, typically shorter in spoken English by making it easier to pronounce. For example, look at how I change want to in these sentences. I want to go there, becomes I want to go there, an informal speech. The reduction there was, I want to to I wanna. And it's very important for English conversation and finally, the best videos for learning those keywords that have difficult vowel or constant combinations or are often confused with other words. So I will see you in the sections titled Pronunciation Practice and send you some reminders toe watch the other pronunciation videos to improve even faster 11. Grading: Grammar: grammar. Grammar is what worries most students. But it shouldn't for the speaking part, because the grammar you need here is much more basic. You do not need an advanced grammar level for an advanced speaking score, but you also don't want your grammar to be two basic or lacking in variety. That's why I will spend most time on intermediate level aisles grammar like important tenses for parts one and two, with advanced grammar topics like motile verbs and conditional sentences taught for Part three when introducing yourself, no grammar is needed for Part one. The most you will need is present simple past, simple, present, perfect and future simple. And I'll teach you all of them. In this course, our biggest grammar focus is for part one, because this way we start with a high grammar score and don't need toe worry if we lose some grammar points when telling a story in Part two, or when focusing on high level vocabulary and general expressions in Part three, finally, remember that most spoken grammar mistakes don't cause confusion and for the aisles. If the grammar mistake doesn't cause confusion, you don't lose points. That's why you get more points were attempting more difficult grammar, even if it has more mistakes than if you used very basic grammar 12. Grading: Listening : understanding and comprehension. Your understanding and comprehension are not grated for the speaking part, and that is why you are encouraged to ask questions if you don't understand what the Examiner says to. But this means you need to know how to ask questions without making mistakes or causing more confusion. So watch all the questions. What you can ask the examiner lectures. 13. Before test: Create character: create a character for yourself. Every speaking question in the aisles is designed toe. Have you share your opinion or describe someone or something? For many students, this is what makes the test so difficult. They don't have an opinion about something, have complicated examples or don't know what to say about a family member or event from the past, especially for parts of one and two that are focused on your life. This is why the most important thing you can do is create a version of yourself or an entirely invented fake person who answer the questions on test day. Because we are real people with difficult to describe and often changing opinions, weird preferences and complicated stories that we have trouble telling. Even in our native languages, the person you create will have easy to describe. Hobbies, interests, family members, likes and dislikes stories from the past and opinions about things happening today and in the future. The Onley riel information the aisles examiner has is your name and home country. All other personal info. You should change, alter or create when you answer new practice questions so that it's as easy as possible to answer on test day, for example, let's say I am from a very boring small town that never changes. But I'm asked, What city are you from? And how has it changed in recent years? It's most difficult for people to respond with how something hasn't changed or why they don't like something because there are fewer details and examples to include in the response, which means it's harder to give a full response. So instead, I say I'm from a big or popular city that has changed a lot, or I can create a fictional city that has changed a couple ways that are easy to describe. Another solution is to continue using the name of my riel hometown. But think of ways riel cities have changed in recent years and use those examples. This strategy works because the Examiner does not care what you say, only that you can say it in a way understood by native speakers. But if you are passionately against something and are prepared to discuss the negative instead of the positive, go for it 14. Before test: Project 1: it's assignment time. Let's get familiar with part one questions for you to do awesome on the aisles. We need to get started with some homework. But don't worry. This assignment is fun. Here is a list of some of the most common aisles questions for part one in the blanks right ? The example you will use to answer each question with two examples to describe it. This is important for part one. Questions don't give more than two examples in each response. For each example, make sure to add detail, tell a quick story about it or describe the thing in greater depth. Will discuss how to do this later in Port one. How to succeed. For example, If the question is again, what city are you from? And how has it changed in recent years? I will write the name of my city and then two examples that demonstrate change. Here's mine. Chicago one changing population to decreased pollution. Remember from the previous lecture. If your city is hard to talk about, invent a place or use another cities, characteristics, if it's easier because I'm not from Chicago, but I know a lot about it. That's why I used it for my example. You can also download this document and write on it. But I really want you to submit it here so I can see it and help you if you need it. 15. Before test: Fake facts: create fake fax information and people. In the last lecture, we talked about creating a different version of you for test day, a version that is much easier to talk about and describe now. What I also want you to do is to create or exaggerate fax information and people that you will talk about. Remember, the Examiner does not care if what you are talking about his truth on Lee that you use good English. So, for example, a part three question might be. What are your thoughts about the future of technology? You could mention imaginary research that supports what you think the future will be like use invented fax. You say you heard on the news or from a family member and even create people that you can say you talked about a topic with the most important thing to remember is this. The examiner never cares if what you are saying is true. The Examiner is Onley there to pay attention to your body language, vocabulary, pronunciation, fluency and grammar. Here's a difficult question I've seen. Describe a famous person from your country. Many students can't think of a famous person or, if they are able to do not know enough about them or don't care about them enough to be able to talk well for high fluency points. First, you can choose an actual person but create fake achievements or exaggerate the things they did. So you don't hesitate or stop talking or take any famous person from anywhere in the world and say they are from your country Onley changing small things about the person so that your response makes sense. You don't have to do this, but for the majority of students, it's an easy way to respond more fluently, toe all speaking questions. 16. Before test: Study schedule: your study schedule, you need to study regularly. Regular, consistent study is the most important tool when preparing for this example, on average, the most successful students will be get preparing 1 to 2 months before the test with 45 minutes toe, one hour of study five days a week. If you are a very busy person, it's most important that you study five days a week, but you still see massive improvement if you can only study 15 to 30 minutes each of those days. If you are also preparing for the listening, reading and writing sections of the exam, you want to study specific parts of the exam on specific days off the week at the end of this section. I have links to free practice exams that will show you what parts of the exam need most of your attention. We'll talk more about when to take practice tests and why they're so important in that lecture, 17. Before test: Project 2: time to make your schedule. Now it's time to commit. Think about the best times available to study and put them in your calendar. It's important to remember that your study times will likely change due to other obligations and responsibilities in your life. So adjust your calendar as you go. And remember that daily study, no matter how much time each day, is much better than studying sporadically throughout the month. If you want to share an upload, a photo or screenshot of your study schedule, and I want you to answer these questions when making it one. AM I being realistic with the amount of time I have available? Two. Am I challenging myself, and three. Is this enough time to get the score? I need to help. See if it's enough time. Go to the last lecture of this section. Take a free practice exam for a practice exam for the entire aisles test as well. I have some complete practice tests specifically for the aisles speaking portion of the exam at the end of the course that you can take if you have any questions about this, or if you have trouble studying message me and they'll be glad to help 18. Before test: Practice speaking: practice speaking by yourself, There are quite a few ways that you can practice speaking some free and some paint, but above all, just starting to speak and say your responses out loud will improve her. I'll speaking score. Amazingly, let's start now with some free options. Free practice with friends and family in person. So to get started, always record yourself with your phone or computer When answering the speaking questions, this is necessary to see how your body language can be improved. Something will discuss in the next section and ah, great way to notice what speaking skills to correct and to see improvements in your responses. If you can. It will help a lot to do these exercises, sitting at a table like you will on test day. And if you have any friends or family, ask them if they can sit and listen to give your responses. If they know some English, have them ask you the questions. If they don't responding with them. Present is still a superb way to improve your answers, body language and become comfortable with what the aisle speaking test will feel like. I also recommend you reserve a study space or common room at a local library, university or at your job to really feel what it will be like during the exam. Free practice with native speakers using APS. There are two main apse I want to mention here I talking and tandem I talk. He can be used both on your computer and phone, but tandem is only available on your phone. Both of them allow you to find native speakers willing to practice English with you. This free version is called a language exchange, so you'll practice some miles questions or English skills, and they will practice speaking some of your language, the language. They're learning to find a free language partner quickly and easily make a bio on the sites , mentioning some of your hobbies and interests. Make yourself appear fun and engaging. And don't forget your profile. Photo paid practice with native speakers using APS. I talk. He also has a paid version with English teachers. Thes teachers are quite cheap, and the starting fee is $8 an hour. If you are interested in investing more in your child's speaking, but no matter what starts speaking your responses, students who respond out loud improved their speaking score dramatically more than those who don't. So choose one or several of the methods here and see your speaking score skyrocket. 19. Before test: What to bring: what to bring with you on test day. First off, the only thing you absolutely need is your passport, But you should know that you might be spending a few hours waiting after you finish the written parts of the aisles before you can take the speaking part first. That means you should bring some snacks or know where you can get something to eat. Being hungry is proven to decrease your cognitive meaning brain related abilities. So have a snack and drink, ready to find a place close by to eat. It's close enough. Second and most importantly, brings um, easy English materials with you to the test center. This is testing, so don't worry about any difficult study session. Make test day and more relaxed and bring easy conversational English materials So you aren't sitting on your butt board for five hours as you wait for your speaking turn. Have English audio materials like podcasts ready for you to listen to on your phone and try to make them once you actually enjoy or are more focused on conversation again. Test day is not a day for serious and brain exhausting study. Try to make it more enjoyable and easy as well. Bring some light reading in English. Late reading means reading that is not challenging. I recommend bringing reading materials that are interview or autobiography format because they use spoken English. That's great for isles speaking. Finally, writing is a great way to get your brain to remember things, so you can also try doing a few reading exercises where you respond toe. I'll style questions or practice taking notes for the part too long. Turn question. This is especially helpful in realizing what words you don't know and can easily find in a dictionary just to make sure you stop all studying at least 10 minutes before you're speaking. Turn so you can turn your brain off. Close your eyes, take a deep breath and relax before you do an awesome job on the test. 20. Before test: Podcats: podcast for improving your child's score. Podcasts are audio programs you listen to related to a specific subject. If you're a busy person going from place to place all day, it's much easier to study from podcasts than it is to sit and read or look at something and , for this course, thes our podcast to prepare for the aisles. Go here www dot for your english dot com slash podcasts slash isles for my favorite ones. But I also have podcast for every other English skills, like writing, grammar, conversation, pronunciation and business English. So if you want to see those, go to four year english dot com slash podcasts. 21. Before test: Practice exams: practice exams. Practice exams are very helpful because they will tell you which parts of the exam you need the most practice with. And because of that, help you organize your study schedule better as well. You have access to I'll speaking tests at the end of this course, they're located in the section called Full I'll Speaking tests. But right now we're talking about practice exams for the other parts of the isles. For example, if you score incredibly high on the listening quite well on the reading, but you're writing and speaking are very low. Those two sections, writing and speaking, should be given the most attention to see your progress, I said Just you take one practice test before you begin studying for the aisles. Another practice test when you are halfway done, and one last practice test about a week before the test. In the downloadable content of this lecture, I have links to practice exams. You can take 22. Part 0: How IELTS begins: how Eilts begins the aisle speaking starts the moment you enter the room with the Examiner , and the first couple minutes are used for first greeting each other. Second, introducing yourself third, asking what you would like to be called forth, asking where you are from and fifth asking for your identification and then immediately preceding toe part one. This section starts by reviewing common greetings the Examiner will use and how to respond next, stating your name and answering the question. What should I call you? And pronunciation advice for contractions and when using words from your language, followed by body language advice and exercises to make sure you get extra points when speaking and finally will practice all of part zero together. I'll see you in the next lecture to review greetings. 23. Part 0: Greetings vocabulary: greeting the Examiner. Good afternoon and good evening. You're ill. Speaking can be any time between one in the afternoon and seven at night, which means you won't be using good morning when greeting the Examiner. Because of this long period of time, you might hear the examiner greet you with good afternoon or good evening. There's no specific rule for wind to switch from good afternoon to good evening. So just copy what the examiner says So you don't appear confused. Just so you know, most people start using good evening at six at night to reply, all you do is repeat the greeting. Sometimes people put hi or hello before this greeting, but is not common to put it when you are the person responding, I Good afternoon. Good afternoon. Good evening. Good evening. These greetings might seem very plain and basic too. And they should do not try to be very talkative in part zero, respond in a very friendly, respectful and relaxed wet. But on Lee, give the direct responses I'm teaching you here. Save your longer detailed responses were parts 12 and three and in the rare case you somehow get your speaking scheduled before noon. The greeting looks like this. Good morning. Good morning. Notice that for good morning. I only pronounce the G sound in good nothing else. So native speakers pronounce it. Good morning. Good morning. One last thing to add about when you enter the room, examiners expect you to enter, say nothing and quickly sit down. So you don't need to worry about saying anything when you first enter the room. Unless if the Examiner feels the need to say something to you first, for example, if they are not yet prepared. But that's not likely to happen. 24. Part 0: Giving your name: introducing yourself to the Examiner right after saying a greeting, The Examiner will introduce themselves, and because all examiners read the same thing, it should be very close to this. My name's callin. Can you tell me your full name, please? So I start by saying What my name is. My name's Callen. Notice that I contract, meaning I combine name and is to become names My name's Callen. Using contractions like this will improve your pronunciation score, and we'll discuss subject pronoun contractions you need to use in the next lecture. Then I ask for your full name. Your full name should be what is written in your passport or whatever identification you show to the Examiner. We can also think of this as your legal name for this question. Don't give a shortened version or English version of your name. State your real name as written in your passport. Here's how I would answer Sure, my name's Callen Anderson. Notice that I started by saying Sure, sure is a nice, polite way in informal and formal conversations to show that you understood a group show you understood a request and will obey it. If any question during the speaking part starts with, Can you tell me, or can you describe? You can start your response with Sure. This is a nice indication to the examiner of cultural knowledge, engagement and fluency when beginning a response, then the Examiner will continue by asking, Thank you. And what should I call you? The Examiner is asking what name you want to be called. So for myself, this could be callin my real first name or a nickname. Some friends and family use cow. A nickname is a more informal name that friends and family will use to refer to you using my real name. I have a few ways to respond. You can call me blank or looks fine. You can call me callin Callens Fine. And if I want to use a shortened form of my name, I can say either you can call me or just call me. You can call me cow. Just call me cow. And finally, some four names are difficult for English speakers to understand and repeat, so students invent English things. This is a great option because you want the Examiner to feel comfortable saying your name and confident that they are saying it properly. So if you have a difficult name to pronounce, create an English name for the test to make the Examiner feel more relaxed. Doing this demonstrates higher cultural understanding and fluency. Just make sure to practice these expressions so you don't make any mistakes. Here's how to answer. If you're using an English name, you can use my Englishness or you can call me by my English name. You can use my English name Steve. You can call me by my English name Steve. Next you will be asked. And where are you from? Sometimes you're also here And can you tell me where you're from? The best way to answer is by saying I'm from sure I'm from India. Of course I'm from Brazil. I'm from China off course And, yeah, have the same meaning and use as sure that we discussed earlier. Finally, the Examiner will ask, Can I see your identification, please? Sometimes they ask, Can I see your I D? Please? I d is the shortened abbreviated way of saying identification. You don't have to say anything when giving the examine your i D. But there are some super easy expressions you can use toe. Boost your vocabulary and fluency. Score. Because this is a request. Starting with can I? You can simply respond again with sure, but to show you have a big vocabulary. Let's look again at a few others. Yeah, Here you are. Here you go. Of course, After the examiner looks at your I d speaking part one starts immediately. Some examiners will make this obvious by saying something like Now, in this first part, I want to talk about and then ask the first question other examiners will look at your I d and then immediately ask the first question without giving a clear transition to part one. You just need to know that after showing your identification part one has begun, you are good to go. 25. Part 0: Contraction practice: subject pro known contractions. You're likely going to be asked to describe a person you know or admire, as well as talking about things and places you are familiar with. We use subject pronouns to refer to all of these after introducing an out like she it and you and in spoken English, we contract the pronoun with the verb to be like is and our as in the previous lecture I told you to say I'm instead of I am in spoken English, we almost always use contractions, even inm or formal situations. However, you don't want to use contractions in formal writing, so avoid them in your essays unless if you're quoting exactly what someone said. So here we go. When you hear this sound pause and repeat after me, I am becomes I'm I'm I'm a student. I'm a fan of soccer. I'm a lawyer. I am worried about the future of technology he is becomes. He's noticed that the letter S has a Z sound. He's he's Mark. He's my brother. He's the coolest person I know. He's older than me. She is becomes. She's again noticed that the letter s has a Z sound. She's She's Lisa. She plays the saxophone. She's really cool. She's younger than me. It is becomes its. There is no Z sound here. The letter s stays soft. It's It's a small town. It's close to the capital. It's a good school. It's an important question to think about. We are becomes were it's still one syllable. This is the most common way to pronounce it in. Spoken English Were were happy about our history. Were planning to go soon, were confused as a society, were only wasting time. You are becomes your again. It's just one syllable. Some people pronounce it as the word or with a Y. At the beginning, your other people pronounce it as her with a Y. At the beginning, you're the possessive pronoun. Your can also be pronounced these ways. Both are perfectly fine and sound very similar. When you speak at a natural pace, you're a working professional. What do you like about your job? You're going to be asked a series of questions. You're going to have two minutes to respond. You're not allowed to ask questions for this part. They are becomes there. The pronunciation sounds like the word air with a th in front of it. This is a voiced th sound, which means your tongue should be between your teeth and vibrating there. This is also the same pronunciation of the possessive pronoun there. They're experiencing economic difficulty. They're unaware off the problem looming, they're susceptible to unwanted change. They're upset about their lack of leadership. All right, great work. Now continue to the next lecture for a little speaking assignment to use these contractions and describe a few people, places and things. 26. Part 0: Project 3: speaking exercise using the subject pronoun contractions we just reviewed. I want you to think of two people, places or things for each subject pronoun and talk about them out loud for 30 seconds each . In case you can't think of anything to talk about. I'll put some topics for you on the screen and don't prepare no writing notes and no looking online for vocabulary. Just practice speaking. Yes, you're going to make a lot of mistakes, but it doesn't matter. In fact, if you run out of things to say, just say nonsense words and whatever else you could think of in English. This is a creative speaking exercise, which means the goal is only to have you speak and become more comfortable with the spoken language. It's also a great tool for responding more quickly during a speaking test and be able to feel when you have spoken for an appropriate amount off time. So have fun and speak 27. Part 0: Using words from your language: when using words from your own language, parts one and two of ill speaking we'll focus on you in your story. That means there's a very good chance you will talk about people, places and things that don't have English names. You should change the pronunciation of these words for the test so that they sound more English. Try and say them like an American or British speaker would. There's two reasons. First, these words might confuse the Examiner and cause you to lose points. Second, by adjusting how a word is said for the Examiner, you are demonstrating advanced pronunciation and fluency. Another strategy is to change names completely. You can invent names that are much easier to say. So if your hometown is a mouth full instead, change it to a different name. That won't distract you from giving a great response. If a word or expression is a most full in means that it's pretty difficult to say so. Think about names related to your country, celebrities and family that might help you perform better by changing your pronunciation to sound more English or changing the name entirely 28. Part 0: Body languagae advice: how to improve your body language and get extra points. It's time to talk about body language. That is how you appear and look while having a conversation. As I mentioned, Cambridge says that body language will affect your grade, so let's make sure you know how to present yourself to do better. Smile. The examiners are people like you and me, which means appearing friendly and agreeable will have a psychological impact that will boost your great. You need to smile. It makes people feel more comfortable when you do, and it creates trust and sincerity and easy way to practice, smiling more during conversation. Actually, an easy way to practice all these tips. It's a talk in front of a mirror. You can also respond to speaking questions at a table and have your phone recording you from the position the examiner will be sitting in sit up straight. Appearing confident is a big part of ill speaking related to psychology. People who appear confident are able to visibly persuade and convince a person listening that they're performing better on a task and having good posture also encourages you to act more confidently and speak more easily so put your back straight against the chair, lift your head up and put your shoulders back so the words will come more easily to you. Gestures. English speakers aren't famous for using their hands like some other cultures, but using your hands while you speak is a good way to appear more safe and friendly. Mawr Importantly, using your hands allows you to add more meaning and emphasis. Toe what you're saying. Try to keep your hands in front of you at about the height of your belly button. Try recording yourself twice, sitting at a table, answering aisles questions once responding with your hands in your lap and the second time using your hands as you respond. I really think you look more natural using your hands. Just one rule of etiquette here. Never put your elbows on the table. It's disrespectful in an interview setting and might upset the Examiner. Etiquette is a combination of rules that define a culture's idea of polite behavior, and elbows on the table are not good. In formal situations like interviews, eye contact. Remember that the entire I'll speaking part is designed to see if you can function normally in an English speaking environment. For that reason, I contact is important because it's something we used to show that we are involved and engaged as well as respectful of the other person in a conversation. If you're shy, this will take some practice, but it's nothing too difficult. Probably the best strategy is practicing with a friend or family member won't consciously making in keeping eye contact when giving your responses. Additionally, you can try printing a photo, taping it somewhere in front of you and practicing this way to gradually become comfortable with the proximity to the Examiner. You will experience when it's time to take the test. Ah, lot of the advice I mentioned in this lecture is psychological, but smiling, appearing friendly, making eye contact, sitting straight and gesturing with your hands really do have an impact on your speaking score. So practice 29. Part 0: Project 4: loud enough to be heard. We really did some creative speaking. Now is time to do an exercise that make sure you talk loud enough to easily be hurt. When a person talks to quiet, it makes it hard for us to understand. We say they are muttering or mumbling. Even when I talked to native speakers who mumbled, I have trouble understanding. Their pronunciation isn't clear, and I feel confused about what they're saying. English learners often mumble because they lack confidence. So when I have to ask a mumbling student to repeat what they said, they assume it was a speaking mistake when really it was just a problem of volume. First, a couple tips to remember. Sit with good posture, your back straight. This allows you to breathe easier and send signals to your brain that make you feel more confident. Next, remember to breathe. It's funny how many students forget to breathe and run out of air while trying to respond. It causes them to feel anxious and responses end short, take deep breaths and slow your speech down. You might feel like you're talking to slow, but in reality you're probably talking too fast, slow your speech so that you have time to think about your response and breathe so that you can talk easier. Slowing down is also a proven way to improve your pronunciation. Now I have to exercises. You can do first. Whether you feel shy or having naturally soft voice, you need to record yourself while practicing speaking. But now, when recording yourself, place your phone or other device 3 to 5 feet away from you or the distance of a person sitting on the other side of a wide table. This will give you a good idea of how you sound from that distance the distance between you and the examiner on testing. If you can have a friend or family member sit with you and tell you what they think, I also suggest that you speak louder than seems necessary because chances are you sound louder in your head than you do to the person listening. The second exercise is to again record yourself speaking, but speaking at three different volumes This way you will know what it feels like when you speak first to quietly, almost mumbling second at a natural volume for the conversation with one other person and third practically yelling. Yes, the 3rd 1 And should almost be yelling because we need to identify your three volumes to quiet, appropriate and too loud. So please record yourself and work on your speaking volume because I really don't want you losing points for being too quiet. Make yourself hurt. 30. Part 0: Full practice: zero practice. You are about to practice. Greeting the Examiner introducing yourself, stating what you want to be called in showing your passport before beginning part one of the exam. Here we go. Good afternoon. My name is callin. Can you tell me your full name, please? Thank you. And what should I call you? Okay. Where you from? All right. And can you show me your identification, please? Thanks. Now, I'd like to ask you some questions about yourself. Let's start by discussing what you dio. 31. Part 1a: About this section: part one A about this section. We're now at the first of the three main parts of ill speaking import. One Questions are supposed to be easy and related to your personal life and things you've experienced because most questions are about you, you'll lose points in Part one. If you answer generally about other people, places or societies, you must answer about yourself if asked to. Popular topics include your hometown, hobbies and interests, school artwork, cultural celebrations and technology. You'll be asked about three of these topics in part one for a total of 4 to 5 minutes, and most students start by being asked about their hometown or what they do as well. They will answer 3 to 4 questions for each of the three topics discussed and for speaking part one. Your responses should be 3 to 5 sentences in length, including a direct answer to the question with description and detail. Don't worry, import one. Be off this course. Using my examples, you can study my use off linking words before going to part one. See for a lot of opportunities to practice responding yourself. We'll begin by giving you two strategies you can use toe. Organize all part one responses, such as how many examples to give, what kind of detail to include and how long your responses should be. Then we'll look at vocabulary for sharing, likes and dislikes, describing preferences, sharing your opinion and making sure you use filler words. What I call time to think. Words when you have trouble responding immediately, then some grammar. Don't worry. The grammar required for I'll speaking is not advanced, and part one is the easiest. I'm mostly showing you how the grammar should look when used to respond to Part one questions. That's because you're being tested on spoken English and events grammars mostly for reading and writing. Spoken English is much more concerned with variety and experimentation, even if you make some mistakes as well. Were mostly describing your past and present habits, personal preferences and future plants So we'll focus on a specific combination of past, present and future. Tense is to demonstrate grammatical variety and finally speaking drills to train you to respond in an appropriate amount of time about 20 to 30 seconds before reviewing what questions you can ask the examiner when you don't understand the question. This is the longest section of this course because many speaking part one skills can and should be used in parts two and three. So if you can finish the lectures in this section, you already have some of the skills, vocab and grammar for the rest of the test, let's get started. 32. Part 1a: Organizing response, 1: how to organize your response. Port one questions are asked in a way to either share your personal opinion, state your likes and dislikes or show personal preference. In the next few vocab lectures, you'll learn words and expressions to do exactly that. But right now, let's look at two strategies you can use to organize your responses, how long they should be and why you need to add detail rather than simply mentioning mawr. Examples at the end of the video will review what we discussed, and there will be an assignment to make sure you understood. First answer the question. This is a bit obvious, isn't it? But you want to make sure to respond directly to the question. It's easy to do and give you additional time to prepare your actual response. Yet some people forget to do it, which can confuse the Examiner and make you lose easy points. Let's answer the popular Let's talk about what you do together. If the question is, let's talk about what you do, you can respond. I'm a cook. I work as an engineer. I study math, the's own directly, answer the question and are exactly how you want to start your response. The 1st 2 are ways to describe your work or profession. The third is if you are a student. When saying your profession, you can say I am, uh and then your job or I work as a and then your job. If you're a student, you just say I study, and then what you are studying were researching. You can also paraphrase the question you were asked, which basically means repeating it in your own words before you give your direct answer. When paraphrasing, you might say so. What I do nowadays is work as an engineer. Mostly, what I do is research, math as part of my studies. But are you done after the initial direct response? No, because it needs to be followed by relevant details and information. So the Examiner has a more specific, detailed idea of what you do. If you stop before adding details, you lose a lot of fluency points because you still need to add description and detail in your response to illustrate your language. Ability to the Examiner. Remember, The Examiner knows nothing about you and has no idea how well you speak English. If you don't give details and further information you will hear. The Examiner asks something like, What can you tell me about it? What details can you share about your job, or can you tell me anything more about what you study? These types of questions are bad because when the Examiner asks for more detail about a question they already asked, it usually means you did not answer thoroughly. Did not include enough description, and you're getting a second chance to answer it better for the works question. You can describe what you do and your responsibilities, how long you've been working there and what your future plans are. For the school question. Describe what you study, why you find it interesting and what type of job you hope to get in the future related to it. This is similar to a strategy I'll discuss for speaking part too long. Turn questions. The strategy is called PPF, meaning past present future. Using this strategy, you start by describing relevant information related to a more distant past, then related to the near past or present before ending with your predictions about the future. Again, we'll discuss the strategy, Maurin, Part two A. And how to make future predictions in Part three, a 33. Part 1a: Organizing response, 2: a good sign after responding is if the Examiner asks a new question, it could be a new question related to the same topic or a new question related to the next topic. This indicates that the Examiner is satisfied with your response. You did a great job. So now let's look at two common strategies for adding detail and description to your responses. Strategy one. Give a short list of examples and then go into specific detail about some or all of them. What type of questions is this most popular with describing her interests? And when asked for examples, why is it good? The order of your list doesn't matter. You can say the first thing that comes to mind. Plus, it gets you speaking quickly with little hesitation. After making your short list, you ignore the items you don't want to discuss and Onley talk about the ones you're comfortable describing deeper detail. I'll give you an example of a high score response using this strategy. What are your hobbies and why do you enjoy doing them Well, some of my hobbies include working out spending time with family and doing things related to art. I'll start with my family. You see, we're very close. And each Sunday we plan something small to do, like have a picnic so we can catch up and enjoy each other's company. As for art, it's my passion. I've always loved to create things and putting ideas to paper or ideas onto my computer. It's mentally challenging, but also very rewarding. Well is a nice filler word to make you sound more natural and to give you a second longer to think is a great way to start any response. And I'll give you more filler words later in this section C of synonyms to improve your vocab score. You also see that I give a short list of examples on Lee three. Then I decide which ones I want to focus on. I started with working out. It's really my favorite hobby and why I thought of it first. But I'm not good at talking about it because it's a lot of difficult body and exercise vocab that confuses me. That's why I decided to focus on what I enjoy about spending time with my family and doing art activities. I go into detail about both making sure to talk about myself personally and making sure toe answer. The examiners question. Why do you enjoy doing them? By the way, my family does not have weekly picnics or planned activities. It's something I invented because it's something I know a lot of families do and I hear about. So I feel comfortable describing and creating a fictional story. Of course, the Examiner had no idea it was a fake example and gave me high marks. On average, most students give two examples and then go into detail about both. This number of examples does a good job of guaranteeing you talk for the recommended amount of time, but 20 to 30 seconds and can go into enough detail to satisfy the example. You can give Onley one example if you want, but that means you are required to give a lot more detail about one specific thing, which means a more challenging response. I suggest you practice giving 2 to 3 examples. Two helps to organize your response and usually guarantees you have enough to talk about. And three gives you an extra option you can ignore or use in case of emergency. Worth mentioning is that you don't need a conclusion. For Part one, responses simply continue speaking until you finish describing one of your points or when the Examiner interrupts you. For most students, if you're interrupted while speaking, it's not bad at all. The Examiner just needs to ask the next question, so you have enough time to finish the full speaking exam. Sometimes we accidentally don't answer the exact question someone asked us. This doesn't happen a lot on the aisles, but the Examiner will tell you if it does. At the end of this section, we review questions. You can ask if you're worried you didn't understand something properly, but the strategy we just discuss can hurt your grade. If you're not careful, if you only create a long list of items and never switch your focus to adding detail, the one or two of them you will lose lots of points. Here's a bad example. Using this strategy well, some of my hobbies include working out, uh, spending time with family, doing things related to art, eating good food and traveling also like hanging out with friends, meeting new people. And I've recently become interested in crypto currencies like a Bitcoin. Why was that response bad. I only give examples a really long list of my interests and hobbies, so many that I can't think of any more and say um, until another one pops into my head. If you're giving such a long list that you can't think of MAWR examples, you're in trouble, and you really only need one thing and describe it. But it's better actually easier for most people to give more examples in case you run out of things to say about one of them. This is the most common I'll speaking mistakes Onley, giving examples and not giving details or explanation about anything in your list. Because of that, you don't show any grammar skills and demonstrate poor fluency with a lack of vocabulary as well. The next question from the Examiner will not be a new question like it should be. If you responded well instead, it will most likely be. Can you tell me why you like any of those things when the Examiner asks you why related to a previous question, there's a very high chance it's because you didn't answer the question. As you were supposed to remember, the examiner asked, What are your hobbies and why do you enjoy them? What are your hobbies? Is the part where we make our short list. But that's the easiest part to respond to. The most important thing you need to do is answer why, and here it's why you enjoy them. What is the purpose of adding detail? You want to include details that help the Examiner understand the thing person or place you're talking about, and often, if you don't include them, you'll hear the Examiner ask a follow up question, starting with Why strategy? To most important information first, then details. This strategy is most popular when describing a person place or thing you own that's important to you. Why is it good Onley? Important information is what the Examiner wants to hear. When you describe a person, place or thing, you're still making a list like and strategy one. But now your list is made up qualities and characteristics that will make it easier to describe something in valuable detail to help the Examiner visualize what you're describing and demonstrate high level language skills. When you respond, your going to first directly answer the question, mentioning the city person or important belonging you want to talk about, then quickly list off a few of the characteristics or traits you like or that are most noticeable after that. Choose the easiest and most relevant of those items to go in detail about just like before . You don't need a conclusion. These responses are too short to need that, and it's better to speak until told to stop. After describing something and you feel your responses complete, here's an example with strategy to who do you have the closest relationship with in your family? I would have to say, my mother is the person I'm closest to in my family. What comes to mind is how caring she's, really that's the biggest. For example, uh, she will call me every night to see how my day was, and I have to admit that it used to bother me and embarrass me. But as an adult, there's nothing I look forward to more. You can see here that I give only one example, but I managed to think of enough detail to describe it, so it worked out well. If I ran out of details, I could have managed and another quality or trade related to my mom and how it makes our relationship close. If you do encounter a question where you can only think of one detail to include, it's very helpful to emphasize or stress how important in my response, I did that by saying, Really, that's the biggest. You could say similar expressions like the most important thing is what comes to mind right away is what I really want to highlight is or the biggest thing is. These can also be used when you have multiple examples. But they work great to convince the examiner that you purposefully chose only one toe highlight. So what's the danger with this strategy again? Very often, students forget to add detail and only make a long list. But what often happens when describing something someone or someplace, is that students don't know what qualities to focus on, so they try to find the perfect one. That's why I recommend you say the 1st 3 to 4 things you think of and then go into detail about Onley one or two off them. This is what we do is native speakers. We give a more general response to start speaking because we don't have a lot of time to think. Then we choose only the best ideas to focus on and ignore the rest. You should do the same. I'll see you in the next lecture to review everything we just talked about and give you a couple more pieces of advice like what to do when you can't think of anything to say. 34. Part 1a: Organizing response, review: okay, it's time for a quick review. Number one. Answer the questions directly. First of all, it gives you time to think. You don't have to respond immediately after the Examiner finishes asking a question. In fact, it sounds more natural to use Ah, filler word while you're thinking. But make sure to answer directly with what you'll describe or paraphrase the question. To demonstrate high level language skills. Give yourself even more time to prepare Number two. Choose a strategy for responding. We discussed two strategies you can use for all part one questions, and that basically goes like this. Answer directly before making a list of examples. After you have your examples, go into detail about one or two of them. If you start trying to describe one of your examples but are unable to find the right vocabulary, think of a new example and discuss that instead or if you are able describe what makes it so difficult to describe your example. Number three. I didn't mention this before, so now is a good time. What to do when you can't think of anything to say The best thing to do here is explain what makes it so difficult to respond. You can turn this into a high scoring response just to make sure to illustrate what makes it difficult to respond and explain why you're having trouble related to the question topic and stay on topic. Don't just explain how confused you are. You might want to make a list with a couple examples to use that illustrate what makes it challenging to respond and then describe why in detail. If you do this, you're using all the skills required for a part one response and we'll still score well. Number four. Another thing we didn't discuss. It's better to speak slower instead of faster since speaking, Parts one and three give you about the zero prep time for each question. You are not expected to speak fast or in expertly designed way. It's okay to make mistakes. In fact, it's encouraged in the aisles so that you can show grammatical and lexical diversity, but you make a lot more of them when you try to talk fast as well. Slowing your speech will improve your pronunciation and give you time to correct yourself or reorganize a response so you can get the highest mark and finally, number five Fewer examples and more detail. Your responses should not be a long list of examples. Directly. Respond to the question. Make a short list of 123 examples max and then describe one or two of them. If the Examiner doesn't end the question by asking and why, there's a very high chance that still the question your detail and description are supposed to answer in part one. Questions like this question. What type of vacation do you enjoy? The Examiner didn't say it, but the main thing you're answering the majority of your response is explaining why you enjoy that type of vacation and to explain why you need to add detail and description to your examples. Your best able to talk about. 35. Part 1a: Opinion vocabulary & stress: vocab and expressions for sharing opinions and adding stress to any statement. Let's begin with your opinion, which is what you think about something. Your belief to start. We'll look at the most common ways an examiner will ask this type of question. What do you think of in spoken English? There is no difference between what you think off something and what you think about something. So don't worry which one you use. What are your thoughts on about? How do you feel about what's your opinion on? It's most common to say your opinion on something, but you can also say opinion about something. These are the four most popular ways you'll see. An examiner introduced an opinion questions, and the nice thing with any question, the Examiner asks, is that you can mirror or copy the vocabulary used so you could begin your response by saying, I think my thoughts on or about our I feel that and my opinion on is. But if you always repeat the basic vocabulary from the examiners question, you're not demonstrating strong vocabulary, and that's what we're going to look at now. It's okay to do this sometimes in the exam and it's a common thing we do in conversation. But you want to make sure to show some diversity for ah high vocab score to make sure you're familiar with important opinion. Vocab. The following responses will repeat some words from the Examiner as an exercise for yourself. Think about what other words could be used instead. Expressions to start an opinion response. Some good ones report one are from my perspective, in my view, in my opinion. And as I see it, these expressions tell the listener that you are going to share your opinion about something. All you do is put these expressions at the beginning of your response and then follow them with your opinion. Now, as I go over vocabulary for expressing your opinion, you'll see how I use them to start some responses. Vocabulary for expressing your opinion. I consider what do you consider to be a good way to spend your free time? I consider nature to be a great way to spend my free time because there are so many activities I can do. One day I can swim in the lake, and the next day I can run on a pass or have a picnic at the park. There's just an endless possibility of fun, in my opinion. So is to consider something than to be, and then an adjective. I consider a rain to be annoying. I consider coffee to be a great drink. I consider the aisles test to be easy. I'd say, What would you say? You prefer living in a big city or in the small town? I'd say I prefer living in a small town. I really like to know my neighbors. I don't feel safe in a neighborhood where people just come and go our lives. Short term, you can't get to know a person that way, and that's been my experience in a big city. I'd is the contracted form of I would. But when giving our opinion, we don't say. I would say that sounds extremely formal, unless if you're talking slow intentionally to demonstrate hesitation and that you're searching for a good response and with the verb prefer, you can prefer to do something or to prefer doing something. So I said I prefer living in a small town, but I can also say I prefer to live in a small town. I suppose you just told me about your hometown. Now, how do you suppose it's changed in recent years? As I see it, I suppose the city has changed quite a bit in recent years, and there are two clear examples that jump out to me first. The population has grown a lot and become more diverse. Second, because of the diversity, there are many more cultural events to attend year round. Unlike before, a Mork local spoken way to say, I suppose, is to say I guess even though it's a bit more informal, it's still perfect for the aisles, and I guess you can try using it. I think Do you think the weather affects how people live in your country? In my view, definitely. The seasons are very noticeable in my country, and I think they affect us greatly. Let's start with summer parts of the country commonly get upto 38 degrees Celsius, and this severely restricts what people are capable of doing. As a result, you're forced inside or need to spend your time outside smartly and where I'm from, winters are absolutely freezing. We also can't spend much time outside, but for completely different reasons. I used Celsius to describe the temperature, as most countries do. However, if you're taking the aisles in the U. S, you might want to learn measurements like Fahrenheit and Miles. You don't risk confusing your Examiner. That's because in the US, we don't use the metric system for measurement. We use the imperial system, which uses measurements like Inches, Feet, Pounds, Miles and Fahrenheit, it seems. Does it seem there are good work opportunities in your home country? From my perspective, it depends on the type of work you're talking about in my country, as I think in most off the world, it seems there are good new jobs appearing related to technology and computers, and that's great. However, I think we can see many people losing work as automation. Robots and AI become affordable and replace them. Notice that we say it seems, because it refers to the thing we're giving our opinion about. Like if I say it seems like it's going to rain today, what does it refer to the weather? Adding emphasis and strength to stress your opinion. There are some great wars you can use to stress or emphasize what you're saying, and they can be used in any response throughout the entire speaking exam. For all of the ones were about to look at. They go between the subject I and the main verb in your sentence. I'll change my previous responses to include them. Really. I consider nature to be a great way to spend my free time becomes. I really consider nature to be a great way to spend my free time. You can find a lot of bad YouTube videos telling you not to use. Really. That's ridiculous, because native speakers use it constantly. Toe add stress, and it really sounds very natural when you use it. But the thing you need to remember is to use other synonyms and not just really. You'll learn some good synonyms now do I suppose the city has changed quite a bit in recent years? Becomes I do suppose the city has changed quite a bit in recent years. When you see, do, does or did use like this, it's on Lee, adding emphasis and stress to your statement. You conjugated the verb to do so. It agrees with the subject and leave your main verb after it in the infinitive. The infinitive is the base form of a verb that is unchanged, not conjugated. If the grammar I'm explaining right now is confusing, don't use do when adding stress. If you want to learn more, you can check out my grammar course. If you're curious strongly, I think they affect us greatly becomes I strongly think they affect us greatly. Truly, it seems, there are good new jobs appearing becomes it truly seems there are good new jobs. Appearing using words like really do strongly and truly are great for demonstrating good intonation and for adding color and character to your responses, stuff that examiners love and the next assignment. Let's practice using some other adverbs so you can make sure to boost your grade by using them. 36. Part 1a: Agree/disagree vocabulary: vocab for agreement and disagreement. Now we're ready to look at vocabulary for questions asking if you agree or disagree about something. Let's start by reviewing the questions the Examiner will ask before teaching you how to express agreement, disagreement and things your not sure about to common questions, the Examiner will ask, Do you agree that whenever you see, agree or disagree, and then that the next thing will be an opinion or belief and you have to state what you think about it? Do you agree with people who say that this question is quite similar to the last one but is now asking if you agree with someone? It's now focusing more on a person you agree or disagree with and less emphasis on the thing or idea. The grammar is usually like this. You agree or disagree with someone about something? I agree with her. I disagree with her. I agree with them about politics. I disagree with them about politics as well. You can agree with a statement or idea like I agree with that. I agree with the idea. I agree with what she said. You could also say I'm in agreement with someone about something. But to be in agreement is quite a bit more formal sounding and for that reason is more often used in writing. But examiners love to see you use different spoken expressions. So if you're comfortable with this expression, try using it to showing agreement. Here are some expressions you can use to show agreement. I agree that do you agree that technology is a great study toe? Yeah, I agree that technology is a great study tool. There are two main reasons from my own experience that I believe this to be true. The first is that all the research I've read makes it clear that students with access to electronic study tools perform better. I haven't seen any evidence to claim otherwise. The second reason is that these new study tools allow people to communicate. And in education there is nothing more important than ease of communication. I can learn a language over Skype, talk to my teacher via email and comment on classmates homework on message boards. These things are all a great benefit. And by the way, that research I mentioned was all fake. I only used it to demonstrate my language, abilities and give me time to think about the next part of my response. To a certain extent, I agree. This expression is used to show you partially agree with someone or about something, but you don't completely agree. So most often after this expression, you will use the conjunctions, but or however, to then introduce the thing or a peen opinion you don't agree with. You are a few examples to a certain extent. I agree, but I don't believe that is necessary to live abroad to be open minded. There are other ways to become open minded like Well, yes, to a certain extent, I agree with that statement. However, it's not always true in every situation. For example, I understand, and to a certain extent I agree. But there is much more information that we don't know, and it's too early to have an opinion on the topic. OK, so to a certain extent, I agree that playing soccer is dangerous. However, playing any sport has inherent risks. Like let me talk about baseball, for example. I disagree with that. If you wanted to disagree, you have two options. I disagree that or I don't agree that and then your opinion or belief, so you're negative response could have started. No, I disagree. That technology is a great study tool or no, I don't agree that technology is a great study tool for most students. It's easiest to give a response that completely agrees or disagrees with the statement. But if you want to respond by saying you kind of agree or are not completely sure what you think I have some great expressions you can use for that, too. I'm not sure what I believe. Do you agree with people who say that studying abroad is something you must do while in school? You know, I'm not sure what I believe, because on the one hand I have studied abroad and it was an amazing experience. I met and made friends from all over the world. These are people I could not have met studying at my Home university. But on the other hand, I've found that many study abroad programs are not affordable for the average student, so I think it's naive to say it's something you must do if it could put you in severe debt for many years. Pronunciation tip here don't pronounce the be in debt. It's totally silent debt. I'm on the fence about that. In some cultures, a child is encouraged to live on their own when they turn 18. Do you agree with this? I'm on the fence about that. On the one hand, I can understand how this forces a young person to become independent and self reliant by renting an apartment in paying for more everyday expenses without help. But on the other hand, what is the rush to do these things? Because finding a job after high school is not easy, especially if you're going to college right away. Maybe it could be economically wise to spend a few years with your parents. Did you see how I used on the one hand to introduce an opinion from one side of the argument? And but, on the other hand, to introduce an opinion from the other side of the argument? It's simple to do easily allows you to given undecided opinion or play devil's advocate, and we'll do some more practice in the homework aside 37. Part 1a: Project 5: play Devil's Advocate is when you give the good and bad the pros and cons for each side of an argument, and it's something you might want to practice for speaking parts one and three so that you have enough things to talk about. Let's go to the homework now. 38. Part 1a: Likes/dislikes vocabulary: vocab for your likes and dislikes. You have a lot more options to use here. Pallister with how the examiner will structure these questions. Do you like if you are s if you like something, The grammar is very simple. It's just I like plus the now the thing you like. But if it's an action or reverb, you have two ways to respond. First you can say I like to do something. For example, I like to run. I like to paint. I like to read The other way is I like doing something So we lose the two and add an i N g to the end of the verb. This is called injera. Our previous examples changed too. I like running. I like painting. I like reading. Do you enjoy? Enjoy has the exact same meaning as like so it's a great synonym but has fewer ways to respond. You cannot enjoy to do something that does not exist. It's not proper grammar. You can Onley enjoy doing something So you can say I enjoy swimming. I enjoy painting. I enjoy reading. What do you like about this question? Uses a different grammar construction but asking the same exact thing as the previous two examples. The best way to start your response to this question is by saying what I like about is, for example, what I enjoy about reading is learning about far away places and improving my vocabulary. What do you like about your job? What I most like about my job is the hours I work and the people I work with. As you can see, responding this way is great for giving one or two examples, which you will then add more detail to for a complete response. Things you like, if you like. Something you enjoy is not your favorite thing, but it's also not something you dislike, and you can mawr than tolerate it. Let's look at other expressions that show you arm or or less passionate about something I'm a fan of. Do you like ordering food on the phone to be delivered? Yeah, I'm a fan of ordering food for its simplicity and how much time it saves me. Like I said, it's simple. I just need to get the phone number and make the call. But even this is too complex nowadays because I can download an app on my phone to do it even easier. And the time saved is great. I don't have to leave my house and waste time driving tow a restaurant. Instead, everything is sent to me. So as you can see, we say I'm a fan of something like I'm a fan of comedy movies. I'm a fan of this company. We can also say I'm a fan of doing something like I'm a fan of exercising. I'm a fan of traveling. If you're a fan of something, it means you mawr than like it. I'm into what kind of activities do you enjoy doing outside? I like doing all sorts of things outside, but I'm most into efficient. The first reason is my dad has always taken me fishing with him, so maybe he forced me to like it. But honestly, I think I really do enjoy it. When you fish, it's usually sunny. It's very relaxing, and you can listen to music or a good audiobook while you wait for a fish to bite. Although sometimes the fish don't bite, the grammar is quite simple. Here, weaken, be into something or into doing something. I'm into sports or I'm into playing sports. I'm into food or I'm into eating food. If you're into something, it means you like it quite a bit and practice it. And now an expression for describing activities who really enjoy have a lot of passion, for I'm crazy about. Are you interested in fashion? Oh, I'm crazy about fashion. I'll give you the two biggest reasons What number one is that I just love seeing people mix and match interesting styles and colors to create a great outfit. It's an amazing skill and art form, really. Number two is how it makes people feel. Everyone loves toe wear something they think looks fashionable, and it can really boost your mood, your self esteem. There are some negative aspects that come to mind, but the's positives are why I'm so into it. So it's crazy about something or crazy about doing something. I'm crazy about learning languages. I can also say I'm crazy about languages, indifference. Indifference is when you don't like or dislike something, you're in the middle. You're like whatever. Ah, great expression for this is I can stand doing something. Do you enjoy going toe large outdoor festivals or celebrations? That's a tough question, I guess I'd say Aiken stand going to big festivals and celebrations. You see, I'm a pretty social person, but I prefer to hang out with people at smaller events, like a dinner party, er, going to a restaurant. The setting is more intimate, and you can talk to everyone there. But at a large gathering, you're surrounded by thousands of strangers, often forced into uncomfortable locations and unable to talk easily. So I've gone to these events and womb probably goto more, but I could only tolerate them, not enjoy them here again. It's to stand something or to stand doing something like I can stand him. I can stand talking to him. I can stand the hot weather I can stand going outside in the hot weather. And just so you know, if you make it negative, if you say I can't stand something, it means you don't enjoy something. I don't like it at all. You hate it. It's actually pretty intense. It means you really don't like something, and now we'll get some more expressions for dislike expressing dislike. US Americans have an expression we use the most, and the British have their own in the US we most often say that something or doing something is not really my thing. In the UK, it's more common to hear that something or doing something is not my cup of tea. Here are some examples using both the American and British expressions running is not my thing. Running is not my cup of teeth. They both mean the same thing. I don't like running. Watching TV is not my thing. Watching TV is not my cup of tea. They both mean the same thing. I don't enjoy watching TV. Art is not my thing. Art is not my cup of tea again. They mean I don't appreciate things related toe art. Do you like travelling by car and why? Traveling by car is a bit of a necessity for me, but it's really not my thing. As I told you, I work for a manufacturing plant, and my job is to drive toe local suppliers when shipping problems arise, which happens a few times each week and gives me away from my family more than I'd like. It's mainly for that reason I can't stand dr because I do it so frequently for work and associate being behind the wheel with work problems I need to resolve. Maybe I like travelling by car mawr. Before this job, I used an expression here to be behind the wheel, and it basically means to drive. It's a good expression to know, and if you want, send me a message with your own example using it. I'll tell you how you did. Loathed Loathed is our last example, and it's a very strong word to illustrate how much you dislike something. It's stronger than hate, so Onley use this word if you really, really mean it. What's nice about loathed is that it's very easy to use, though you only put the thing you dislike much after it. Here are some of my examples I loathe traffic. I loathe rainy days. I loathe hearing bad news. You can use low if you want to express an extreme dislike, but Onley use it with things. It sounds more natural in most situations to use hate. If you're talking about a person and related to pronunciation, the th and loathed is what's called a voice th sound, meaning your tongue should be touching your top and bottom teeth when you say it and vibrating low with 39. Part 1a: Intro to filler words: introduction to filler words. One great thing about being fluent is that sometimes it just means using short, simple words to show that you don't know what to say or that you're a bit confused. These are filler words, and they're also great to give you a couple extra seconds during the aisle, speaking to prepare your response. Or remember what you were going to say. That's why I also call them Time to think. Words. Let's look at some of the most popular ones now, starting with the most basic further words and then going into more advanced expressions you can use. Uh um, these are the most basic filler words you'll hear from native speakers, and they indicate a person is trying to think of what to say and often make the speaker seem unsure or a bit surprised because they're so basic they're not the best, but they still provide a lot of value in making your momentary silence some or intentional and normal. If you don't use any filler words or worse yet, you use a filler word from your native language. You will lose points, uh, and um can be used when first preparing your response and any moment while responding. If there's hesitation, do you think obtaining a university education is necessary today? Uh, I would have to say for the type of work I do. Yes, it's necessary. There's two main reasons I can think of. Um, for example, are your music tastes vary? Um, I would say yes, quite varied because I listened to a lot of music. Uh, and I find that listening to the same genre over and over again can become dull. How do people in your country stay fit? I think there's a lot of ways people my country's day if it but a couple that are, um, more prominent, come to mind the most common is joining a gym. The gym is affordable and provides all the tools necessary for getting in shape. Um, the thing with, uh and, um, that you don't want toe overuse them. So if you can only use one of them wants to start your response in this few times as possible while responding. If you need more pauses, try to use some of the following more advanced filler words. Intermediate expressions. Um, well, let's see well, and let's see are great and when paired with or from a focus and concentration related to the question, you were asked, When you do this, it's basically asking permission from the Examiner to think over a question for just a moment longer. So use these Win first. Preparing the response is not a lot of time, but for many students is just enough time to respond Better. Do you think obtaining a university education is necessary today? Wow, I would have to say for the type of work I do. Yes, it's necessary. There's two main reasons I can think of. Um, for example, are your music tastes vary, huh? Let's see. I would say yes, quite varied because I listened to a lot of music, and I find that listening to the same genre over over again could become dull advanced expressions. Now we're going to look at some of the best full expressions to give you time to pause, think and make it appear purposeful so you don't lose points when preparing to respond. These are only for one initially preparing to speak in her ideal for more abstract academic questions, which means speaking part three especially well, that's a good question Hmm. I see what you're asking. Well, that's an interesting question. You can also adjust all of these slightly so that they're easier for you to say. Or remember. If you have a question about any of these filler words or about an expression you want to use, just send me a message. Do you think obtaining a university education is necessary today? Well, that's a good question. I would have to say for the type of work I do. Yes, it's necessary. There's two main reasons I can think of. Um, for example, are your music tastes varied? Uh, I see what you're asking on. I would say yes, quite varied because I listen to a lot of music and I find that listening to the same genre over and over again can become dull. How do people in your country stay fit? Well, that's an interesting question, and I think there's a lot of ways people in my country stay fit. But a couple that are most prominent, um, the most common is joining a gym. The gym is affordable and provides all the tools necessary for getting in shape 40. Part 1a: Present simple tense grammar: present Simple, tense. The president simple is for describing things you do regularly, like your hobbies and work. Two of the most common speaking part one topics. Before we focus more on how to use it, let's make sure you remember how to form it. First of all, there is something called the infinitive form of a verb. In this course, I'll call it by its easier name, its base form. All this means is that the verb is not conjugated and you can see this whenever ever has to in front of it. Like to enjoy toe work to play. But how do you congregate these words? Meaning. How do you make them agree with the subject? The person doing the action? It's simple. There are two groups. If you already know how to conjure gate, skip ahead a minute or two to go directly to how presents simple is used. First, the I we you they With these subjects. The two is lost. But the verb doesn't change at all. So what we get is, I enjoy. I work. I play, we enjoy. We work, We play you, enjoy. You work, You play, they enjoy. They work. They play the next group. Is he? She it. And here you simply add an s to the end of the verb. So he enjoys. He works, He plays, She enjoys. She works, she plays. It, enjoys it, works. It plays. That's the congregation for present. Simple. Now let's make sure you remember when to use it, and you will use it a lot for part one. Questions President Simple First use used the present simple to describe actions that happen regularly or never. That means either with habits, the things you do more than once or with things you never do. Here's an example of one of my habits, which is also a hobby. It's exercising. I exercise every day. I do it regularly, which makes it a habit with the present simple. I'm not talking about doing it right this very moment. I'm just saying that I do it again and again, a repeated habit, but I never eat McDonald's. This is also present simple. It's something I never do. I never eat McDonald's, so I use present simple to explain that this never happens. Popular, I'll speaking topics that are included under habits are regular activities. You do at work your hobbies in discussing anything that you don't do. Adverbs of frequency, like often seldom, sometimes and never are great indicators that you want to use present. Simple. Here are some examples at work. I always arrive at 8 a.m. I often eat lunch at noon. I never leave work before 5 p.m. I usually practice English after dinner. I rarely go outside when it's raining. They frequently arrive late. Present simple second use used the present simple when describing things that are true when describing fax or things that don't seem to change like norms and laws. Here are some examples People drink alcohol in the US when they turn 21. This is a law and the truth. It doesn't change. Most workers retire when they are older than 60. Kids start school when they are five or six. This is also a fact in the U. S. And a norm that applies to most countries. So the conjugation for presents simple is pretty simple. And there's two main uses. We looked at one habits and customs, and to describing things that are true or describing laws, customs and norms and remember adverbs of frequency like always seldom and never can always be used with the present simple 41. Part 1a: Past simple tense grammar: simple and past habits. Let's start with forming the past simple before reviewing when to use it and how it can be used for past habits for regular verbs in the past. Simple. All we do is add an e D ending to the base form, so enjoy becomes enjoyed, work becomes worked and play becomes played for irregular verbs. It's not so simple, and there aren't any easy rules to help you. So unfortunately, you need to memorize each irregular verb to see how it changes in the past. Thankfully, though, most verbs are regular past, simple first use. The first use of past simple is to describe an action that was done and completed at a specific moment in the past. So now I'm going to use the past simple to tell you about some actions I did earlier today . So actions that I did and finished I woke up. Obviously, I completed this action, and it only happened once because you should Onley wake up once in the morning. If you wake up more than once, you probably need to sleep more. I ate breakfast this morning. First you prepare breakfast and then you eat it. Obviously, After you finish eating all the food, the action is completed. And since I did this earlier today, this morning it finished in the past I showered. The shower is a specific action that has a beginning and end. So I use past simple because it has an obvious start an end point and was completed in the past past simple for past habits. In the previous lecture, I told you that the present simple is used for your present habits and hobbies, meaning the activities that you enjoy doing, as was the activities you never to express, how often we do something. We use adverbs of frequency like always, sometimes and never. This is exactly the same for past simple. If you want to show you are talking about a past habit, simply add an adverb of frequency. And to make it even clearer that you're discussing a past habit and not a single completed action at a time reference related to the past, Here are some examples to show you the difference between an action completed once and passed habits. I ate breakfast today. This is a single action. One thing that I did earlier today I ate breakfast at 5 a.m. When I lived in L. A. This is a past habit, something I used to do regularly. We don't know if I continue doing it. All we know is that it's something I did again and again in the past. A past repeated action When I lived in L. A. I drove to work yesterday. This is something I did once, just yesterday. It's a completed action from yesterday. I rarely drove toe work when I was younger. This is something I did not do often. I drove rarely when I was younger. It's a past habit I'm describing. Maybe today I drive to work a lot more frequently, and because that's my new present habit, I use present simple to describe it. Two other ways to describe past habits past simple is what I use most when discussing my past habits. However, for the aisles the examiner wants to see you use a variety of grammar constructions to show range. Thankfully, there are two other very easy ways to talk about past habits. They are used to and would used to, to form used to. All you do is put the subject then used to and then your verb, the action in the infinitive. I used to eat too much. I used to live in Europe. It didn't use to speak Italian, but now I do notice to make used to negative. We just put didn't in front of it after didn't used to becomes use. However, the pronunciation doesn't change at all in spoken English, so you don't have to worry about remembering that. Just remember to use didn't for making it negative. Used to is very similar to past simple. When describing past habits, they can both be used to describe specific past actions. We did regularly or never and can be used to talk about past states of being a state of being is not a single action. It's something we were or did for a longer duration of time. This is most often for describing the type of job you had or something you were like being a student. Here are some past actions I used to do as well as some states of being I used to be. I used to wake up early. I used to bike home. I used to be a student. I used to be a chef. I can also use the past simple for these, but I want to include adverbs of frequency and other time references for the past actions I used to do. I often woke up early. I rarely biked home. I was a student. I, with the chef would for past habits. Wood is also used to describe past habits. It's slightly more formal sounding, but it's still a great option to demonstrate grammatical range on the aisles. Teams would four past habits simply put the subject, then would and then the verb in the base form, like when using past simple. You might want to include adverbs of frequency and other past time references to make it clear you're describing past habits. Otherwise, the Examiner might think you're using other forms off the work, but would can only describe specific past actions like I would often wake up early. I would rarely bike home would cannot be used to describe past states of being. I cannot say I would be a student. This is the conditional use of wood and is completely different. Instead, I have to use the past simple or used to, because being a student is a state, not a specific action. I used to be a student. I was a student. I only used wood with specific actions from the past. Here are some more examples I would play outside a lot when I was a kid. Playing outside is a specific action. It's not a state, so we can use what I would never do. My homework. Doing your homework is a specific action that can be repeated so we can use wood. So there you go. Three great ways to describe past actions and habits and boost your grammar score too quickly. Review. If it's something that happened one cent, that was it past simple. But if it's past habits or repeated actions, you can use either pat simple used to or would. If it's a state of being something you used to be like a position or a role you had remember only to use past, simple or use to 42. Part 1a: Present perfect tense grammar: president Perfect and how to use it. Let's start by making sure you know how to form the present Perfect before reviewing its four main uses. Then in the next lecture will look at present perfect, continuous, how it's formed and why you're likely to use it. In part one responses one important note about regional use in some other courses. I've mentioned how Americans rarely used the present perfect and spoken English. We usually replace it with the past simple, However, because the island is grating you on standard grammar. You will want to use the present perfect when required, how to form the present. Perfect. There are two conjugation groups for the present. Perfect. The 1st 1 includes the subjects I, we, you and they after one of these subjects we put have so that means I have or shortened to I've I have I've we have or we've we have we've you have or you've you have you've they have where they have they have they've the second group includes he she and it followed by Has he has where he's he has, he is. She has where she's she has she's it has or its it has. It's during the aisles. You want to use thes shortened forms called contractions. They are very common in spoken English and will give you a higher pronunciation and fluency . Score and finally, after have or has he put the past participle? What is the past participle for regular verbs, the past participle is the e. D. Past simple ending off the verb. So for work, play and talk that's worked, played and talked for irregular verbs, you will have to memorize each one separately. Let's look at some complete examples Now. I've already eaten lunch. She's gone there before. I have walked around it. He hasn't walked here yet. They haven't eaten here before to make the present perfect negative. Simply add not after has or have the contraction of have not is heaven. And the contraction of has not is hesitant. You haven't seen it yet. Present perfect First use. The first reason we used the present perfect is to demonstrate that a recent action from the past has an effect on the current moment. So something that happened recently, not long ago has an influence on us right now. Here are some examples I have slept more and I feel great because of it. What happened recently? I've slept more. I've been sleeping more. And what is the effect that I can feel now in the present? I feel great. I feel great because of a recent action. I've finished my homework. So now I can play video games. What happened recently? What was the recent action finishing my homework? I've finished it recently. And how does this affect me now? In the present, it allows me to play video games. I couldn't play video games until I did that task. The difference between past, simple and present perfect use one is that present perfect actions happened mawr recently and have an effect on the present moment. Generally past simple actions were done once farther in the past and have little less or no consequence on the present moment. Present perfect second use. Next, we use the present perfect with the adverbs just already. And yet just as emphasis that something happened very recently. It goes before the past participle I've just eaten, so I'm not hungry at all. They've just arrived, so help them with their luggage. I'm tired because I've just finished work already. Also goes in front of the past participle and tells us that something was done before it was expected or planned. It can also mean that it was done earlier or before the present moment. He's already arrived. Wasn't he planned to arrive tomorrow? I've already learned Spanish. It was easier than I thought it would be. I've already retired because of a work place injury, yet is used in negative sentences, and questions in the negative sentence were saying that something has not happened. Did not happen already should happen in the future. In questions, we are asking if something happened already or not yet always goes at the end of a sentence . Have you eaten yet? Yes, I've already eaten. I haven't heard her new CD yet. I've just listened to it. It's quite good. She hasn't called yet. Really, I wonder why she hasn't called yet. Present perfect third use. The third use is very important because it's a very common way. You'll be asked questions in part one. So it's also the grammar you should use when responding to these questions. You see, it's used to ask about things you have done before or never done before. toe. Ask about things you have or have not experienced until the present moment. And these can be for big once in a lifetime style events or small, unimportant everyday ones. Here are some everyday examples. Have you talked to your mother today? No, I haven't talked to my mother today. The question is asking if something has happened today and no, it hasn't happened yet. Have you gotten a haircut recently? Yes. I've just gotten to cut yesterday. The question is asking if I have experienced a particular event in the recent past getting a haircut. And yes, I have recently gotten hair cut. Now, here are some bigger, more important. And sometimes once in a lifetime style questions. Have you ever visited the Ganges River in India? Yes. I visited the Ganges when I was in college, traveling with my brother. It was an amazing experience. These important questions are called Have you ever questions? And if you want to respond positively, if you did do the thing, you can simply say yes, I have or yes, I've. And then the action. If you haven't, you can say no. I haven't or no, I haven't. And then the activity you have never done before or no, I've never and then the activity. Have you ever thought of living in another country? Yes, I have. I've thought a lot about it because it could provide many work opportunities for me and allow my family to experience new cultures. Have you ever played an instrument? No, I've never played an instrument and have no interest in ever doing it. It's just because I prefer listening to music. And the idea of trying to create music just seems difficult, tedious and, I fear will diminish the pleasure I get from listening to it. Present perfect fourth and final use. The present Perfect is also used when talking about things that started in the past and continue until the present moment. When describing these events that started in the past and continue until the present moment , we almost always used the propositions for and since we use four before a duration of time , a duration of time can be anything like five minutes, five days, five months, five years and so on. It can also be less defined periods of time, like a while, a long time and a short time here are some examples. I've been in France for five days so far. I arrived in France five days ago and I'm still there at the moment. I'm speaking as well. It sounds like I will continue to be there for more time. But I don't make it clear how much longer I've been here for a while. I'm waiting for someone. So here I'm waiting for someone. I started waiting in the past and continue waiting the moment I speak. So my waiting is not finished. It continues at present. We use since before a date. Specific moment in time, a period of time. Some examples are New March last year. This year and tonight I'll change my previous examples to use since to show you how they mean the same thing but use different time references. I've been in France since Monday, so I arrived in France on Monday and continued to be in France. I did not leave yet and appeared to be staying there for more time. We don't know when I will leave from the information I gave you. I used since because Monday is a specific period of time. I have been here since noon I'm waiting for someone. So I continued to wait for someone. I started waiting in the past specifically since noon. We can also say I started waiting at noon. 43. Part 1a: Present perfect continuous tense grammar: present. Perfect, continuous. Unlike the President. Perfect present. Perfect. Continuous on. Lee has two uses, but before we look at them, let's make sure you can properly form this tense. How to form Present. Perfect. Continuous. First we put the subject and then have or has if you remember from the last lecture we use have with I with you and they we use has with he she and it Just remember to use the contractions I taught you when speaking. Next we put Ben So I've been She's been they've been we've been he's been you've been it's been in the U S. Ben is pronounced like the man's name Ben in the U. K. And elsewhere is pronounced more like being so in the U. S, then UK and elsewhere. Being both of these pronunciations are perfectly OK for the aisles. And finally we put the present participle. The present participle is just your verb, but with the i N g ending so all together I've been eating for a while. He's been sitting down since class started. She's been sleeping since midnight. We've been visiting France since July. They've been talking for a long time. You've been practicing since you were a child. It's been making noises all morning to make the continuous negative combine have and not to make heaven or combine has and not to make. Hasn't I haven't been eating for a while. We haven't been visiting France since July. It hasn't been making noises all morning. Present. Perfect, continuous first use use. One tells us that an action started in the past and continues to happen at present, especially related to actions like hobbies, habits or living somewhere. If it continues toe happen when you speak, what do you like to do during your free time? Well, I've been playing the guitar and I love it. I've been learning it for three months now, and it makes me so happy to create sounds and melodies. It's amazing how creating something could give you so much joy in this example, I said, I've been playing the guitar here. I'm describing a hub. It's something I started doing in the past, and I continue playing the guitar in the present and into the future. Of course, I'm not playing it right now, not playing it while answering the question. That's what the present continuous would be for? Do you enjoy living abroad away from home? That's a tough question. I've been living in the U S for three years and while I love it, I do feel home sick from time to time. One thing I love is the infrastructure of the country, which might sound strange to someone who has never lived in a developing country. But it's amazing to know that a city will operate efficiently day in and day out. In this response, the person started living in the U. S. In the past specifically three years ago and continues to live in the US when taking the aisles exam. We use present perfect continuous to show that living in the U. S. Started three years ago continues now and will continue into the future president. Perfect. Continuous second use. The second use of president perfect continuous is actually the same as present perfect use one you learned in the previous lecture. It's used to describe an action that recently finished that has a consequence on the present moment. The only difference is that there is slightly more focus on the duration of the activity when using present, perfect continuous compared to present. Perfect. What have you been doing today? I've been studying math all morning, so my dad will let me go to a movie. Now, in this example, I spent a good portion of my morning studying math. But now I'm finished so that I can attend this movie. Studying math has finished. So how does this impact me? I could do a different activity. Go to a movie. This second use of present perfect continuous is not common in the aisles because it's most often used when asking what someone did earlier that day or some other very recent point in time. Usually the Examiner will use the present perfect toe. Ask about things you've done within the more distant past, but not about things you did earlier today or yesterday. Like you do with the use to of present perfect, continuous 44. Part 1a: Future simple, going to grammar: future simple and going to being able to talk about the future is important for every part of ill speaking. In part one, many topics will finish with a final question asking what you think will happen in the future. Like for a topic related to transportation. Do you think people will continue driving cars in the future? For Part two, we're going to use the past present future PPF technique. Teoh easily tell a story for two minutes. The last part of your response will be discussing the future, and it's the easiest part if you know the future. Tense grammar And finally, for part three, you'll be asked abstract questions about what you think will happen in the future. So pay attention to this lecture because you'll need these two tenses throughout the exam going to going to his easy to form. First you put the subject and to be conjugated in the present, then going to and finally your main verb in the base form, not conjugated. I'm going to the store tomorrow. He's going to be here earlier than planned. She's going to France next week. It's going to rain tonight. We're going to call you soon they're going to be late. You're going to update me later if you don't know how to congregate the verb to be like I'm he's and she's I explain this in a pronunciation lecture in an earlier section, Part zero greeting Examiner. When to use going to, there are two reasons to use going to first use going to win Talking about your future plans or things you intend or desire to do That means things in the future You already decided or planned to do so. These are future actions you already thought about and decided on. Here are some examples We're going to France for vacation. Most people don't fly toe a random place, so choosing France for a vacation must have been previously planned as well. It's something we desire to do. I'm going to go home early so I can go to the gym. This is something I planned and will do in the future. I decided to go home early, and now I'm going to do it. I don't care what you say. I'm going to call her. This is a desire I really want to call her, so I'm going to do it to make your sentence negative. Just put not before going to. So we're not going to France for vacation. I'm not going to go home early. I'm not going to call her second use going to for making predictions for discussing things that you think will happen or are likely to happen in the future. I think it's going to rain tonight. This is something I believe, so I used going to express my future. Prediction. He's going to be angry if you arrive late. I can't be positive. He will be angry, but it's my prediction is what I think will happen. So I use going to to express this future simple. Let's start with forming it for future. Simple. You put the subject than will and finally your verb in the base form Pretty simple. Here's how you should contract the subject and will. When speaking for extra points on the exam, I will becomes I'll I'll. I'll be available. He will heal. He'll he'll arrive early. She will shield. He'll she'll know what to do. It will it'll it'll it'll need new batteries. We will. Wheel wheel will be able to fix it. You will. You're you're you'll see me later. They will Vale Vale. They'll tell me soon. The negative form can be difficult. So lets review that a bit too. I will not becomes. I won't. I won't. I want to be available. He will not. He won't he want. He won't arrive early. She won't. That she won't. She won't. She won't know what to do. It will not. It won't. It won't. It won't need new batteries. We will not. We want we want. We won't be able to fix it. You will not. You want you won't? You won't tell me soon. They will not. They won't. They won't. They won't see me later. So now when to use future? Simple. I told you that going to is for things in the future you plan to do. It's where things you already decided when talking about future plans is grammatically wrong to use. Will we cannot use will when talking about future plans We already decided instead, use will for spontaneous things. Meaning decided very quickly without planning. I didn't plan on going, but I will if I can. I'll talk to you when I return. I'll see you tomorrow in spoken English. This rule is almost completely ignored, so don't worry about it. For isles speaking, we can also use will to talk about the near future and distant future, which is why it's also used to make future predictions. So both going to and will are used for predictions. I think it's going to rain tonight. I think it'll rain tonight. He's going to be angry if you arrive late. He will be angry if you arrive late. 45. Part 1a: Question words (do, did, would, are): paying attention to question words. Of course, you're paying attention to what the examiners asking you, but are you aware that they're giving you cues and hints for how to respond and what type of question they're about to ask? What I'm referring to are the question words they use like do, did, would and are at the beginning of each question do. Any question that starts with do is asking about the present, and that means the Examiner wants most of your answer to focus on that tense. Do you enjoy your work? Do people live easier nowadays? Do you usually eat at home or go out? Did Any question that starts with did is going to have a past tense. Focus. All of your response might not be in the past, but it's helpful for reminding you exactly what the Examiner was asking about because often the tents a question is asked in is also the tents that will be answered in. Did you enjoy your time in university? Did you play a lot of sports as a child? Did you live in a small town or a big city? Would, if it questions starts with wood, it's going to ask for your opinion belief. Or if you agree or disagree about something, go to the earlier lectures in this section opinion and adding stress and agreement and disagreement. If you need help with this vocabulary, would you live abroad if you had the opportunity? Would you say technology is changing us in a good or bad way? Would you prefer to stay at home or go out at night? Our and is our and is can indicate a few tenses and question types. First, it could be asking a question using the future use of the present continuous. For example, are you planning toe work abroad in the future? Are you expecting things to change a lot? Is your son attending school next year? Similarly, it might be asking about the future by using going to Is the future of technology going to be very different than it is today? Are you going to change jobs? Are you going to participate in the event 46. Part 1a: Questions you can ask: questions you can ask the Examiner during part one. The only questions you can ask during part one are for clarity. If you didn't understand something the Examiner set, that means you can ask the Examiner to repeat something they said. But you can't ask for a definition or meaning of a specific word. Asking questions does not lose you any points because understanding and comprehension are not graded on the aisle speaking. So ask questions when they are appropriate to boost your score. Here are three good questions you can ask. I'm sorry, Could you say that again? I'm sorry I didn't catch that. And could you repeat that, please? These questions also work well, if you didn't understand a specific work because the Examiner will often rephrase the question in a slightly different way with different vocabulary. And remember, even native speakers can accidentally mispronounce award. So it might be the examiners fault. Do you get along well with your colleagues? I'm sorry. Could you say that again? Sure. Do you and your colleagues have a good relationship? Do you think your hometown is a good place to bring up Children? I'm sorry I didn't catch that. Okay? Is your hometown a good place to raise Children? Do you like to wear it toe clothes from your country? Uh, could you repeat that, please? Yes. Sorry. Do you like to wear traditional clothes from your country? 47. Part 1b: About this section: part one model responses in this section, I'm going to respond to a variety of the most popular part. One questions. First, you will see how I, a native speaker with a deep understanding of the aisles, organized my responses so you are able to copy important structure and vocabulary. After each response, I will highlight some of the important linking vocabulary I used and how you can use it in your own responses. Then you will have the chance to practice it in the next section to start. I'll also focus a bit on popular grammar used in these questions, like present perfect past habits and present simple that we discussed in the previous section. Second, you can copy my stress, intonation and pronunciation by using the imitation technique that needs pausing the video Whenever I take a break from speaking and repeating what I said, it's the best way to improve your speaking skills if you don't have a real language partner to practice with, and if you want a lot more pronunciation practice, go to the how aisles speaking is grated section and watched the pronunciation lecture for some great free resource is Let's get started 48. Part 1b: Hometown responses: hometown questions. Can you tell me about your hometown? What's it like? My hometown is a medium sized town in the state of Wisconsin called Appleton that's known for being a more artistic place. Like I mentioned, it's average sized. But growing, though, is nothing compared to the biggest city in the state, Milwaukee and its popular for its performing arts. You can see a performance any day of the week Beit concerts, opera or anything else. I first answer the question directly stating the name of my hometown. Then I immediately mentioned two characteristics that it's known for. We could also say famous for to refer to these two characteristics. Later, in my response, I used to linking expressions first like I mentioned second, and it's popular for second expression it's popular for is very similar to what I used in the first sentence of my response. It's known for I changed slightly to show advanced vocabulary and nature not to repeat it immediately. It's OK to repeat some vocabulary and expressions, but you want to give yourself some time in space. So it seems natural. This question is asking about what my hometown is like now today, so I make sure to use the presents simple. Just to describe these characteristics finally be it is a nice, more formal synonym to use. That means, for example, I said, be it concerts, opera or anything else I could have also said, for example, concerts, opera or anything else. What do you like about it? What I most like about my hometown is its size. In my opinion, it's the perfect size, neither too big nor too small. It's big enough to have a good amount of things you can do and the public transportation necessary to bring you to those activities. But it's not so big or crowded, like other cities, where you feel cramped, rushed and stuck between loud noises. I start by directly responding to the question I like my hometown size. I then introduce my examples by using, in my opinion, followed by two examples related to size I use. It's to introduce positive details for one of the examples to make it seem large. And but to introduce negative examples to explain how it's not extremely large, this is a method you'll want to experiment with, using positive and negative characteristics to describe a place or thing, as it's often easier. How has your hometown changed over the years? I think my hometown has changed most related to size and population. Before, it was an older, quiet town that seemed to be shrinking. But then the local government began to focus on bringing students and young professionals into the city with cheap housing and summer festivals as well. Because of these things, the population has changed dramatically. When I was young, it was overwhelmingly white, but now there are large black, Asian and Mexican communities. A How has question is asking what something was like in the past compared to the present. An easy way to first respond to this type of question is, what comes to mind is, and the blanks are where you put your examples. For each of these examples, give a detail about what it was like in the past before explaining what things are now like in the present. I do this by saying before, but now to talk about my first example, and for the second I do it again by saying as well. But now, but is a great word for showing comparison difference and disagreement. A few synonyms you could use are, however, though, and although and thankfully there used exactly the same as. But the reason you want to use them is to boost your vocabulary score. And my response could have been a little better if I used at least one of them. And not only but to answer a how has question you will likely use a variety of tenses. We discussed past simple wood and used to for past habits or states of being present, perfect to illustrate recent changes and how they affect the present and the president's simple to describe things as they are now. What did you do in your hometown growing up? Well, growing up, I used to spend most of my time outdoors enjoying nature or playing video games. Appleton is a very green city, filled with parks, nearby lakes and forests. So my mother would encourage me to spend a lot of time exploring those spaces and building an appreciation for the environment. But ironically, I also spent a lot of time indoors playing video games. I probably used to spend more time indoors than outdoors because of this, but what kid didn't and gave me was a great way to make new friends from around the world that I wouldn't meet otherwise. A What did you do? Question is going to ask about past habits, things you did often in the past. That means you want to use a combination of the past tenses we discussed in the last section past simple, used to end. Would I use all three of them, and that will definitely boost my grammar score. I also use the present simple to first explain the place before using the past tense is to explain what I used to do in that place. I don't use a lot of linking vocabulary to introduce my examples here. But if I wanted to, which is helpful for organizing thoughts when speaking, I could simply say first and then second, to do that, you can also say firstly and secondly, 49. Part 1b: Work responses: work. Let's talk about what you do. Do you have a job? Yes, I do have a job. Um, I currently work as an H R representative, which means I helped recruit new employees, train them and manage employee relations in the office. Probably my favorite of the three tasks is training because it's a moment to develop my management skills, which are necessary in order to climb the ladder. This is a very common question and will be asked about your work or studies. So you either start by saying Yes, I do or no, I don't. Then you can say I work as plus your position or I study. And then what? The thing is that you study. I follow this with three examples of what I do for work, but only focus on one of them for adding detail. This is a nice solution when you can think of multiple examples right away and then decide on the easiest one to go into detail about. And the expression to climb the ladder just means to get promotions and experience. Do you enjoy what you do? Hmm, That's a difficult question, because I don't love my current job but it's preparing me for future positions that I know . I'll enjoy more. You see, Right now, I do a lot of administrative work, which can be dull and tedious. However, with a couple more years experience under my belt, I'll be able to get management roles, which means leading teams, something I really like. I had trouble responding immediately to this one, so I begin with him. That's a difficult question, which is a way to fluently pause to think before speaking. And as with most jobs, there are some things I like and don't like about my job. I introduce my first reason a negative aspect by using. You see, It's a great, more casual way of saying, For example, my second reason is not negative. It's something positive. So to show this difference I use, however, here's a very simplified version of this response. That's a difficult question. Overall, I'm satisfied with my job. You see, my current position is kind of boring. However, it's good for my future. Just put in a tiny bit more description for your examples, and that's a perfect response. Do you agree that a person's work needs to be enjoyable? I see, I suppose I would say that, Yes, I do agree with that. Funny enough, I just told you in the last response that I actually don't find my current job particularly fulfilling, but I'm willing to tolerate it because I know it's a short term situation worth the effort . However, if a person is stuck in the same position or isn't capable of finding any satisfaction through their work, I would suggest that they rethink their priorities in order to enjoy life. More was nice with the second and third question for a specific topic is that the Examiner continues to learn Mawr and Mawr about you. So when speaking, you can refer to previous things you set. You can do this to give yourself more time to think or to build longer responses. So with the first work question, I couldn't do this because I didn't share any information about myself yet. But after that, I can refer back to my previous responses because now the Examiner knows more about me 50. Part 1b: Study responses: study. What do you study? I'm majoring in politics at a local university, specifically its international politics, with an emphasis on foreign relations. My minor is Mawr interdisciplinary, focusing on workers rights, which lets me spend time on more of the so social aspects related to political issues. It's easy enough to respond by saying I study. However, in the West we often have a major or something we major in. This is our primary academic focus. We also have our minor or something we minor in. This is our secondary academic focus. Even if you don't have a minor, you can simply pick something that interests you and say that it is. For many students in the US there, major and minor aren't even related, so you don't need to worry about what topics you choose. I recommend you do this because it gives you two things to discuss for a longer period of time and an easier to organize away. How do you prefer to study? What tools do you use? I prefer to study on my computer. That's my main tool. And there's two main reasons for this. First, if you study on a computer, you probably have an Internet connection, which allows you to quickly and easily find research evidence and alternate opinions. Second, a computer allows me to express myself much better, writing by hand. Just take so long and thoughts. Leave your head before you are able to put them on paper. With my computer, I can type much faster, and this allows me to empty my thoughts and regain some clarity. This is a pretty straightforward response. I rephrase the examiners question for my initial direct response and then state. There are two main reasons finally, to introduce my arguments for each example I use first and second. I could also say number one and number two or the first thing that comes to mind is, and the second thing that comes to mind is, What do you like to do when you're not studying? Studying takes up most of my time, but when I do have time available, I like to watch TV and eat. They don't sound like productive activities, but I think they are very beneficial when performed smartly. First, I don't watch a lot of TV, and when I do, it's a time to relax and recharge my body for the next duration off. Intense study and food is similar. I love food and it exposed as a reward for hard work and a way to recharge again. By eating healthy, you can always introduce little side pieces of information like here. When I mentioned how often I do these two activities, or what most people think about them mostly, this helps make your response sound more fluent. It gives you time to think. Just be careful that you don't go off topic. Some additional information is nice, but going completely off topic will cost you points. 51. Part 1b: Home responses: home. Tell me about your home. Can you describe it? Sure. Well, it's a fairly large house located in what you call the suburbs. So just outside of the downtown area in a quiet neighborhood is two stories tall with a big front and backyard. There is a garage, but it's not very big and is honestly filled with junk and inside. It's very typical, with a kitchen, dining room, living room and all the bedrooms upstairs. Be careful with questions that ask you to talk about or describe something because you want to make sure to answer what the question is asking. This question is asking you to describe what your home physically looks like and what it's made up of. Many students will veer off topic here and start describing their family roommates that they share the house with instead of describing the house itself. And that means many lost points. Even if your response was well structured, what is your neighborhood like? My neighborhood is quite quiet in green, both of which I love. I work from home, so that's one reason I had to find a quiet neighborhood, which means it's also more residential and filled with parents and their young Children. And like I said, it's quite green. There is a park within walking distance and many trails nearby. I would much rather have these things than be closer to concert venues, bars or a bunch of crowded cafes a pretty typical response here, even though, in fact this is not what my neighborhood is like at all. I live downtown work. It's super noisy, but that's more difficult for me to talk about. So I chose instead to describe a type of neighborhood where I can think of easy examples and descriptions. In fact, Win responding, I imagined myself as a parent and why this type of neighborhood would be ideal if you didn't watch the first few lectures from the section to do before test day. Watch those for more tips on creating fake information you can use while speaking. Do you plan to move in the future? I'm sure I'll move eventually, but at the moment I'm very happy where I am. Like I mentioned, I work from home and finding a house without lots of noise and distraction has been very difficult for me, and where I live now, everyone has regular office jobs with their kids in school all day nine out of 12 months of the year. So the only distraction is myself most of the time. But if the right job opportunity were to appear, I would most likely move. I am connecting my responses again by using parts of the previous one to help make this one better and be able to respond more fluently by rephrasing some of the information I mentioned earlier. 52. Part 1b: Hobby responses: hobbies, interests and leisure time. Can you tell me about your hobbies? Of course. So I spent most of my free time editing videos and photos listening to music and traveling when I have enough money saved up of these three, the one I do the most and enjoy the most is probably editing. It's something I never thought I would be able to do because a person used to attend an art or designs toe acquire the skills. But now, thanks to the low cost of online courses, I'm able to express myself artistically through this. In this response, I gave three examples and then focused on one of them. I describe it in detail by explaining how this hobby used to be different, more restricted in the past, but how more people have access to it at present. I did this because I couldn't think of a way to describe my passion specifically, So I described the history of the hobby in more detail instead, which still answered the question. This is something important to do when practicing, think of different ways. You can respond to a question and see which one is easiest for you. Are you someone who spends a lot of time on your phone or computer. Definitely, because, like I previously finished saying during my leisure time, I'm likely editing on my computer or listening to music on my phone when I'm outside of the house. I don't use these devices like a lot of people do, though, like I don't chat or check social media very often, rather these air tools for me tools that allow me to express myself and discover new things . A lot of times, Theo Examiner will choose questions to ask related to your previous response, so be ready for that. One thing I suggest is when practicing by yourself. Ask yourself What questions might the Examiner ask next? Related to this question? This is a great way to be prepared for any questions asked in Parts one and three. Do you like to shop? Mm. I know I do like to shop, but I try not to do too much of it. First of all, shopping is an expensive activity, and I'm trying to be more responsible tryingto have fewer expenses. So I only tried to go to the store for on the essential things every now and then maybe a few times each month and second, I often buy stuff I don't really need. Therefore, I sometimes feel great the moment I splurge on something, but not so great when I realize it was wasteful. I've been highlighting how the examiners questions seemed to build from one to the next, which allowed you to rephrase parts of an earlier response. But with this one, we just did. I wanted to highlight how the Examiner can try and give you completely unrelated questions . Examiners will do this when it appears that the questions are too easy for you and want to give you a challenge. It's actually a very good sign because it means you're performing well, and they want to see how you respond when changing the topic to something less expected. 53. Part 1b: Family & friends responses: family and friends. Let's talk about family and relationships now. Do you have a large family? You know, compared to most Westerners? Yes, I have a large family. I have four siblings and more cousins, aunts and uncles than I can count. You think it would be difficult to organize family gatherings with so many relatives, but because of the size, it seems to add importance and people are more determined to attend. However, the size of my family is normal back home. In fact, some of my friends might even say that it's relatively small, so I suppose it depends on where I am When the question is asked in this response, I start by giving one opinion people have about my family. That is large, and I detail it by creating a short story about my family gatherings. Finally, I offer a different perspective related to other cultures and how my family might actually be viewed as small by them. This is a good strategy. You might want to attempt first, answer the question in the easiest way you can with detail or a short story, then get a competing different opinion or viewpoint on the same topic. What do you and your family do together? Hmm? Let me think about that quick. None of us lived close together anymore, so we don't do too much in person nowadays. But what I do with my brothers is we play a video game together once a week, and I called my parents on the weekends. To start with the video game was a great idea, and without it, I'm not sure that my brothers and I would really talk at all. We have a good relationship, but everyone's busy, so this weekly event helps bring us together. And as for my parents, it's nice to catch up each week and tell them what I've been doing in here. What they have been doing these things may not sound like much, but they really make our bond stronger. It's common to be asked what you do with another person from my experience preparing students for the aisles. This type of question is most difficult because you have to describe one or two activities you do with other people. What I recommend when asked to think about shared activities is to think of the things you enjoy doing most and invent a story about how you enjoy doing them with other people like here. I do have brothers, but we don't play a weekly video game. But I do enjoy video games, and that's the first activity that popped in my head. So I used it. For my parents, that was a little more difficult because, well, we really don't do anything together. But we do talk. Talking on the phone with someone is an activity you can use for any type of relationship with anyone you know, because you can say you do it because someone moved far away. They're always busy. It keeps you in touch, helps keep your relationship strong while you're apart and many other reasons you can use for a ton of detail and story making. Who is your best friend and why? My best friend, I suppose my best friend has to be Steve. It's not something I've really thought about before, but we definitely are best friends now. Then I think about it. We grew up together, attended the same schools and even managed to find work in the same city after graduating from college. Oftentimes, friends drift apart, but I was lucky enough to meet someone whose interests always stayed close to mine, and the bond we built over time kept us close. And it's still strong today. In this example, I really tried to show how difficult it was for me to start the response. If you really have trouble at the start, it sometimes nice to repeat the question you were asked when you do this like I did is not asking the Examiner a question. It works mostly as a filler expression to give you time to think without appearing confused . I actually take this further by saying it's not something I've really thought about before . You don't want to use this expression a lot, though. Onley for the most difficult questions and kind of as a tool for anything super unexpected . Or in those moments when you feel stuck because, let's be honest, you should be practicing as much as possible and becoming familiar with all the possible topics you can be asked about. So now let's move on to section one seat so you can finally start practicing these questions and become comfortable with how much time you have to respond 54. Part 1c: About this section: it's speaking for one practice time in the section, we're going to look at the most common part. One questions from the most common part. One topics. Some of the questions are the same ones I responded to in the last section, and many more are completely new. After I asked a question, you will see the timer. The timer shows you what is considered the ideal response time. That means you want to become comfortable responding until the timer finishes or very close to it. After you start practicing, try not to look at the timer while you respond. If you can do that, you will feel much more comfortable when speaking and will instinctively naturally feel when you have given a good response and no wind to stop. If you finish responding to early, you can lose points for a short, UN detailed response. But finishing later is not bad at all. In fact, if you have a great response, it's perfectly fine to speak longer, and the examiner will interrupt you or make it obvious when they are ready to continue to the next question or topic. So speak longer when you're able to, because it will make up for the responses that weren't as good. But when you believe you've spoken long enough with what you feel are appropriate amounts of examples and detail, it's best to finish your response and indicate that you're ready for the next question. I also recommend you answer these questions while sitting at a table using good body language we discussed earlier and recording yourself so that you can get optimum feedback on how you did. Additionally, subtitles are not automatically on for this section. If you want to see them or are not sure you heard something correctly, you need to turn them on by clicking the CC icon under the video. For some of you, it might be a gear icon you need to click. I do this for all the practice sections in this course, as well as for the final practice exams so you can experience an authentic test day atmosphere. You're doing an awesome job in the course. In Here are our first practice questions 55. Part 1c: Hometown questions: Let's start by talking about where you're from. Can you tell me about your hometown? What's it like? - And what do you like about it? - How has your hometown changed over the years? - What did you do in your hometown? Growing up? What do you not like about it? What's your favorite way to get around there? What types of things can you do in your hometown? - Is your hometown good for raising Children? - What is your home town famous for? 56. Part 1c: Work questions: How about work? Let's talk about what you do. Do you have a job? - Do you enjoy what you do? Do you agree that a person's work needs to be enjoyable? - What responsibilities do you have? - Why did you decide that type of job? - If you could, Would you change your job? - Do you plan to continue working there? - What are your goals? Related toe work? Is your job common where you're from? 57. Part 1c: Study questions: Let's move on to your studies Now. What do you study? Why do you study that subject? Do you think it's a popular subject to study? How do you prefer to study? What tools do you use? Who was your favorite teacher in school? What do you like to do when you're not studying? What type of student were you when you were younger? Do you consider yourself a good student? In your opinion, what makes someone a good teacher? 58. Part 1c: Home questions: Great. Now let's talk about your home. Who do you live with? Do you do most of the housework? What is your neighborhood like? Do you spend a lot of time at home? Would you plan to move in the future? What do you do for fun when you're at home? Have you lived in a house or apartment? Do you like hosting people at your house? Do you have a favorite room in the house? 59. Part 1c: Hobby questions: Okay. How about how bees can you tell me about your hobbies? What were some things you enjoy doing when you were a child? Are you someone who spends a lot of time on your phone or computer? Do you like to shop? Do you enjoy listening to music? Do you enjoy art? What's your favorite food? What kind of reading do you do? Do you play any sports? 60. Part 1c: Family & friend questions: Now let's discuss family and friends. Do you have a large family? Why is family important to you? Have you and your family traveled together? Would you rather have fewer friends or more friends? Who is your best friend? And why do you spend a lot of time with your family? Who are you closest to in your family? Do you prefer spending time with family or friends? Are you interested in learning more about your family history? 61. Part 2a: About this section: you've made it to Part two. Congratulations, because speaking Part one was the longest component of this course and talked most of the grammar and vocabulary you need for ions speaking success. To start this part of the test, the Examiner will give you a cue card that First states your topic to discuss for two minutes like part one is going to be about yourself. So common topics are people you know, personal possessions, something you've experienced or a place you've gone written below that are some optional things you can mention while talking. It's confusing because on the card these optional things seem necessary because it says, you should say, however, you don't have to say anything about those things don't have to read them, and most examiners don't read them, either. For many students, it's easy is to read the main question on Lee and ignore the things you should say part to save time, we'll discuss the pros and cons of this method. Next, how to take notes After being given your card, you have one minute to prepare your spoken response. It might not seem like it, but that's a lot of time, so I want to make sure you can take notes wisely because is going to help structure your two minute long turn response and can be used while speak. Then we'll look at the best strategy to talk for the entire two minutes. The PPF technique or the past present future technique. This is a way to talk longer and easier by connecting three short stories, one that happens in the past, one that happens in the present and one and finish with one that happens in the future. We already discussed all the grammar you need for the PPF technique in part one A off this course, So you are more than prepared to do this. And second of all, it's very easy to do because, like I said, it's not actually one long story. We're making a different short story for each tents past, present, future and connecting them. After I show you how the PPF technique works, I'll give you the essential connecting vocabulary to make your three separate stories look like one awesome story. There's only one new grammar item in this section, and that's past tense. Continuous. This tense is very helpful when constructing past stories, so included here to help with the PPF technique and finally, what you can ask the Examiner during speaking Part two as well as how to answer the very brief follow up question, also called the rounding off question. You will be asked after giving your two minute response. Let's do it. 62. Part 2a: Understanding cue card: understanding the cue card when speaking part two starts, This is almost exactly what the Examiner will say. Okay, now we'll begin part two for part two. I'm going to give you a card with some questions on it. You will have one minute to read the questions and prepare your answer. Here is a pencil and paper for you. If you wish to take notes during that time when the preparation time is up, I will tell you and you can begin speaking. You will have two minutes to speak and I will tell you when that time has finished. Do you understand? Are you ready to begin? Okay, here is your card. Go ahead and turn it over. You have one minute to prepare. And here is what the cue card will look like. Describe someone in your family that you are close to. That's what the Examiner wants you to discuss, and I'll show you how to organize it into an easy to minute story. Below that are the four questions the card says you should answer while responding For this type of describing person topic. These questions will be something like Who are they? How are you related to that person? Why do you get along so well? What are they like? But remember, you don't have to answer any of those questions. For most students, trying to answer those additional questions hurts the response, specifically their fluency and grammar scores. So why are they on the card? The extra questions are written on the card to remind you to include examples and details in your story. Part two is basically a very long part. One question is just another personal question you need to answer. But now for two minutes. And Eilts knows that this is the most difficult of the three speaking parts, which is why they included a few questions as reminders to add detail and answer important questions. Like who, what, where, when and why when telling a story. Why are they bad? Let's start with your fluency and coherence score, which is the most important criteria for this task. It's very hard to give a fluent two minute response, even for a native speaker when you are answering four random questions related toe. One topic for isles fluency is graded by connecting different ideas and themes together in a way that makes sense and tells an actual story, which is what the PPF technique does really well. But if you try to answer each of those basic questions on the card, you will sound like a robot because they have no reason to be grouped together. If you're supposed to speak for two minutes second, your grammar will suffer. Look at the suggested questions again. They're all in the present, simple and naturally, we want toe answer questions in the tents they're asked in. It's called mirroring, and it's a skill native speakers use. However, you are being graded on your grammatical range and diversity. So answering with the simple grammar from the questions really hurts your grammar score because the Examiner wants you to experiment with different tenses. This is why the PPF technique is perfect for Part two, a guarantees you use diverse grammar to satisfy the Examiner and remember two things. First, you only lose points for serious grammar mistakes that cause confusion. And second, everyone makes grammar mistakes during part, too, but almost none of them affect your score. But should you ignore the suggested questions completely, should you? No, I really don't think so. Looking at The suggested questions can be helpful for quickly thinking of ideas to include in your response, especially if it's a hard topic you didn't practice. They're extremely brief, so you can look at them quickly and use the ones you think are helpful in telling your story. And when you read them, think to yourself. Can I use this in the past? Is it better in the present or maybe in the future, part of my story? Of course, you don't have to use any of them if you have better things to talk about. But from my experience, the suggested questions often give me good ideas. For keywords to write down in my notes and your notes is what we'll talk about now. 63. Part 2a: How to take notes: how to take great notes and speak easier. You have one minute to take notes before speaking, and after practicing together, you'll see how awesome that one minute is to speak more fluently and easily for the entire two minutes in the following taking notes lectures, I'll discuss why you must take notes things you must and must not to do emergency expressions to use if you get lost in your two minute response. And finally, how to specifically organize your notes for the PPF technique. Taking notes guarantees Ah, higher score. You're bitten notes easily Organize your response so that you can continue speaking until interrupted by the Examiner. That's what we want for the examiner to say Thank you. That's enough. If the Examiner stops you in Part two, that's pretty much a guarantee you did great. I should also mention that wind taking notes on paper. One minute is enough time to prepare. However, if you try to prepare it in your head is not going to help at all. With one minute of Onley mental preparation, you will forget the order and organization of your story. Forget important details to include and stop talking way too early. And as you'll see in the next lecture, I even have some great filler words and expressions you can use to recover from those moments when you forget what you were saying by pretending to use your notes. Anyways, let's continue with the do's and don't the good and bad of note taking do. Write your direct response first. What are you going to talk about? You need to decide right away the person, place or thing you're going to discuss. If the question is what is your most valuable possession, you need to choose one for me, probably my computer. So write it down. If the question is what is your favorite childhood memory? I choose an important memory, like visiting Belgium and write it down. This is important because, just like in part one, when you start speaking, you first answer the question you were asked before adding all of the examples and details that make it a good response, and choosing what you're going to talk about should be the quickest thing you do. No time should be wasted. Deciding what you will talk about twos, something do Onley right down. Important words not sentences your notes should not look like a prepared response. So no sentences. Writing sentences is a guaranteed way to lose a lot of points because you will sound unnatural. And the examiner, well, clearly see you doing it. What you should be writing down are only the most important words. What we call keywords related to the story you are going to talk about. That means important now owns adjectives and adverbs that you think will help make it easier to tell your story. Announce our people, places things and ideas. They are the places we visit, people we know ideas. We talk about movies we watch and things we own. Adjectives are words that describe mountains. They help us visualize what someone, something or someplace, looks or feels like as well. They can set the tone for part of a story, meaning if it's going to be happy, sad, angry, nervous or any other emotion. Adverbs tell us how an action was performed, and when I say action, I mean verbs. Adverbs mostly. Tell us how quickly, slowly, happily, angrily slap Aly. Something was done. Notice that adverbs very often, and then l Why So write down these keywords thes important downs, adjectives and adverbs that quickly remind you the order of things you're you're talking about in your story. So you never get lost. For example, if I use my childhood trip to Belgium, the first ideas that come to my head the first key words are plane ride. First time nervous and I write them down. Do write down as much as you can. You want to write as much as possible. You have one minute, so I recommend that you write as many keywords related to your response as possible. Don't worry, because you don't talk about everything you write down. We just want to make sure you have enough to talk about. And once you start writing, it's much easier to think of new ideas. As you write the keywords down. You're also putting them into a simple outline that helps organize your spoken response. Will discuss how to spend this whole minute in the lecture taking notes. PPF technique. Do invent stories. Did you already watch the section to do before test day? Because in the 1st 2 lectures, I tell you about a great strategy for being able to quickly respond to any questions for any part of the speaking exam, and that strategy is creating thick fax information and people that you can talk about. You can even create Ah, fake personal history about yourself, other people, things and places or use someone else's story. The examiners Onley care that you can use good English they don't care about, nor do they know about you. So if you get a question that's difficult to answer because you don't have enough information or because it's not something you enjoy or experienced, create a story. Invent. You are not being quizzed on your knowledge, experience or family. You are only being quizzed on how well you can use the English language. So lie. If you have to create stories and research, exaggerate and do whatever else you need to do to speak easier and longer. Do use your notes while speak the students who scored the highest on part to use their notes while speaking. Your notes are there to help organize your response so you can remember the order of things you're going to discuss and so you don't forget or repeat certain things. You do not lose points for looking at your notes. and using them while speaking. You Onley lose points for reading entire sentences. That's why you only write down specific keywords that helped organize and pace your response. Do not write down full sentences that you're going to repeat out loud. Don't write full responses or full sentences. It's obvious to the Examiner when you do this plus, you'll lose points for reading prepared statements and that will cause your pronunciation to be unnatural. It's a terrible strategy. Instead, write down important keywords the mounds, adjectives and adverbs that guide you through your response and allow you to tell a real story. Don't tell the Examiner you are ready. Keep preparing until the Examiner tells you to stop. Use every second you have for preparation. Students who say they're ready get lower scores 99% of the time. If you're outline is finished, review it. Practice it in your head. Organize it mentally. Think of extra details or keywords that you can write down. Don't right in your own language. Writing in your own language will confuse you while speaking. It will hurt your fluency and make you translate from your language into English a lot more than you should be Onley. Write in English. If you can't think of a specific word in English, write a synonym or describe it. Remember this. Being able to describe something when you forget it's name is an advanced fluency skill, so use it. Don't worry about the Examiner looking at your notes. Nothing you right affect your great A lot of examiners. Don't look at you while you're writing your notes. Some of them don't even look at you while you're responding. They might look at their feet or the ceiling. Don't create mind maps. A mind map is a type of diagram where you put the most important keyword in the middle and draw lines to related ideas. So, for example, I might put trip to Belgium in the middle and then draw separate lines to plane ride. First time. Nervous. This is a good strategy of brainstorming, of thinking of ideas, but not when preparing a two minute spoken response in under a minute. That's because a mind map is disorganized and messy is not the best way to quickly quickly organize a speech that needs to be coherent and well structured. I'll give you better ways to organize in the taking notes PPF technique Lecture 64. Part 2a: Emergency vocabulary: emergency vocabulary to use. It happens. Sometimes you're doing a great job speaking, telling a great story when you forget everything. Nothing comes to mind or you don't know how to continue. So what do you do? I know what you can dio use one of these three native expressions to recover from a moment of confusion during your response. Using these expressions will demonstrate advanced vocabulary because you're using made a native expression and keep your fluency score high by filling an otherwise empty gap with English. Additionally, make eye contact with the Examiner and smile when you use them. Don't feel embarrassed because it happens toe everyone, and you are solving the problem in a smart way. You can also use these during speaking parts one and three. But obviously, for those parts, he won't be able to look at your notes when you use them. I'll start with simpler forms of these expressions and show you how you can make them more complex as well. What to say when you are ready to continue? What was I about to say? What was I about to say is a great expression to use when you can't think of something to say in that moment or genuinely forget. It's quick and can give you an excuse to look over your notes a second longer before continuing to speak without hurting your flow. And if you really need to, you can also make it longer by adding just one second, Please let me check. And when you're finished, when you're ready to continue, say, Oh, that's right to review, you can simply say, What was I supposed to say? Or you can make it longer and say, What was I about to say, Just one second, Please let me check and when you're ready to continue Oh, that's right. And I was quite nervous about it, but that was in the past. And now what was I about to say? Just one second? Please let me check. Oh, that's right. But now it is. It's something I'm very comfortable with. For instance, blah, blah, blah. When using these expressions, it's so important to say them clearly while also engaging with the examiner, the Examiner will be more easygoing, will be less critical if you use these expressions in a friendly, engaging, an enthusiastic manner. So now, more than ever, remember to smile, make eye contact and sit up straight. This is the worst time to slow motor and lose confidence. I totally just blanked. This is a pretty informal expression, but it's still good for isles. Speaking to blank or blink on something is to forget. So it's a perfect expression for that moment during your speaking, when you can't remember what you were going to say next, or forget what you were talking about. A longer expression you can use is I totally just blanked on what I was talking about, or I totally just blanked on what I was about to mention. And if you want to be polite, just put. I'm sorry at the beginning, and when you're ready to continue speaking again, you can use yes, I remember now to review, you can simply say I totally just blanked or you can make it longer and say, I totally just blanked on what I was about to mention or what I was talking about. And to show you're ready to continue. Yes, I remember now, and looking in the future, it's some it's I'm sorry. I totally just blanked on what I was about to mention Yes, I remember now regarding the future. Blah, blah, blah. I lost my train of thought. When someone loses their train of thought, it means they forget what exactly they were talking about or what they were going to mention next. It's a nice way of saying sorry. I need to collect my thoughts. A longer expression you can use is I lost my train of thought. Let me check my notes quickly. And when you're ready to continue given enthusiastic Yes, of course. And keep going to review. You can simply say I lost my train of thought or you can make it longer by saying I lost my train of thought. Let me check my notes quickly and to start speaking again. Yes, of course. And like before, if you want to seem extra polite, put a I'm sorry at the beginning, and I grew up in the time when that new technology was just appearing. So when when I lost my train of thought, let me check my notes quickly. Oh, yes, of course. When cellphones began to appear, it blah, blah, blah. The key to using these expressions, naturally, is to practice them out loud and remember when you use them, have energy in your voice and be enthusiastic so you can impress the examiner with your native expression and distract them from your moment of confusion. 65. Part 2a: Taking notes for PPF: taking notes. PPF technique. In this lecture, I'm going to show you how to take excellent notes in one minute. At the same time, I'm also going to introduce you to the basics of the PPF technique that I've been telling you so much about. First right, your direct response at the top of the paper. Your direct response is what you're choosing to talk about. It is your most basic answer to the question that begins your two minute response. This should not take more than five seconds because we need all the remaining time spent in preparing your notes. Remember, the information you give related to response does not need to be accurate, honest or truthful. Facts do not matter in aisles speaking, you simply need to be able to talk about one topic for two minutes. Keep it simple by inventing and exaggerating when it makes spoken English easier. Here are a few example questions from Part two and what I write down from my direct response describe a book you've read recently. Harry Potter. Okay, The most recent book I read was not Harry Potter. The last time I read Harry Potter was like 10 years ago, but it was the only book I could think of, and I didn't want to waste more time, so I wrote it down. This is one reason you want to look at as many practice questions as possible, so you have time before the test to think of ideas to respond with. But it's all right that I didn't read Harry Potter recently because remember the examiners not grading me for how well I understood the book. When responding, I can create things Harry did make fake characters and invent whatever I want, so I can speak easier and longer. Describe a musician you like toe. Listen to Justin Bieber. I do not listen the Justin Bieber. But Justin is a lot easier to talk about than the musicians I actually do listen to, and he's one of the first musicians I thought off. Why is he easier to talk about? Because he's so famous? Justin Bieber is in the news every day, and because of that, I know many things about his personal life, background, music and future goals. I don't know much about the musicians I actually listen to, and because of that, there are more difficult to talk about. So to save time and to have an easier topic to discuss, I chose Justin Bieber. Describe a place you've visited France. France is a country famous for tourism, and that's probably why it was the first place I thought of. The question is also more general is asking for a place I visited. If it asked for a city, I would want to make sure the answer with the specific city like Paris and what I'll show you in the next lecture is how I will start my response by explaining how I visited France or wanted to visit France in the past past tons. Then I transition to the present and explain how I'm visiting or planning to visit France this year. Present tense and finally shift to the future where I discussed my future predictions about tourism in the country. Future tense. This is why the PPF technique is so awesome. It allows you to tell three short, easy stories, but the person listening thinks it's one long, complex story. Second right, 123 down the side of your paper like this. Why are you doing this? Because this is how you are going to organize the three parts of your response. One is where we talk about a personal past experience related to the topic with every part to question you can and should with the PPF technique, start your response in the past, so under one right your keywords related to the past. Part of your story two is where we discuss the topic in the present, like habits, hobbies, things happening now or what we plan to do in the very near future. So put those important keywords here, and three is where we finish in the future with predictions and very distant future plans. Of course, those keywords belong here when writing your keywords just to make sure that they are organized in a way that helps you tell your story, tell it in an easy to understand logical way centered, revise and prepare. If the Examiner has not told you to stop writing notes yet, then keep going. You can think of more keywords. Practice saying the order of your response in your head without your notes, or start rehearsing the beginning of your response. Just don't try to rush and say, you're ready. You need all the time available, and anything under one minute is not enough how to go from past to present to future while talking, You can now see how we're going to organize your part to response. But to move between the past, present and future parts, I showed you you're going to need some expressions that will fluently change the focus of your story from one point in time to another. Specifically, that means from past to present to future. And I'll explain that in the lecture in PPF technique linking vocabulary. But first, let's look more deeply at how to organize and take full advantage of the PPF technique. 66. Part 2a: Project 6: time to practice taking notes in this video, I'm going to give you five questions. When each question appears on screen, there will be a quick five second countdown. After the five seconds you have one minute to prepare your notes. There are also a lot more part two questions you can do in section to see practice time. If you have any questions or want some feedback on your notes, message me and I'll be glad to help. 67. Part 2a: PPF Technique, 1: PPF technique. How to organize Part one? What is the PPF technique? The PPF technique is a strategy that allows you to combine three different stories but related to the same topic by putting one in the past another in the present and a final one in the future, which is the natural way we tell stories. A story always starts in the past. That's why we call it the past present future technique. And for the Examiner listening, it will sound like one well structured, complex story. Do you need to use all three tenses? No, you don't have to, especially if you are finding a lot of extra things to say related to a specific tense. But there are many benefits. If you do use them all. Your fluency score will improve greatly because you'll have many more things to talk about , which means less hesitation and be able to switch to the next part of your response whenever you're ready. If you choose to use all three tenses, you're also guaranteeing a much higher grammar score by demonstrating grammatical diversity and skill as you begin. Your response in the past tense continued to the present tense and finish in the future tense. If you Onley stay in one or two of the tenses, you risk not showing a wider range of grammar knowledge, which will really hurt your score. And I'm teaching you all the grammar you need in this course toe perfectly. Use the peopie of technique, so why only benefit from it a little? And finally, by combining three different short stories, you are more easily able to speak with a wider range of vocabulary as you subtly changed from one story to the next in the next section of the course. Part to be pronunciation, practice and advice, I'll give you examples of myself responding too many. I'll speaking part two questions and show you my notes on screen as I respond so you can see how I use them. But now let's look at how to structure in your part to response number one. Say your introductory sentence in the same tents as the question. You're not given a question exactly for Part two. Instead, you are given a written request to describe or talk about something. Most often this request is written in the present perfect present, simple or past, simple and is the same tense you want to use when telling the Examiner what you are going to describe or talk about in your introductory sentence. An introductory sentence is the first sentence in a response that tells the person listening what you are going to talk about. It introduced the topic and includes your direct response. In the last lecture, I told you to write down the topic you're going to talk about at the top of your notes and in your notes. It should only be the topic, not the whole introductory sentence. So in your notes, you don't write the full introductory sentence. That's a waste of time. But when speaking, you do use a full, complete sentence to show you how to do this. We're now going to look at some popular part two questions. First, I'll give you my direct response as written in my notes, and second, I'll give you my introductory sentence that starts my spoken response and tells the Examiner what I'm going to discuss. Pay attention to how my introductory sentence uses the same tents as the request and copies . A lot of the vocabulary request describe a job you think is beneficial for society. My Direct Response and notes. Police officer My spoken introductory sentence a job I think is beneficial for society is a police officer request. Talk about a tool you've used to help you study My direct response in notes Computer. My spoken introductory sentence a tool I've used to help me study is my computer. Now let's do some together. After you hear the request, you'll hear this sound. That means pause the video and make your own direct response and introductory sentence When you're done, press play. When you are ready to see my example request. Describe a positive change you've experienced in your life. My direct response and notes. Eating healthy my spoken introductory sentence. Ah, positive change I've experienced in my life is eating healthy request. Talk about an important moment in your country's history. My direct response and notes. Revolutionary War. My spoken introductory sentence, an important moment in my country's history is the Revolutionary War Request. Describe a well known company, my direct response and notes Apple. My spoken introductory sentence. A well known company I will describe is Apple request talk about something you plan to do next weekend. My direct response in notes park my spoken introductory sentence something I planned to do next weekend is go to the park request. Describe an important decision you made in your life. My direct response and notes move abroad. My spoken introductory sentence, an important decision I made in my life was moving abroad. Request. Talk about a festival or celebration. You've attended my direct response and notes Octoberfest. My spoken introductory sentence A festival I've attended is Octoberfest request. Describe a current environmental problem or event My direct response and notes. Global warming. My spoken introductory sentence. A current environmental problem is global warming request. Talk about something you would like to learn about in the future. My direct response in notes coating my spoken introductory sentence something I would like to learn about in the future is coding request. Describe something healthy. You enjoy doing my direct response in notes working out my spoken introductory sentence. Something healthy I enjoy doing is working out great work so far. I think now you can see that the introductory sentence is quite basic, but we need to make sure to answer it clearly so that we can begin our actual PPF response in the past. If you don't give a clear introductory sentence, the PPF technique does not work because there isn't a clear connection. 68. Part 2a: PPF Technique, 2: pp of technique. How to organize part to number two. Start your response in the past. Now that you have told the Examiner what you're going to discuss, we move to the past the first p in PPF. We use the past tense differently, depending on what tents are request was in. Let me explain first, and then I'll review everything to make sure you understand Number three. If your request is in the past tense or present, perfect requests that are in the past tense or present Perfect are asking you to focus on something that happened previously, or talk about a person, place, thing or preference from your past. When talking about the person place thing or preference you need to discuss, I'm going to refer to them as your subject. So we want to spend most of our time in the past. When the request is in the past, it's not totally necessary, but helps make sure we do a better job answering the examiners question. Ideally, this response spends about 45 seconds in the past 30 seconds in the present 30 seconds in the future and about 15 seconds summarizing. Summarizing your story is more of an optional situation. If your story is finished and you have nothing of value to add to summarize, well, you want to review the things you said in order while using slightly different language, not repeating what you already said. Word for word as well. When summarising, you don't want to introduce new information or facts. A summary is just rephrasing repeating a new language. The most important or interesting things you already talked about. So if a request asks about the past, the past 10 story directly responds to the request and should be the focus of your response , where the majority of time is spent when speaking. Then we switched to the present tense story to talk about the subject nowadays before making predictions or plans in the future tense and finishing with a brief summary. Here's an example question. Talk about an important moment from your past. The subject I am requested to discuss is an important moment. I know it's related to the past because it says from your past. Other key indicators. Toe. Look out for our verbs in the past tense when brainstorming and writing my notes, I first think of an event from the past. Let's say I choose a birthday when I was a little kid, and at this birthday I received an important gift. In the past. I will talk about receiving the gift, what I thought about it and its significance to me as a child. For example, if it was a bike, I can explain how it was my first bike or how the bike got me started in competitive cycling. Then I switched to the present and explained how I continue to cycle today. My enthusiasm for cycling as possible or was started from that past important moment. Maybe I can add other details like how I now volunteer to teach young kids how to cycle and how much joy it brings me. Next, I take it to the future. I mentioned my future plans were later Desai cling like entering competitions, joining a club or maybe teaching my Children or neighborhood kids how to ride a bike. Finally, I summarize the entire story summary is especially nice because it connects the most important information from each of the tenses and parts of my life that I mentioned. And guess what? None of the story is true Well, not from me. I heard this story from a famous cyclist and how he received a bike for his birthday, even though his family was very poor. Nowadays he volunteers and is teaching his own Children to enjoy the sport. He also discussed his plans for the future, and I use those ideas in my response as well. Number four. If your request is in the present, simple requests that are in the present simple will also start in the past. However, the past will not be the focus of our response. The past story is setting up and preparing us for the present tense part of the story it's introducing and explaining our relationship to or our knowledge about the subject. Then we answer the request specifically in the present tense while also trying to spend the majority of time in this tense. When we switch to the future to discuss predictions or plans before finishing with a summary. A present request means you should be trying to spend 30 seconds in the past 45 seconds in the present 30 seconds in the future and 15 seconds summarizing. These times are just suggestions to help you map and organize your response. You don't have to respond exactly within these times, but it's helpful for when practicing. Here's an example for request written in the present. Describe your favorite hobby. This one's easy. In the past, I simply describe how and why I started doing the hobby. Maybe even mentioned why I enjoyed it as well. If I didn't do the hobby in the past, I could mention why I did it or what I did instead. Then I switched to the present and explain why I continue doing it and enjoying it or if I didn't do it previously, why I started doing it. I could also mention anything that I do differently related to it, things I've learned about it, or even when I'm able to enjoy doing it. And finally, I discuss my future plans, predictions and ambitions related to this hobby before giving a brief summary to wrap everything up. Number five. If your request is in a future tense and finally some requests can be in the future, these requests are less common but more predictable, asking either for your predictions about the future or plans you have in the future because of the future empress is, you'll see yourself spending about 30 seconds in the past 30 seconds in the present 45 seconds in the future and 15 seconds summarizing when asked to make predictions. The past tense is used to describe how things were previously to show history or past trends. The present tense is used to show current trends and how things are right now. The future tense is where you make your predictions where you talk about what the future will be like or how it might be different. And finally, your summary reviews everythi