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!

      3:54
    • 2. About: What is IELTS speaking?

      0:56
    • 3. About: Does speaking test change?

      1:08
    • 4. About: Slang, phrasal verbs, idioms

      3:06
    • 5. About: Examiner interrupting you

      0:59
    • 6. Grading: How organized

      2:05
    • 7. Grading: Body language

      0:54
    • 8. Grading: Vocabulary

      1:45
    • 9. Grading: Fluency

      1:24
    • 10. Grading: Pronunciation

      2:47
    • 11. Grading: Grammar

      1:22
    • 12. Grading: Listening

      0:26
    • 13. Before test: Create character

      2:32
    • 14. Before test: Project 1

      1:29
    • 15. Before test: Fake facts

      1:55
    • 16. Before test: Study schedule

      0:53
    • 17. Before test: Project 2

      1:15
    • 18. Before test: Practice speaking

      2:36
    • 19. Before test: What to bring

      2:07
    • 20. Before test: Podcats

      0:43
    • 21. Before test: Practice exams

      1:05
    • 22. Part 0: How IELTS begins

      0:58
    • 23. Part 0: Greetings vocabulary

      2:17
    • 24. Part 0: Giving your name

      5:09
    • 25. Part 0: Contraction practice

      3:56
    • 26. Part 0: Project 3

      1:06
    • 27. Part 0: Using words from your language

      1:13
    • 28. Part 0: Body languagae advice

      3:23
    • 29. Part 0: Project 4

      2:53
    • 30. Part 0: Full practice

      0:52
    • 31. Part 1a: About this section

      3:06
    • 32. Part 1a: Organizing response, 1

      3:53
    • 33. Part 1a: Organizing response, 2

      10:24
    • 34. Part 1a: Organizing response, review

      3:15
    • 35. Part 1a: Opinion vocabulary & stress

      8:23
    • 36. Part 1a: Agree/disagree vocabulary

      6:03
    • 37. Part 1a: Project 5

      0:16
    • 38. Part 1a: Likes/dislikes vocabulary

      8:27
    • 39. Part 1a: Intro to filler words

      5:13
    • 40. Part 1a: Present simple tense grammar

      4:00
    • 41. Part 1a: Past simple tense grammar

      7:20
    • 42. Part 1a: Present perfect tense grammar

      9:42
    • 43. Part 1a: Present perfect continuous tense grammar

      4:36
    • 44. Part 1a: Future simple, going to grammar

      5:37
    • 45. Part 1a: Question words (do, did, would, are)

      2:07
    • 46. Part 1a: Questions you can ask

      1:28
    • 47. Part 1b: About this section

      1:11
    • 48. Part 1b: Hometown responses

      6:11
    • 49. Part 1b: Work responses

      3:36
    • 50. Part 1b: Study responses

      3:14
    • 51. Part 1b: Home responses

      2:56
    • 52. Part 1b: Hobby responses

      3:16
    • 53. Part 1b: Family & friends responses

      4:48
    • 54. Part 1c: About this section

      2:15
    • 55. Part 1c: Hometown questions

      5:06
    • 56. Part 1c: Work questions

      5:03
    • 57. Part 1c: Study questions

      5:01
    • 58. Part 1c: Home questions

      4:55
    • 59. Part 1c: Hobby questions

      4:52
    • 60. Part 1c: Family & friend questions

      5:01
    • 61. Part 2a: About this section

      3:05
    • 62. Part 2a: Understanding cue card

      4:29
    • 63. Part 2a: How to take notes

      8:49
    • 64. Part 2a: Emergency vocabulary

      5:06
    • 65. Part 2a: Taking notes for PPF

      5:24
    • 66. Part 2a: Project 6

      6:19
    • 67. Part 2a: PPF Technique, 1

      8:04
    • 68. Part 2a: PPF Technique, 2

      10:42
    • 69. Part 2a: Linking vocabulary

      10:54
    • 70. Part 2a: Slow down!

      0:40
    • 71. Part 2a: Project 7

      12:42
    • 72. Part 2a: Past continuous tense grammar

      4:16
    • 73. Part 2a: Follow up question

      1:57
    • 74. Part 2a: Questions you can ask

      1:37
    • 75. Part 2b: About this section

      0:59
    • 76. Part 2b: Person responses

      6:08
    • 77. Part 2b: Object responses

      5:54
    • 78. Part 2b: Event responses

      5:54
    • 79. Part 2b: Change responses

      5:36
    • 80. Part 2b: Book/film/TV responses

      7:56
    • 81. Extra: Project 8

      1:10
    • 82. Part 2c: About this section

      2:05
    • 83. Part 2c: People questions

      13:37
    • 84. Part 2c: Possession questions

      13:43
    • 85. Part 2c: Event questions

      13:41
    • 86. Part 2c: Change questions

      13:37
    • 87. Part 2c: Book/film/TV questions

      13:38
    • 88. Part 3a: About this section

      3:29
    • 89. Part 3a: Modified PPF, 1

      5:23
    • 90. Part 3a: Modified PPF, 2

      12:51
    • 91. Part 3a: Filler expressions

      5:59
    • 92. Part 3a: How to speak generally

      2:36
    • 93. Part 3a: Modal verbs grammar

      8:12
    • 94. Part 3a: 1st & 2nd conditional grammar

      8:53
    • 95. Part 3a: 2nd & 3rd mixed conditional

      5:29
    • 96. Part 3a: Questions you can ask

      5:43
    • 97. Part 3a: Project 9

      6:01
    • 98. Part 3b: About this section

      0:55
    • 99. Part 3b: Family responses

      6:34
    • 100. Part 3b: Travel responses

      4:15
    • 101. Part 3b: Health responses

      5:08
    • 102. Part 3b: Technology responses

      3:56
    • 103. Part 3b: Society responses

      5:22
    • 104. Part 3c: About this section

      1:53
    • 105. Part 3c: Family questions

      4:58
    • 106. Part 3c: Travel questions

      4:49
    • 107. Part 3c: Health questions

      4:51
    • 108. Part 3c: Tech questions

      4:52
    • 109. Part 3c: Society questions

      4:58
    • 110. Part 4: About this section

      1:22
    • 111. Part 4: IELTS speaking practice test, 1

      15:52
    • 112. Part 4: IELTS speaking practice test, 2

      16:36
    • 113. Part 4: IELTS speaking practice test, 3

      18:15
    • 114. END: After taking the IELTS

      1:00
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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

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For Your English

English Made Easy

Teacher

 

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!

Kallan

See full profile

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Transcripts

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