IELTS Speaking [MASTERCLASS]: Get Band 7+

1. Welcome Aboard IELTS Speaking: Hey there, everyone. Welcome aboard to this aisles speaking masterclass in this course, we're going to teach you exactly how to get a band seven or higher on your speaking exam. Guys, I'm very excited that you've decided to join us in this journey. And I guarantee you that by the end of this course, you're going to know exactly how to answer all the different parts off the speaking. Marshall, let me start off by first giving you an overview off what you can expect in this course. So what we've got over here is a map. And here is our ship. You, my friend, are a passenger in the ship, and you're trying to get to the other side to this flag right here, or your goal off getting about seven or higher on your speaking Sam on. We're going to be taking this beautiful journey to get you there. We're going to start off this journey by first talking about the fundamentals. This is going to lay the groundwork for the rest off our course. This is where we're going to be talking about the basics off the isles speaking section. So once you understand the basics, and these fundamentals. Then we're going to build upon that knowledge and teach you step by step, how to get Ah, High Band. After the fundamentals, I'm going to show you exactly how this course is structured just to set the expectations so that you have a better understanding of how this course is going to progress on what you're going to be learning in the different parts off this course. Next, I'm going to show you how to get a high score, some of the things that top performing students do and things that you should be doing as well. I'm then going to show you how to be fluent and coherent and you're speaking so that you sound natural and your ideas smoothly flow from one to the next. After that, we're going to look at for cavalry. I'm going to show you how to use vocabulary on how to learn vocabulary as well. After that, we're going to cover some fundamentals off Kraemer. Now I want to point out here that this is not a grammar course. The majority off this course is focused on the strategy for getting a high band on your speaking section. So this course is focused more on strategies. But still, I wanted to cover grammar briefly because it's still going to determine your score. So 25% off your grade is based on grammar. So we're going to be looking at some of the most important elements off Kraemer. Next, I'm going to show you how to pronounce words correctly. I'm also going to show you some off the most commonly mispronounced words and some of the most commonly mispronounced sounds. And I'm going to show you how to use pronunciation correctly to ensure ah, High Band. Now, once we're done with all of this, then we're going to be moving into the recipe off our course, the strategies. So this is where I'm going to show you how to answer part one off the speaking section. I'm going to take you through the strategies step by step and make sure that you fully understand the different strategies involved. Next, I'm going to show you these strategies for answering part two off the speaking section on. Then how to answer part three. Then once we're finished with his strategy, I'm going to show you really exam practice questions, and I'm going to show you live examples off students answering different practice questions so that you can have a better understanding off what an answer that gets a low, bad looks like. And what an answer that gets, Ah, high bound looks like and you will be able to compare these different examples these examples that come from riel exam practice questions. Finally, I'm going to leave you with some final tips for your success, and then we're going to wrap up this course. So I'm super excited that you've decided to take this journey with us. I've got a lot off wonderful things to show you in this course. But before we move forward, ah, one to make a quick little note. If you have taken any off our other courses, then the content that follows in this video is going to be familiar to you in the remainder . Off this video, I'm going to tell you about who I am so that you can learn a little bit more about your instructor. I'll talk about my experience, and then I'll talk about what the aisles exam is. How is broken up and so one. So these are things that are already covered in my other courses as well. So if you've taken any off our other courses, then you don't really need to wash the remainder off this video because the content will be familiar to you. But if you're new, then stick around and make sure toe watch this video till the end. So let's get moving. I want to first start off by telling you a little bit about myself. So that's me right there. And my name is Shay. In this course, I'm going to be your iris instructor and also the captain off our ship, this ship that is going to be sailing to take this journey off, getting you a band seven or higher on your isles exam. And there's my hat to make this official. So far, I've had over eight years off aisles teaching experience. I first started back in 2000 and 10 and I'm continuing to expand upon that experience even to this day. Now. In the beginning off 2000 and 15 I acquired my Celta English teaching certification. Prior to that, I already had experience in teaching English on I had done my degree in communication and language from Humble State University here in California. So far, I've caught in 11 countries around the world after students in person face to face in classrooms and of also taught students online via Skype Reach at on sea. See talk. I've helped many students to score a band seven or higher on their aisles. Exam on my mission in this course is to do the same for you. I want you to get a band seven or higher on your speaking exam. So I've helped many students to get this high score so that they can work and study in the English speaking country off their choice on. I would like you to take a moment of your time and check out some of the testimonials at our website at this link. Now, if at any point you have any questions about the course, you can easily contact me directly at this email actress. All right, so enough about me. Now let's talk about what is the aisles. So aisles, as you should know by now, is a test off your English proficiency. Basically, it's a way of showing to the other person to your employer or your university. What is your level off English, So let's look at what it stands for. This right here is an acronym on what it stands for. Is international English language testing system a very fancy way off just saying an English exam. Now there are two main types off aisles. The first type is the academic aisles, and this isles is used by colleges and universities. Most of the time it's used for academic purposes, such as if you want to study in an English speaking country. So most of the times if you want to study in an English speaking country, you will probably have to take the academic exam. But this is not always the case. In some cases, you may have to take the other type of files, which is the General Ayotte's. Now most of the times. General Isles is an exam that is taken by people who want to work in an English speaking country so it is mainly used by employers on it is also used for immigration purposes, such as if you want to get a visa to an English speaking country. However, sometimes some universities will also accept the general aisles exam. So what you need to do is you have to find out which aisles test you need before you take it. Because this is a paid exam, you will have to pay money for it. So make sure that you know exactly which I else you have to take beforehand on. The way that you can do that is simply reach out to the university at which you want to study in the English speaking country off your choice and contact them and say, Hey, I want to study in your university what I'll score do I need in order to qualify on also which else exam do I need to take? So they're going to give you those two pieces off information. They'll tell you exactly which I else you need to take on what score you need in order to qualify on. The same goes for the employers. If you want to work in the English speaking country than simply reach out to the employer in that English speaking country and ask them, Hey, which I else do I need to take in orderto work for you and what score should I get? So once you do that, you'll know exactly which I else you need on what score you need. Now, most of the times, if you get a band seven or higher, that's considered a pretty good score. So that is going to be acceptable in almost all cases. Okay, so that's our goal Over here. Our goal is to get you a band seven or higher on your speaking exam. Now let's talk about who makes the aisles. I know we don't really care about that. Ah, lot over here. We're just focused on getting a band seven or higher. But I just want to briefly give you this information because it is a little bit important. So I'll is jointly owned by three separate agencies. These are the I. D. P. Education, the British Council on Cambridge English language Assessment. So these three agencies together own the aisles exam. All right, Now, this is why I wanted to talk about who makes the aisles over here. We've got books by Cambridge English. So these are books on the IAS exam and they contain authentic exam papers. They contain authentic questions from the IAS exam, and they are going to be a very powerful resource for you. to train and for you to prepare for your isles exam. So the reason why I wanted to talk about who makes the I else is because I wanted to point out to you that Cambridge English is one of the agencies that actually creates your Isles exams. So off course it makes sense then to study from a book to prepare from a book that is produced by Cambridge English. So that's why I wanted to point this out. Make sure to get these books by Cambridge English because they're going to be a powerful tool for you to prepare for this exam. There are some off the best books out there on this subject because they contain authentic exam papers. So for this reason, what I'm going to do is when I talk about practice questions when I'm answering practice questions for you in these video lessons, I'm going to be taking those practice questions straight out of the Cambridge English books because it doesn't get more authentic than this. These are riel exam questions. Now. Another reason why I urge that you purchase these books is because I else is a paper based test. Now it is true that in some places Isles is starting to become available as a computer based test. In some places, you can take it as a computer based test. But right now, most of the IAS exams are paper based. So it makes sense then to get these books and to practice on paper. Now, off course, in this course, we're focused on the speaking section so you don't have to worry about paper based or computer based. Okay, So in the eye of speaking section, you're going to be talking to another human being to the examiners. So this part right here doesn't really apply for the speaking Marshall. But it does apply for other modules such as the writing, reading and listening marshals. Okay, Now let's talk about how can you take the aisles? So, first of all, you'll need to register for this exam. So simply follow this link, and it will take you step by step to booking an exam in your area for the aisles. Regular testing dates are available each month, so it really shouldn't be too difficult for you to find a time that works for you. Since exams are offered every month now keep in mind that for certain regions, for certain testing centers, you will have to register two weeks ahead of time. OK, and this is a good idea. Anyways, you don't want to rush this. When you go into your exam, you want to be relaxed. You want to be ready to take the exam, so avoid anything that makes you rush or stressed and leave yourself enough time. Leave yourself at least two weeks before you take the exam and apply in advance. Now, when you are registering for this aisles exam, you will have to select the time, the date and the location. Once you do that, you will have to fill out the remainder of the application, just other details about your name and address and so on. And then you will have to pay the fee for taking this exam. At the moment. It currently costs $200 or 1 90 euros to take this exam, and this fee can vary depending on the region. So as you can see, this is a bit often expensive exam. It does cost a good amount of money, so you want to make sure that you pass it the first time around. I don't want you to take the exam, not get the great you want, and then have to retake the test as so many students do. I don't want you to make that mistake. I want you to get it right the first time around. Okay, so that's going to be the goal off this course. I'm going to prepare you fully and completely so that you can get Ah High Band in just the first sitting. Now, the last thing that you'll need to do is you'll need to provide a copy off your passport. Great. Now let's talk about the exam. Overview aisles is an exam that is going to take you two hours on 45 minutes to finish. Now there's going to be four separate parts in this exam, also known as for modules off the Isles exam. It doesn't matter if you're taking the academic test or the general test. There are going to be the same four parts. They're going to be a little bit different in the content, depending on whether you take academic or general isles. But essentially these air the four parts reading, listening, writing and speaking. So depending on whether you're taking the general or the academic test, the reading and the writing sections are going to be a little bit different. But the speaking in the listening remain the same. Now this exam is divided into two major sections. Let's take a look. The first part is the paper exams. So in the paper exam or sometimes computer based exam, but most of the Times paper exam this part is going to include listening, reading and writing. And these are three modules that must all be finished in one single session. So that means that you have to sit down and take all three of these different modules in one sitting. You're not going to have any breaks in between. There's no bathroom breaks. There's no toilet breaks. There's no lunch breaks. Nothing. You have to sit for one long sitting on finish these three modules. Now, the next part is the speaking exam, and this part only includes the speaking test on. This is a test that you can schedule separately on some other day so you can take it at the end of the paper exam if you're feeling up for it. But if you're feeling tired, you feel like you probably won't be able to take it at the end of the paper exam. Then you can simply schedule it on some other day. Finally, an important point. Keep in mind this is an English test. Ah, lot of my students say that they're not sure if they're going to be able to get a good score on the aisles exam, because in the aisles exam you have so many different topics, and students feel that they don't have any background information on these topics. Well, here's the thing. You do not need any specialized background knowledge. So when you get any question on the writing section or the reading section, then you don't really need any specialized background knowledge. All the answers are right there. They are written in the English language, and as long as you can understand English, you're going to do well on the test, and the same thing goes for speaking and listening. You don't need any specialized background knowledge. As long as you can understand English and express your opinions, you'll get a great bound Now. I've mentioned this once before. There are no breaks in between. So that means that you should work on developing your stamina. How do you develop your stamina? Well, you have to sit down and take these full length practice tests, especially if you're preparing for the reading, writing and listening. Make sure to sit down and prepare for these full length practice tests. If you're doing it for speaking, then you don't have to develop your stamina so much because you can schedule it on a separate day. Now, if you are taking the paper based exam and you probably will be, then make sure that your handwriting is legible, that your spelling is correct because when you're writing by hand, then handwriting becomes very important. If the Examiner cannot read what you're writing, you're going to lose points. If your spelling is incorrect, you're going to lose points. Remember, even if your answer is correct, but you have spelled it wrong, such as in the reading exam or the listening exam. Then, even though your answers are correct, you will not get points for those answers because you spell them wrong. Okay, so spelling is very important in the speaking section, though spelling is not important because you're not writing, but your pronunciation becomes important. Your knowledge of the words become important now for the reading in the listening sections . There is no penalty for wrong answers. So it's always good to guess when you don't know the answer because you're not going to be penalized for wrong answers. So it's better to guess. Always guess when you don't know the answer. Now let me break down the different sections along with the timing. All right, so the first part that you're going to be answering is going to be the listening part in the listening part. You're going to have four sections at a total of 40 items or 40 questions. You're going to have a total of 30 minutes toe Answer. Thes 40 questions. The next part is going to be the reading part in which you're going to have three sections and 40 questions, and you have to finish them in 60 minutes. Next, you'll have the writing section. You're going to have to tasks, and you'll have a total off 60 minutes to write these two essays and finally the speaking part for which you're going to have a total off 11 to 14 minutes on a total of three parts . So the total test time comes out to two hours on 44 minutes. So remember, for these three parts right here, you have to finish them all. You have to answer them all in one single session in one sitting. But the speaking part can be scheduled separately. Okay, so that concludes this video. In the next video lesson, we're going to talk about the fundamentals off aisles speaking. 2. Fundamentals: Welcome back. Now, in this video, we're going to be looking at the fundamentals off the isles speaking. Marshall, let's begin. So first will start off with some basic information without which you really should not be going into the aisle speaking exam. Here we go. So first of all, the whole I'll speaking module is going to be 11 to 14 minutes in length. Okay, so this is the total time. This includes the total time for all three parts off the isles speaking section. So there are three parts in total. The first part is going to last between 4 to 5 minutes on average. The second part is going to last between 3 to 4 minutes, and then parts three is going to last about 4 to 5 minutes. The next thing that you need to know is that in this test you're going to be speaking to a really life examiner, meaning you're going to be talking to another person. So you're not going to be talking into a machine like you do in some of the other exams here. You're going to be interacting with the rial person. Now, one thing that I want to point out to you is that examiners are not there to be your friends. Okay, they are there to grade you. They're there to see how well you speak English. Oftentimes examiners will smile at your answers, or they may even laugh along with you. And this leads. Students too often believe that just because the Examiner it's smiling or laughing along, or seems to be friendly, that they're going to automatically get a good score. So keep in mind that the examiners are not there to be your friends. They may be nice to you, but still, at the end of the day, you still have to perform well. You have to know your English in order to get ah, high grade. The Examiner is going to tell you when exactly the speaking section begins on when it ends . In fact, they're going to help you along. They're going to guide you for each off the different parts off the aisle, speaking section by telling you when each part begins and when it ends. Now let's begin with looking at some more basic information but pertaining to part one in particular. So let's break down what exactly you need to do in part one off the speaking section. So we've already mentioned that this is 4 to 5 minutes long. Next, here's how is going to go when you walk into that test room, the Examiner is going to introduce himself to you or herself to you, and they're going to ask you to introduce yourself. Next. The Examiner is going to ask you for your passport or your identity card. This is done so that the Examiner can conform your identity so that they can make sure that you haven't sent your friend in your place to take the exam for you. Next, the Examiner is going to begin part one by asking you a few general questions. And thes general questions are usually on familiar topics. Topics such as your home, your hobbies, your family and so on. So part one of the test should not be too hard for you, because these are general questions on topics that you're already familiar with. Next, you need to know that there is no set number of questions now. Usually there tend to be about 4 to 5 questions. However, there are no set number of questions, so really I cannot give you an exact number off questions that you can expect. This part one is more like a conversation now, in part one, you don't need to extend your answers too much. You do need to extend. Don't give a yes or no answer. Don't give very short answers that's going to get you a bad score. So what you want to do is you want to extend your answers, but you don't need to develop them at length. You're going to need to do this in part two off the speaking module, but not yet. Not in part one. In part one. You should simply relax and talk naturally, as if you're talking to a friend. So, like I said before, Part one is supposed to be like a conversation that you're having with a friend. Now, Part one is called the Interview on in this part one. The examiner is going toe ask you. You are the candidate. The Examiner is going to ask you about yourself about your homework studies and other familiar topics, as we've already mentioned. So let me give you some examples off. What type of questions the Examiner may ask you in this section. Let's take food and cooking, for example. Now, food and cooking is a familiar topic. I'm sure that you eat food on a regular basis. So this is something that the Examiner may ask you about. The Examiner may ask you, what sorts of food do you like eating most? The Examiner may further ask you. Why do you like eating this food, or why not? The next question? Maybe who normally does the cooking in your home? I'm sure someone in your home does the cooking. And again, this is a familiar topic. So this also qualifies as a question that the Examiner may ask you in part one. They may further ask you why or why not? Do you watch cookery programmes on TV? Why or why not in general, Do you prefer eating out or eating at home? Why? Okay, So very general questions, very basic questions and questions that you should really have no trouble answering since the deal with familiar topics. Now, here are some off the common topics that often appear in part one. Now there's gonna be a bunch of them. We've got a total of 30 topics here, but don't let this overwhelm you. These are topics that are really about familiar things about day to day things. And these are topics that I'm sure you already have a good understanding off. Now all you need to do when the Examiner asks you questions about these topics is you simply have to explain yourself. You simply have to express yourself. And we're going to look at exactly how to do that in much more detail later down the road. But right now, I just want to give you a brief overview off what to expect in the different parts off the speaking section. So go ahead and pause this video here if you need to and browse through these common topics , make sure that you understand what kind of questions you may be presented with questions such as about work, study, hometown art, childhood and so on. Now, what I want to do here is I want to take a moment to just show you an example off what part one will look like when you walk into your exam. So I've got a brief video for you here. Let's take a look. Good afternoon. My name Stephen. Good. afternoon. Can you tell me your full name, please? My name's pre along. Thank you. What shall I call you? Please call me Priya. Can I see your identification, please? Pretty sure he has my passport. Thank you. That's fine. Now, in this first part of the test, I'm going to ask you some questions about yourself. Do you work or are you a student? Well, at the moment, I'm still studying. All right, So now that you know what to expect in part one of the speaking section, let us now talk about part two. So let's begin with some basic information. Part two is 3 to 4 minutes long in part, to the Examiner is going to give you what's called a task card. Basically, is just a small card is a piece of paper. And on this piece of paper, there's going to be a question. And this is the question that you have to answer in Part two. The question is going to ask you to discuss a specific topic. Now you're going to have one minute to prepare and to take notes. Now, this is optional, but I highly highly recommend that you take the time to prepare to take notes so that when you speak, it sounds coherent, fluent, natural and organized. We're going to look at the exact strategy for how to take notes and for how toe organize your ideas later down the road. The next thing that you need to know is that the examiner is going toe ask you to talk for 1 to 2 minutes. Now, I want you to know that even though the Examiner is saying that you should be talking for 1 to 2 minutes, ideally, you should be pushing towards two minutes. Try to speak for two minutes or close to it, because that's really going to help to boost your score. Try to avoid staying in the lower threshold. Try to speak as much as possible. Now, once or two minutes are over, two minutes is the maximum amount of time that you can speak for. At that point, the Examiner is going to tell you that Hey, your time is up. Now let's move on to the next section. So once we're done with Part two, the Examiner is then going to ask you a follow up questions and these follow up questions are going to be based on what you just talked about, and these follow questions are going to appear in part three off the speaking section. Part two is called Presentation. Why? Because you are presenting certain ideas. You have 1 to 2 minutes to speak at life, and basically it's like you're doing a short presentation. So here is a task hard. So this is a task card that I just talked about, and in this task card, you have the questions. Now notice that this isn't just one question. Rather, you've got a certain topic, and you've got a series of questions that you need to talk about. So let's go ahead and read this task card. Describe a house or apartment that someone you know lives in. You should say whose house apartment this is, where the house or apartment is on what it looks like inside. So you have to talk about these three things for this particular task card. But there's one more thing, and it's over here at the bottom and it says and explain what you like or dislike about this person's house or apartment. Okay, so really, it looks like you have three things, but actually there are four questions that need to be answered for this question for this task card. So again, we're going to go into a lot more detail of how to answer this in a really effective and easy way later down the road. But right now, let's just take a look at the overview off. What to expect in this speaking section. Now the instructions are going to be this. You will have to talk about the topic for 1 to 2 minutes. You have one minute to think about what you're going to say, and you may take some notes if it helps you, so those are the instructions. Now let's take a look at some common topics that often appear in Part two off the isles speaking. So here are all the different topics. The topics can range from art to books to communication to your daily routine to exercise and all this other good stuff. Go ahead and pass this video now if you need to take a closer look at all of the's common topics, but now what I'm going to do is I'm going to move into a short video just like yourself for part one. I want to show you this video so that you can see what part two looks like. Here we go. Thank you. Now, in this part of the test, I'm going to give you a topic. And I'd like you to talk about it for 1 to 2 minutes. Before you start. You'll have one minute to think about what you're going to say. You can make some notes, if you wish. Do you understand what you have to do? Yes. Hiss and paper and a pencil for making notes. And here is your topic. I'd like you to describe a memorable trip. Remember, you have 1 to 2 minutes. I'll stop you when the time is up. Can you start speaking now, please? Okay. One trip that really stands out in my memory is a camping holiday. I did in North Queensland in some of 2014. All right, so now you know what part one and part two look like. Now, let's go over the basics off part three. So part three is 4 to 5 minutes long. That's the same length of time as part one in part three. The Examiner is going to ask you questions related to the same topic from part two. OK, this is important. These are basically followed questions. In Part three, the Examiner is going to ask you a follow up questions based on your answers to part two. Now Part three is quite similar to part one now. What you need to do here, though, is you need to extend each answer a little bit more. You need to extend them a little bit more by maybe 1 to 2 extra sentences. So, for example, in part one, you would give an answer that is one or two sentences long. In part three, you have to give an answer that is, 1 to 2 sentences more than part one. So that means that you basically need to be talking and giving answers that range from between 3 to 4 sentences long. Okay, now these air just general guidelines. You can go a little bit more, you can go a little bit less, but ideally, you should try to maximize the amount of speaking time that you have. Ideally, a great answer would fit anywhere between 3 to 5 sentences for part three. Now, in part three, you're going to have the opportunity to talk about abstract ideas to talk about abstract issues. So in this sense, Part three is a little bit different because in part one, you're going to be talking about very general ideas and topics that are familiar to you. Now. In Part three, however, you're going to be talking about ideas that are a little bit more abstract that are maybe not so familiar. We're going to look at exactly how to answer the questions in Part three later down the road as well. But for now, let's just cover the basics similar to part one in Part three. There are no set number of questions, and again, the Examiner, just like always, is going to inform you when the test is over. All right, Part three is called the Discussion. This is because you're having a discussion with the Examiner. Now. Here are the different types of questions that you can expect on this part of the test, so let's consider different types of home Now. Let's consider this as a topic. Let's assume that in the previous part two off the speaking section, you ended up talking about homes So if you spoke about homes or apartments or something like this in part two off the speaking section, then what's going to happen is in part three, the Examiner is going to follow that up with other similar questions, questions that are basically on the same topic. So let's say that you talked about homes in part two, and now the Examiner is going to ask you about homes in part three as follow up questions. So the Examiner may ask you a question like this. What kinds of home, our most popular in your country? Why is this So you can notice that here, we've got a two part question. So what you would have to do here is first, you would have to answer the first part of the question and then the second part off the question. Another example. Maybe. What do you think are the advantages off living in a house rather than an apartment? Here's another example. Do you think that everyone would like to live in a larger home? Why is that now another topic? Maybe finding a place to live now again, this is similar to talking about homes and apartments so if you spoke about homes in Part two in Part three, the Examiner may very well ask you about finding a place to live because this is a similar topic. So here's an example of a question. How easy is it to find a place to live in your country? Do you think it's better to rent or to buy a place to live in? Why? So do you see how the questions are a little bit more abstract? They're not quite on familiar topics. Rather, Parts three makes you think a little bit more. Here's our final example. Do you agree that there is a right age for young adults to stop living with their parents? Why is that? Okay, so those are the questions that human see on Part three now, I quickly want to show you some common topics that often appear in part three off the course. So you may get questions on art, clothes, education and so on. Go ahead and browse through this list. Now. Now, one thing that I want you to take note off is that the topics that you see in speaking parts 12 and three, they often overlap with each other. You may have noticed that topics like art, clothes and education also appear in part one off the speaking section in part two of the speaking section on, of course, in Part three. So the topics can overlap. It's not necessary that you're going to only get one topic in, ah, particular section or in a particular part, off the speaking section. They can appear anywhere, so in that sense, the topics overlap with each other. But here's the thing. They don't just overlap with each other in the speaking parts. They even overlap with each other with other modules off the isles exam, for example, with the writing task to. So, for example, when you get a writing task to essay, you may have to talk about these same topics. So keep that in mind. Oftentimes, these topics overlap with each other, and for this reason it's a good idea to know basic vocabulary surrounding these different topics. Now, don't worry, I've got you covered. We've created a great list off vocabulary words that you can use for your I was writing task to as well as for your else speaking, and they're all divided up by the different topics. So this is going to make it really easy for you to express yourself, regardless off the topic that you're given. But more on that later. More on that when we get to the vocabulary section. For now, what I want to do is I want to show you the third and final video, which is going to show you what part three looks like. So here we go. We've been talking about a memorable trip, and I'd like to discuss with use one or two more general questions related to this. Let's consider first of all, the way that people travel. How is the way people travel today different from the way they traveled 100 years ago? Well, there have been enormous changes. As supposed, one of the biggest influences has been the development off air transport. All right, congratulations on finishing this video. You now know exactly what parts 12 and three look like. And I hope you have a better model in your head a better understanding off what to expect from this test so that you can go in there feeling a little bit better understanding in your head. Now we're going to expand upon that understanding, and you're going to learn a lot more stuff in this course. So stay tuned, and I'll see you in the next video where we talk about how you can get Ah, high score. I'll see you there. 3. How to Get a High Score: Hey, guys, in this video, I'm going to talk about what you need to do to get a high score on your speaking Marshall. So let's get right into it. First, we're going to talk about how speaking is scored. It's very important that you understand exactly how it scored so that you understand what things you need to do more off and what things you need to avoid. So let's take a look. Firstly, fluency and coherence is going to compose 25% off your grade. Next, we have lexical resource, which is your vocabulary. This again constitutes 25% of your grade. Next, we have grammatical range and accuracy 25%. Again, on finally your pronunciation how you pronounce things. This is very important when you're speaking so again, 25%. So taken together, these four different components constitute your entire great your score on a scale off 0 to 9. Okay, so what the examiners are going to do is basically they're going to assign you a score for each one of thes different components for each one of thes different what I like to call ingredients and then they're going to average out the score that you got for each one of these different components. And that is going to be your final score on a scale off 0 to 9. So, for example, you may get a five over here. Ah, five over here. A six here on a six year. So that brings out your total score to 5.5. Okay, we want avoid that. We're shooting for seven or above. And in this video, throughout this course, I'm going to teach you all the different tactics on exactly how to get there. Okay, now let's talk about band descriptors now. Ban descriptors are very important resource for preparing for your exam. Now, the reason why ban descriptors are such an important resource is because they're going to give you a really good sense off how aisles examiners are evaluating your speaking and how they're assigning you band scores. So in other words, band descriptors are going to tell you exactly what you need to do and what you should not do to get ah, high score. Now, let's take a look at what these band descriptors look like. All right, now, over here, we've got our official aisles speaking band descriptors. Now here in the left column, we've got a column called Band and here you can see that we've got different bounds, starting from about nine down to 876 and it goes all the way down to zero. Now, here we've got our fluency and coherence category, and here you can read exactly what you need to do to get about nine for the fluency and coherence band descriptor. Here, you can see what you need to do to get a high score for the lexical resource category, also known as the vocabulary category. Here, you can see what you need to do to get a band nine in your Kraemer category on here for the pronunciation category now similar to ban nine over here. If you look at a row for bound eight, you can see exactly what you need to do for each one of these four components to get a Band aid here. You can see what you need to do to get about seven. Here, you can see what you need to do to get a bad sixth on so on. Okay, so this goes all the way down to zero this is of course, if you don't even attend the test, we hope you don't do that. So once you take a look at these different band descriptors, it'll make a lot more sense to you what things you should be doing and what things you should not be doing. I suggest that you don't just read things for bound 98 and seven off course. That's what we're aiming for. But it's also important to understand what things you need to be avoiding. Okay, So in order to understand what things you should not be doing, you should also take a look at things that are going to get you low scores such as bands 432 and so on. Okay, so read these as well. It will give you a better understanding off what things you should not be doing now. I've attached this. Pdf in this course so you can read this in your own time. But right now, what I'm going to do is I've basically created an abbreviated version off thes band descriptors. So now let's go over them really quickly. Okay. So what must you do to score? Well, right now we're focusing on fluency and coherence. So if you want to get abound. Nine. These are the things that you need to be doing off highlighted the most important parts here in the green color. So in order to get about nine, you must speak fluently. You should not really be repeating yourself, and you should also try to avoid self correction. You should not be correcting yourself too much. You should speak coherently, meaning that it should sound like your answers flow well, that it makes sense that it's easy to understand you. And next, you need to use a range of cohesive feature. So basically, this helps you to transition from one idea to the next. Really smoothly on it makes you look like a native speaker. Okay, so this basically comes down to how fluent you are in your speaking. Next, you have to develop the topics fully. So if the Examiner gives you a certain topic and they ask you a certain question, don't just give a one word answer. Don't just give a two word answer. Make sure that you properly develop your ideas and extend upon your ideas that's going to boost your score in the fluency category. Now let's say that you don't do all of the's things, and let's say that you wanted to get abound. Eight. If you wanted to get a Band Aid, here's what you need to do. You still need to speak fluently on again. You should try to avoid repeating yourself or correcting yourself, and you also need to develop your topics coherently, meaning you need to use some cohesive devices to make your answers flow smoothly from one idea to the next, and you need to develop your topic enough. Okay, so extend upon the ideas and make sure that your ideas are well developed Next. If you wanted to get abound, seven. You need to speak at length. This is the same thing as saying, developing your topic properly on. You need to speak at length without noticeable effort, so this means that it should be national for you to speak this way. Next, avoid repetition on self correction. However, if you were to do some repetition on some self correction, that would not really be a problem. You can still get a band seven. With that next, you need to use a wide range of connective on discourse, markers. Now that's just a fancy way of saying that you need to sound fluent. Your ideas need toe easily, connect smoothly, connect from one to the next to the next. We're going to cover all of this in much more detail later down the road. This is just a quick overview off the things that you need to be doing to score well. Now what must you do to score well in the lexical resource category? Here we go. If you want to get abound. Nine. Then you have to use a wide range of vocabulary with full flexibility, meaning that it should be easy and natural for you to use a wide range off different words to express yourself in a wide range of different ways. Next, the words that you use should be precise, so that means that you should use words purposefully. You should use them to mean exactly what you want them to mean. Next. You should try to use some idiomatic language that just means that you should try to include some idioms where appropriate, so idioms are a form off metaphoric way to communicate, so you might say one thing, but the meaning off that thing might be entirely different. Don't worry about this just yet. We're going to look at this in much more detail later down the road. Next. If you want to get a band eight, you have to use a wide range of vocabulary. Also, you have to use some less common for Cavalleri, so words that are not commonly used that aren't too typical. Try to include some of that in there as well, just to impress your examiners a little bit Next. Idiomatic vocabulary again. That's the same thing as saying you some idioms on. Finally, to get about eight, you should paraphrase effectively. So that means that when the Examiner asks you a certain thing, there's going to be certain parts in the speaking Marshall where you will have to paraphrase meaning that you will have to say something that has been given to you. You will have to say that same thing, but in your own words, you will have to rephrase it in your own words. So we'll cover how to do that as well later in this course. Okay, now for Band seven, you have to use for Cavalleri flexibly again That's the same thing as saying that you should be able to use vocabulary naturally. Use a wide range off it to talk about a variety of topics. You should also try to include some less common vocabulary and some idioms you. Some call locations will talk more about what that is. Generally speaking, CA locations are basically groups off words that often appear together that frequently appear together with each other on lastly. Again, you need to paraphrase effectively. Now let's take a look at what you need to do well to get a high score in the crime or category. Firstly, to get about nine, you have to use a wide range of structures. So that means that you should try to include some compound sentences in your speaking, some complex sentences and so on. Next, you should produce consistently accurate structures, meaning that the grammatical structures that use should be accurate. They should be correct, and the mistakes should be very minor or none at all. For about eight, you still need to use a wide range of structures, and you need to be able to use them flexibly and naturally, for a band eight. You can produce some errors, but the majority off your sentences should be error free. That means that over 50% off your sentences should not have any grammatical errors in them . Next for Band seven, you have to use a wide range of complex structures that the same thing as saying, used compound sentences, complex sentences and so one. Next try to avoid a few errors. Okay, so to get a band seven, you have to frequently produce error free sentences. So you may have noticed that actually, there's a big overlap in what you need to be doing to get a high score. So try to follow that general outline. I think you now have a good sense off the things that you should be doing to get a high score, so let's focus on those things. Finally, our fourth component is pronunciation. So to get about nine in pronunciation, you should be able to use a full range of pronunciation features, meaning that you should be able to pronounce words how they're supposed to be pronounced. You should not have trouble pronouncing certain words or certain sounds. Also, this pronunciation should be sustained throughout your speech so it doesn't mean that you just pronounced some words correctly? No, you have to sustain that and you have to maintain that pronunciation that correct way of pronouncing words throughout the speaking Marshall. Next, it should be easy to understand you. The Examiner should not have a tough time understanding you. Okay, Now for Band Aid, you again need to use a wide range of pronunciation features. It should be easy for you to say a wide range of different sounds and words again. You also need to sustain this pronunciation. It is okay to have some occasional lapses, meaning that if there are certain words that you seem to not be able to pronounce correctly or precisely, it's okay to do that occasionally, Rarely next. It should be easy to understand you now for Ban seven, the official bound descriptors state The following They say that you should show all the positive features off Ban six on some, but not all off the positive features off band eight. Okay, so that means that in order to get a band seven, you have to do all the positive features in this row over here on. You should also do some positive things from this roll over here from bound sixth, so to get abound. Six. Here's what you need to do. You need to use a wide range of pronunciation features. You need to show some effective use off features, meaning that you should be able to pronounce words correctly. But students who get abound six are usually not able to sustain the correct pronunciation for too long and next it should be generally easy to understand you. So maybe the Examiner may not be able to understand you completely. Of course, that is ideal. That's what we want to aim for. But even if you are understood for most of the time, or you're generally able to be understood, then you will get a band. Six. So the better you perform on the positive features Off Bound six and Band Aid, the more likely you are to get a band seven. I hope all of that makes sense. Guys, that's going to be the end off this video are beluga. Whale has decided to take a little nap, so when it wakes up, we're going to move on with our journey on. We're going to go to our next stop, which is how this course is structured where I'm going to tell you how this course is broken down, what to expect and how you can progress through this course I'll see you there. 4. How This Course is Structured: in this video, I'm going to show you how this course is structured so that you can know what to expect in this course. Let's take a look. So this course is played into three different parts. Now, if you've taken any off our other courses before, such as the writing Task one course, or are writing task to course, then this will be familiar to you, similar to how those writing courses were split into three parts. This course is also split into three parts. So what are these three parts? Well, I want you to think of this as if you're cooking a delicious meal for yourself. So how do you do this? Firstly, you have to collect all of the different ingredients that you're going to be using in your dish so you may choose to collect some onion, some garlic, some changer and some vegetables. The next thing that you probably need to do if you want to make a really good meal is you'll probably have to consult a recipe book. So in the recipe book, you're going to find the exact step by step instructions for how to cook this really great meal and Then, once you've read the recipe, poke and you've got your ingredients, then and only then it will be ready to put all your ingredients together, follow the instructions and start cooking. So this is how this course is laid out for you. The first part is the ingredients. So in the first part I'm going to show you what ingredients are needed to get a high score in the aisles speaking section. So these ingredients are the four components also known as band descriptors, and these are the components on which your speaking is going to be grated. So the first of those components is fluency and coherence, the next its lexical resource, also known as four Cavalleri. The third is your grammatical range and accuracy. How well you're able to use your Kraemer and lastly, your pronunciation if you're able to pronounce words correctly and in a manner that can be easily understood. Okay, so we've got our ingredients, and now we need to consult our recipe book. So in part two, off this course, I'm going to lay out the exact step by step strategy for getting ah, high score on your speaking section. I'm going to discuss exactly how you should be answering different questions on the things that you should be doing and the things that you should not be doing in order to ensure a good grade. So when we're talking about these strategies first I'm going to show you how to answer part one off the speaking section. Then we'll discuss part two and finally part three. Finally, once we're done with all of that, we've got our ingredients and we've got the recipe. Now we understand what components are needed on how we need to arrange those components. Then we will be ready for moving into Part three off this course, which is the cooking section in the cooking part. This is where everything comes together. We're going to put everything together, and this is where you're going to see riel exam practice questions on. I'll also show you several live examples off how students speak when they are in that testing center with the Examiner. Okay, so you're going to see a wide range of different examples off students who have scored bands. Five a band six band 78 and so one. You're going to see a wide range of different examples, and this will give you a better understanding off with things you should not be doing and what things you should be focusing more on. So that's our quick overview off how this course is laid out and what you can expect over the coming video lessons. So this is going to be the end of this video. Our next stop is going to be our first ingredient, which is fluency on coherence. So this is where our journey starts. We're now going to start collecting our ginger and onions and garlic, and once we've collected all of our different ingredients will then move in to the recipes action. So we're going to start off this journey with our first ingredient, which is fluency and coherence, which I'll talk more about in the next video. I'll see you there 5. First Ingredient: Fluency and Coherence: All right, guys. Now, this is where we're going to start. Gathering are different ingredients to start preparing this beautiful, tasty dish that we're trying to create here. So we're going to start this off with our first ingredient in the eye of speaking. And this first ingredient is fluency on coherence. So you may recall that this is one of our band descriptors on 25% off Your grade is based on this Don descriptor. So let's take a look at how you can get a great band in fluency and coherence. We'll start off with the basics. So according to the band descriptors, if you want to get a band seven or higher than here's what you need to do forcefully, you have to speak for a long time without noticeable effort or loss off coherence. So speaking for a long time doesn't mean keep going on and on and on. It means to give sufficient answers. It means to not give short answers. Do not give one word answers. It means to properly develop your response so that you're able to speak for a long enough time without noticeable effort. Okay, so it should sound natural it should be natural for you to maintain your speaking for a certain length off time. Now, I don't want you to worry. If you do sometimes hesitate to find the right word. This is quite natural. In fact, even native speakers, including myself. We hesitate oftentimes when talking about a certain topic, so it's national to hesitate on. It's natural to try to find the right word to communicate what we want to communicate. So if you find yourself trying to look for the right word, or if you find that you are repeating yourself or correcting yourself, it's okay if you do this occasionally. But of course, you want to avoid this as much as possible. Now, the third thing that you need to do is you have to connect your sentences and ideas together by using what are called cohesive devices or linking devices. They're called linking devices because they link your sentences together. The link your ideas together. So essentially, I want you to think off thes cohesive devices like a glue. Okay, what is glue do glue sticks things together, so that's what we're doing here. We're using this glue to stick our ideas together so that they connect to one another so that they can flow smoothly from one to the next to the next. So words that help us to do this are words like, however. Moreover, furthermore, therefore, and so on, we're going to look at more cohesive devices in just a little while. But the important thing that I want you to understand right now is that the whole point off using cohesive devices is to sound natural so that your ideas can flow smoothly from one to the next. But keep in mind that you should not be using the same cohesive devices over and over and over. Don't do that. You want to use a wide range of cohesive devices. You want to show to the Examiner that you know a wide range off different words and phrases that you can use for talking about different ideas. Now I want to talk about the importance off a strong start. It's very important that you start strong because this is going to give you an immediate boost in score. So here's the thing. When you walk into that test and you are sitting in front of your examiner, the examiners actually decided great early on in the speaking test, and I have personally spoken to several aisles examiners, and they have confirmed this that they do, in fact decided grade early on in the speaking test based on your level off speaking. So it's very important that you impress them from the start. If you impress them from the start, then you're more likely to get a higher score. So here's what you need to do to make a strong start. You have to do these three things. First, you have to start speaking without struggling. So it's quite easy to do this because the beginning portion of the speaking test is actually pretty much the same. It doesn't really change very much. You can already expect that the examiners are going to ask you first. In the very beginning, they're going to ask you for your name, your passport, your identification and then in part one, they're going to start off by asking you about your work, your study, your home or your hometown. So it can only be those four things at the very beginning off the speaking test. So since you already know that you can prepare for it ahead of time, and you can avoid struggling so very important to do that. That's the first thing that you have to do to make a strong start. Now here's the second thing. You have to answer the question directly, so that basically means that you have to talk about the topic at hand. So answer exactly what the Examiner is asking you for. Don't beat around the bush. Don't try to say Well, um, it depends. I'm not really sure. Don't do any of that. Attack the answer directly. Give it directly so your response should be clear. It should be articulated, and you should know exactly what you're going to talk about. Now it's okay if you're not. Ah, 100% shore off your answer on It's okay to scan for certain words or certain ideas, but regardless, when you are giving your answer, it should be clear. It should be direct, and I'm going to show you Ah, lot of different examples of this later down the course, and this will become very clear exactly how to do this. The third thing and the final thing that you have to do is you have to develop your answer with one or two supporting points. So what this means is that you have to support your answer either with some kind of a justification or an example. So don't just give a one word answer. And don't just give a one sentence answer. Try to develop that answer a little bit. Try to give more context again. We're going to look at examples of how to do this later down in this course. Now, here's what I want you to do. I want you to compare these two answers. I'm going to show you these two answers in just a moment, and I want you to compare these two answers on Decide which one is best. Are you ready? Let's take a look. So here is our question. This is a very common question for part one off the speaking test. So the question maybe something like this. What kind of place is your hometown now? Here's are forced Answer. Well, ah, that's a tough question. I mean, it can depend on the season in which you visit. Ah, sometimes it's pleasant, But other times, um, it can be boring, so that right there is an example, often answer that is not direct. It is not clear it's undecided sieve and is ambiguous. What you want is a clear answer. Something like this. My hometown is Dubai, which is quite a noisy place. It's located on the Southeast Coast off the Persian Gulf on is famous for its bustling city centre, which attracts tourists from all over the world. There's a difference off night and day between these two different answers. So what stands out to you? Do you see how this answer is beating around the bush a little bit? It's very unclear where, as this is clear, concise on straight to the point. So this answer has no development. And when you have no development, you're going to lose points. This answer is a direct answer. Not only is it a direct answer, it has supporting points. Remember, we talked about supporting points. You have to support your answer with some kind of an example or illustration. So here we have supported this point by saying it's located at this location. It's famous for so and so on. It attracts tourists from all over the world because off such and such a reason makes sense . So that's what you want to do. Give a direct answer and develop it with supporting points. Now notice. This is not a very long answer. In fact, this right here is the perfect length for an answer to a question in part one. And this is the type of answer that you have to give in part one off your speaking test. So this first answer right here is a neutral face. It's and vigorous, and we're not really sure about what we're talking about in this answer. This answer is a smiley face. It's a good answer. Now, here's what I want you to note about this answer. In this answer, we have used some off the same keywords or some of the same words that have been used in the question language. So here is the question the question is asking us about place on. I have used that same word place in my answer, often the same thing here with the word hometown. The word hometown appears in the question on I've used the same word in my answer as well. Now here's the thing, guys. Some teachers are going to tell you that you should not be using the same words from the questions because they say that in order to get a good score for the vocabulary category, you should try. To paraphrase. You should try to change up the words and rephrase it in your own words. So a lot of teachers are going to tell you that, and I don't fully disagree with them. If you can do that, then that's fantastic. If you can rephrase and put it into your own words than that's great, go for it. But here's the thing. If you end up using a word or two from the question language itself, such as I've done over here, it's not really a problem at all. This is a create answer, and one thing to keep in mind is that using words from the question language can actually help you to start strong, because it may help you to not scan around for new words. Do not search in your mind for synonyms or to work towards rephrasing this question language. Sometimes that can be a little bit tough, and so that can make you stumble. In the beginning. We don't want to stumble in the beginning we want to make a strong start. So if it helps you to make a strong start by using these words from the question language, then by all means do it. Go for it and use those words. Now, I want to make a quick note over here, though, that it's okay to do this in the beginning. Off the test in part one off the test. If you're doing this, it's all right. But you don't want to do this for Parts two and parts three for part two and part three. You should try to rephrase these words into your own language. You should try to rephrase these words into your own words. So we're only doing this here in order to make a strong start. So let me summarize that it's okay to use language from the question If it helps you to make a strong start on, I don't want you to worry. Don't worry about repeating these words because right now you should be focused on making a strong start. However, as I've mentioned before, if you can paraphrase without struggling, if this is easy for you, then by all means do that. So once again, we're going to compare two answers, and we're going to decide which one is the best answer. So same question. What kind of place is your hometown and Hugh Miracle that this is the answer that we preferred in the previous slide? So we've already looked at this answer, and we said that this is a great answer. Now here's another version. Another example. Off answering this question. I'm originally from Dubai, which is located on the Southeast Coast off the Persian Gulf. It's a densely populated region, and it's famous for its bustling city centre, which attracts tourists from all over the world. Now take a moment to decide which one of these answers is the best answer. Go ahead, pause the video. I'll wait. All right. I hope you pause the video and had a chance to think about which one is the best answer. The correct answer is this one right here. Here's why. In the first answer, which again is a great answer, and you should try to use this answer if you can, to make a strong start in this first answer, we've used the same words from the questions, such as Hometown on place. Okay, But in the second answer, we have rephrased these words from the question language. So instead of saying my hometown is to buy, I've rephrased it and I've said I'm originally from Dubai. By doing this, I have avoided using the word hometown in my answer, instead of saying plays instead of saying it's quite a noisy place, I've said it's a densely populated region, So region here is a synonym for place. So because we have used synonym language on because we have paraphrased in our second example, this is the best answer. So here's my suggestion to you. If you are able to paraphrase this naturally and easily, then go ahead and do that. And I highly recommend that you practice this at home. Guys, this is not just gonna come out of nowhere. You're not just going to pull this out of thin air. It comes from work, and it comes from practice. So I want you to take your time to practice this practice, how to use synonyms and paraphrasing in answering these questions, especially these questions that appear at the beginning off the speaking part because these questions I'm telling you, they're going to be the same. They're going to be on the same topics. They're going to talk about either your work, your study or your home or your hometown. So practice answering different versions off those questions. So once you've practiced this, then it's going to become much easier for you. And you should try toe aim for an answer like this. However, starting strong is far more important than paraphrasing. So because starting strong is more important, that means that if you have to use the same words in order to make a strong start, then don't worry about paraphrasing. Just go with an answer like this. Okay, so I hope all of that is clear for you. Here we have two smiley faces. This again. It's a great answer, but this right here is the best answer. Now let's talk about how to create fluency in order to be fluent. Your sentences have to smoothly flow from one idea to the next, and you can create this kind of flow this kind of fluency by using cohesive devices. So I want to show you a bunch of different, cohesive devices very soon. But first, let's take a look at this example, here is our question. Do you think it's good for grand parents to look after Children? Why? So let's take a look at our first example. I have two different examples for you. But first, let's take a look at this example. Absolutely grand parents can play a significant role in raising well mannered on polite Children. They can draw on the wide range of life experiences to teach valuable lessons to kids. When I was about 10 years off age, my grand parents taught me about the importance off. Using one's time wisely, I find this valuable to this day. Grandparent's often are less rushed. They can spend more quality time with their grandkids. This can prevent Children from becoming spoiled brats. Okay, so you can see this is not a bad answer. This is actually quite a good answer. It does use some fluency. It does use some cohesive devices. For example, you can see that over here I've used a word on in order to connect this phrase on this phrase together. You can also see that I've used cohesive device over here. When I say they or their I'm basically referencing back to some information that I've already mentioned before. So whenever you use a referencing like this when you are referencing back to some information which you've already talked about, then that is part of fluency as well. Okay, so that's also going to help your fluency score. But what I want to do now is I want to show you a second example an example that uses a lot mawr cohesive devices take a look. Absolutely. I forwardly believe that grand parents can play a significant role in raising well mannered and polite Children. This is because they control on their wide range off life experiences to teach valuable lessons to kids. For example, when I was about 10 years of age, my grandpa taught me about the importance off using one's time wisely, which I find valuable to this day. Moreover, grandparent's often are less rushed and can spend more quality time with their grandkids, which can prevent Children from becoming spoiled brats. All right, now, here you can see that I've used a lot of different words and phrases to make my ideas flow smoothly from one to the next. Over here, I've used what are called discourse markers now That's just a fancy way of saying, Ah, group off words or a phrase that we usually insert at the beginning off a sentence to start off a certain idea. So I've used such discourse markers over here and over here. I've used them over here as well. Now, over here, I've given an example. So I'm using a discourse marker, for example. So when I say, for example at the beginning off my sentence, you already know that I'm going to be giving an example So that right there is another type off discourse, marker or cohesive device. Now here I've used the word more over. Soon as I use the word more over, you know that I'm going to be adding extra information. I'm going to be giving you additional details so that right there is another cohesive device. Now, over here, we've got words in the green color and these are actually conjunctions in the green color. We have conjunctions on Dhere in the purple color. We have what are called relative pronouns. Both of these elements, the conjunctions on the relative pronouns act as cohesive devices. Now, these are elements that do act as cohesive devices but we're not going to be delving deeper into this in this video. We're not going to be talking about these in this section. Rather, since these elements deal with grammar, I'll be talking a lot more about these two elements in the grammar section off this course . So for now, I just want you to pay attention to these type off cohesive devices in the pink color. So what are cohesive devices? Basically, they're just words and phrases that help us to flow smoothly from one idea to the next and from one sentence to the next. Now what I want to do is I want to show you several different examples off different types of cohesive devices and how you can use them. Let's take a look. So if you are giving an overview on a certain topic or on a certain idea, then you can use any of the cohesive devices Here. You can start off your sentences by using words such as overall generally, generally speaking, and so one. If you are opening your sentence or opening your answer. These words and phrases can be useful as well, such as considering regarding and so one Now If you're describing sequins such as If you're describing that one thing came before the other, then you may choose to arrange your ideas by using any off the words and phrases here, so you may see 1st 2nd last. Firstly. Secondly, lastly and so one. If you want to say that two things happened at the same time, then you can use a word such as simultaneously. If you want to describe that, one came before the other, you can save before, after and so on. Now there's going to be a lot of times when you will have to extend upon your answer. In fact, if you want to get a good score on your speaking section, you have to extend upon your answer. And you can do that by using any off the cohesive devices here listed under this addition column. So you may say additionally, furthermore, moreover, and then you can go on and add extra information you can extend upon your answer. Here's our next set off cohesive devices. There are going to be times when you may have to compare different ideas. You may have to compare two different concepts or two different things or two different opinions for such cases, you can compare and contrast your ideas. You can use any off the words and phrases listed here if you want to describe cause and effect. If you want to say that something happened as a result off something else, then you can use the words and phrases here. So you can say that hard work results in success. Now, if you want to emphasize a certain point, sometimes you will have to emphasize and stress a certain point to give it extra weight to given extra meaning. Then, which you can do is you can use words and phrases hair you can say above all or mainly in particular, and so on. So these are ways in which you can highlight certain information. You can give it extra weight. Here's the next set of cohesive devices. There will be part in the speaking section where you will have to illustrate your point. You will have to illustrate what you're talking about so you can use words and phrases Here , for example, you may choose to give an example you may say, for instance, for example, to illustrate, and so one other times you may need to qualify. So this means that you may say that you agree with certain things, but only under certain circumstances. Or you may say that I like this particular thing, but only under certain conditions. So whenever you have a situation in which you have to place a certain condition, then you can use words and phrases listed here. So you can say that as long as you work hard, you are going to get Ah, High Band on your isles exam. OK, so that's an example. It's a condition. You will only get a high band if you prepare for it. If you work hard and you study for it so that right there is a condition, it's not true in all cases, only under certain cases, then we have referencing. So referencing is very useful because it keeps you from repeating yourself so you can reference back to certain information which you've already mentioned before. So once you mentioned certain information, then you can say this or that. So we already know that when we use words such a status that such and so on, we are referencing back to some information which has already been mentioned before, and finally we have clarification. So sometimes it may not be clear to the examiner what you're saying, or you may simply choose to better explain what you are saying in such cases. Did you notice I used awards such I referenced back to some information that I already mentioned before. In such cases where you have to clarify the meaning, you can use the words and phrases here, so you can say what I mean is what I want to say is, in other words and so one you get the idea so you can use these phrases here to clarify your meaning to clarify your ideas. All right, now we are done with this video. But before I end this video, what I want you to do is I want you to pause certain parts of this video. I want you to go back to these tables that I've been showing you, and I want you to take notes in your notebook. You should have a notebook dedicated toe aisles. So if you don't already have one, that I highly recommend that you get yourself a notebook because you're going to be writing down certain things that are going to help you in this test. So get yourself a notebook and I want to write down certain cohesive devices that you think you're going to use the most. You don't have to write all of them down. I just want you to choose a few from each column. I want you to pick the ones that you think most resonate with you that you think will be easiest for you to use in your speaking. Okay, So make a list off a few different words and phrases from each column that you're going to be using for practice when we start practicing for this speaking exam. So I'm going to conclude this video here on in the next video. We're going to take a look at the second ingredient to success. We're going to look at lexical resource 6. Second Ingredient: Lexical Resource (Basics): Now that you've got the first ingredient down the fluency and coherence band descriptor, we're now going to be talking about the second ingredient, Lexical Resource, also known as for Cavalleri. So let me begin here by giving you some basic information. So according to the band descriptors, if you want to get a bad seven or higher than here's what you need to do. Firstly, you have to use a range off topic related vocabulary. And you have to do this in order to show that you can talk about a variety of different topics. So that means that when you get a topic such as the environment, then you should be using vocabulary wards related to environment in order to show to the Examiner that you have sufficient command of the English language to the point that you can talk about override E off different topics. So if you're talking about health, then you should be using vocabulary words related to health, so you may choose to throw in some words in your answer, such as Dr Emergency Room, Ambulance and so on. On the other hand, if you're talking about environment, then you may choose to use some words, such as a species ecosystems on so on. So do you see how depending on what topic you get, you have to use topic specific vocabulary. So that's what we mean by topic related vocabulary. You should use words to properly talk about the topic at hand. You have to use specific words to talk about the given topic. So when we say topic related for cavalry, it doesn't mean that all the vocabulary words you use have to be related to the topic. It doesn't mean that you have to use 10 off them or 20 of them know. Simply using two or three topic related vocabulary words in your answer is going to be enough. Next, you have to use a few idioms in your answers, So idioms are basically metaphoric language. Idioms are when we say one thing, but it means something entirely different. For example, if I say I'm having a blast, what does that mean? That means that I'm having a great time. Let me give you another example. If I say you look like a $1,000,000 today, that does not mean that you have $1,000,000 or that I'm saying that you have a $1,000,000? No, it just means that you look really nice today. So those are idioms. It's metaphoric language where we say one thing. But the meaning isn't hardly different, so we're going to discuss idioms in more detail later down the road. This is just a quick overview now, other than idioms, you also have to use some less common vocabulary. And again, you don't have to use too many off these words. Simply sprinkling a couple words in there is more than enough. So less common vocabulary words basically just means words that are not commonly heard words that are not commonly used. So try to throw a couple words like this in your answer. And in addition, today's using CA locations is also going to boost your score. So called locations are groups off words that go together. They're like a pair. They are frequently seen together. So, for example, I might say I'm going to go take a walk. It doesn't mean that I am receiving a walk. No, it just means that I am on my way to walking. Okay, take a walk. I'm going to walk. That's what it means. Another call location is I'm going to go take a bath or take a shower. So here you can see how certain words appear in certain combinations. Take a walk, take a shower, take a bath or I can see have a bath. So these groups off words that often appear together with each other are known as call locations on. We're going to be talking a lot more about this later down the road. Now the last thing to keep in mind is that you have to paraphrase the question language effectively. So paraphrasing means to put something into your own words, to rephrase something using synonym language. Synonyms are just different words that mean the same thing. So, for example, instead of saying a computer, I can say laptop or instead of saying take, I might say receive, instead of saying give, I might say offer. So those are synonyms, different words that mean the same thing. So the reason we want to paraphrase is because we're tryingto avoid repetition. You don't want to copy words from the question language. You want to show to the examiner that you have sufficient vocabulary that you can come up with your own words that you can rephrase the words in the question in your own words. So that's why we paraphrase, and we'll talk more about this in the future as well. Now you might recall from the previous video on fluency and coherence that in part one off the speaking exam, you should try to paraphrase if you can, but you don't have to, because in Part one, the most important thing is to make a strong start. But paraphrasing becomes particularly important when we movinto part two and part three off the speaking example. So these are the three things that you should be doing in order to get a bad seven on your lexical resource category. So this was just a quick overview. In the next few lessons, I'm going to be delving deeper into the different components off lexical resource. I'm in the next video lesson. I'm going to start this off by talking about useful phrases 7. Lexical Resource - Useful Phrases: Welcome to this video on lexical resource. This time we're going to be talking about useful phrases, so there's a lot of different phrases that you're going to be using when you're speaking to the Isles examiner. So it's good to know a few useful phrases that you can employ in a number off different situations. Toe answer. A number of different questions. So let's take a look. I'm going to start off by first talking about opinions. So when you're answering the questions for the speaking parts, there's going to be several situations, several places where you will have to discuss your opinion. You'll have to give your personal opinion on a certain subject or a certain topic. So if you're faced with a situation like this and you will be, then you can use any off the words and phrases from this column. For example, if you're talking about a certain viewpoint that you have, you miss a personally. I don't agree with this, but I know that many people do consider it to be a good idea. But as far as I'm concerned, this does not sound like a good idea to me. Okay, whatever you're talking about. So by using these phrases, you can present your opinion. So there may be certain topics that you feel strongly about, or maybe certain subjects that you feel really passionate about. In such cases, you can use any off the phrases here. So, for example, you may say, I'm convinced that recycling is going to help the environment. Or you can say I'm absolutely convinced that recycling laws are going to help the environment. Okay, so when you want to express your strong opinion, used these phrases next up, we have agreement on this agreement. So naturally, when you're talking, you're going to tend to agree with certain ideas and you're going toe disagree with certain ideas. So when you are in agreement with an idea you can use, the phrase is here on when you disagree, you can use the phrase is here. So you might say, that's my view exactly. Okay, that's showing to the Examiner that I agree I am in agreement. I approved the idea that everybody should exercise and go to James daily or twice a week. Okay. Or you could say that I couldn't agree more that we need more environmental regulations or you might disagree, I'm afraid I disagree. And it's okay to disagree with a certain topic or a certain opinion that the Examiner is asking you about so used these phrases for disagreement. Next up, we have thes phrases Now, sometimes you may have to say it depends. You may not be sure. Maybe the topic that you're talking about really depends on a certain circumstance or on a certain condition. So in these instances you can use the phrase is here. You can say that depends on this or that. I think it really depends on the weather. So, for example, if the Examiner asks you, Hey, do you like the weather in Shanghai? You might say, I think it really depends. It really depends on if it's sunny outside or if it's raining outside. Or the Examiner may ask you, Do you like to study at home? Or do you like to study actual university? And again, that might depend based on your needs. So used these phrases for that. Next, you may have to partially agree. Sometimes maybe you are given a certain idea or you're talking about a certain opinion that you kind of a great with you don't fully agree with it. You only partially agree with it. So in this case, you can say I only partly agree with this and so on. When you're expressing time, you can use any of thes words and phrases. Back then, I used to only be five foot and five inches tall, But now I'm six feet tall. Or you can say that years ago when I was at my university and so one you get the idea so you can use these phrases to kind of travel in time to talk about your past experiences or to talk about your future goals. Now, if you're not sure about what the Examiner just asked you, then there is nothing wrong with asking for repetition. So you can say sorry. Would you mind repeating the question? Or you can say, Sorry, I didn't quite catch that. Could you please repeat the question? Okay, something like that. So you could ask for repetition. Now I want to point out over here that when you are in part one off the speaking exam, then you can ask for repetition on. The Examiner will repeat the question. However, the examiner cannot rephrase the question for you. Meaning that the Examiner cannot phrase the question in different words for you. Okay, they cannot do that for part one on for part two. However, for part three off the speaking exam, you can ask the Examiner to rephrase the question. Could you please rephrase that question for me? So you can do that for part three of the exam, but not for parts one and two for parts one into you can ask for repetition, though. Okay? And if you ask for reputation than they're simply going to repeat the same thing again, But for part three, they can change up the words they can change the wars around to better rephrase it for you . Okay. Now, sometimes you may not be sure again. You may not be sure what exactly the Examiner is asking you for. So back here when we talked about repetition, these are questions that you would ask the examiner if you did not listen to the examiner properly or if you missed a word. However, if you're simply not sure about the meaning off the question, then you must ask for clarification because you're not sure what the question means So in this case, you can ask for clarification. And again, this is something that can only be done in part three off the speaking exam. You should not be asking these questions in part one because they are very simple questions . And in Part two, the question is right there on a task card. So it's written on a little piece of paper, so there's really no need to ask for clarification in parts one and two. You should only ask for clarification in part three. So you may say Sorry, I don't understand the question or I'm afraid I didn't cash that. Could you please repeat the question, or could you please rephrase the question? Okay, so any of these phrases will work for that. Sometimes you many some time to think about what you're going to say. You might need some time to plan your thoughts to think about the different ideas. So in this case, it's not a good idea to go. Ah, um, you know those filler words, what we call filler words like, um, so a lot of students do that. They just say, Ah, um, and they're just sitting there waiting Um, and that's going to negatively affect your score. So instead, what you can do is you can simply use a phrase to buy some time. So you might say, I haven't thought about that before. Let me think. And then you can go ahead and answer that question. Don't take too long to think, however. Okay, so that's why practice is very important. The more you practice answering different types of questions, the better you will be at this. Or you might say, that's a difficult question, or that's a tough question. I'm not quite sure what to say. I think that and then you can go ahead and finish your answer. So used these phrases to buy yourself some time a couple seconds off time. Now here is our last set of phrases here. We have speculation. Sometimes you may be speculating upon different ideas. So you might say I would imagine that recycling laws should be mandatory throughout the United States by the year 2025. Do you see I'm making a forecast. I'm making the speculation. I'm thinking about what could be so that's the speculation. You're not really sure about it. You're making a really good gas. Okay, You're making a really good gas. So you can say this is probably due to this is likely due to do you see how you're making a really good gas here, or at least you're trying to Now, sometimes it may happen that you may be trying to think off a certain word or a certain phrase, and it just your mind just blanks. And for some reason, you just can't recall it. And if that's happened, Hey, don't worry about it. Just move on. Use any of these phrases and move on. So you may say I'm sorry. The word seems to have escaped me. You know, the word was just at the tip of my tongue, but I can't remember what it waas or I can't remember what it's called, but it involves so and so So let me better explain this. So let's say that you're talking about a certain machine you're talking about your work and your explaining to the Examiner how a certain machine works. So you may say maybe you're talking about some part off the machine and you can say I can't remember what it's called, but it involves a long metal pipe with two reels attached to the ends off it or two gears attached to the end of it. I don't know. I'm just making up different machinery parts. But you get the idea. So even if you don't remember what you were going to say, you don't remember a certain word. You can still carry on by describing it. So don't let it affect your momentum. Keep going. Okay. Just say I'm sorry. The word seems to have escaped me, but it sounds like so and so. Okay, finally, we have the impersonal argument. So you may be presenting some arguments that don't necessarily belong to you. They are not your own ideas. However, you may still need to talk about them. So in this case, you may say that there are some people who say that we should not make recycling mandatory . However, I disagree with them. I think that recycling is very important for the health of our planet. So you can use phrases like this. It can be argued that some people argue and so on. All right, folks. So those are all of the different phrases at this point, I would suggest to you that you go back to all of these different phrases that I've been sharing with you throughout this video. On, go back to your notebook, turn over to a new page and start writing down some of these phrases. You don't have to write them all down. I just want you to pick your favorite ones, some that you really resonate with, some that you really like, or some that you think that you can easily use. Okay, so you don't have to try to remember all of these different phrases there too many, and they're going to be a waste of your time. I want you to simply select a few from each column or just a couple from each column. These are going to be your go to phrases, so soon as you're presented with a certain question or a certain type of question, these phrases are going toe automatically come to you, and it will become easy for you to use them in your answers. So in order to do that really effectively write down a couple off these different phrases from each of the columns and start practicing with them. Okay, so that's all for this video. We're going to stop right here on in the next video. We're going to be talking about paraphrasing. 8. Lexical Resource - Paraphrasing: in this video, we're going to be talking about paraphrasing, so paraphrasing just means to say something in your own words. So this scale is particularly important for part two and part three off the speaking test. But if you can use paraphrasing in part one off the speaking test, then you should try to do that as well. So let's take a look at how exactly you should go about paraphrasing. So there are two main ways the first way is to use synonyms. So synonyms are just different words that mean the same thing. So, for example, instead of saying shows, I can use different words that mean the same thing so demonstrates is a synonym for shows, it means the same thing presents is another synonym. So that's one way that you can paraphrase when the Examiner asks you a certain question. Then, instead of repeating back the same words from the question, you can just use synonyms. So this way you can rephrase the words from the question. Now the second way is to change up the word order. So let me give you an example. So here we have Australian people, Australian people. Now what's another way off, saying Australian people Well, we can simply switch the words around and say People off Australia. Now, over here, I've shown you a rather simple example off changing up the word order. So in this case, you will notice that we had to add off in the middle over here to make sense off this phrase. So oftentimes what's going to happen is when you change up the word order, you will also have to change the structure off the sentence. You may have to add certain words, or you may have to remove certain words, or you may have to change the grammar for certain words. Okay, so those are things that you will probably have to do as you go about changing up the word order. I'll show you more examples off this later in this course. Now, why is paraphrasing important? Look, I've already mentioned that if you are not paraphrasing in part one off the speaking exam, that's fine, because in Part one, the most important thing is to make a strong start on. Sometimes it can help. Some students do not paraphrase do not have that extra thing to think about and to simply use the words from the question to get some momentum to make a strong start. So if you don't use paraphrasing in the beginning in part one off the speaking exam, that's fine. However, you should try to use paraphrasing in Parts two and three. Now, when you are paraphrasing, you should avoid repeating the same vocabulary. And the reason why you should try to do this is to get a high score on the vocabulary category. So the only way that you can get a high score for the vocabulary category is to show off your range off vocabulary. Words show to the Examiner that you know how to use a wide range off different vocabulary words. So let me give you an example. So let's say that we have a question. The Examiner asks us, Why did you choose to be a nurse? So take a look at this example. I'm going to show you another example after this, but let's go ahead and read this example. Well, I wanted to work in a job where I could make a difference in people's lives. Another reason is that I hate desk drops. I'd be bored to death if I had to work a 9 to 5 job. But in my job as a nurse, no. Two days are the same. And in this job I learn something new every day. Okay, so that's not a bad answer. Actually, that's a pretty good answer. Except for one thing. If we could change just one thing about this answer, it would be a fantastic answer. Can you guess what it is? There's a certain word that keeps repeating again and again and again in this answer. Take a moment to guess. If you guessed the word job, then you are correct. The word job is to repetitive, and we should try to avoid doing this. We have to use synonyms wherever possible or paraphrasing wherever possible. So let me now show you a second example, a much better example. Now here's our second example. Well, I wanted to work in a profession where I could make a difference in people's lives. Another reason is that I hate desk jobs. I'd be bored to death if I had to work a 9 to 5 shift, but as a nurse, no, two days are the same, and I learn something new every day. So did you notice what happened there in the second example? In the second example, we only used the word job once. We did not repeat it more than once. Now it's OK if you repeated more than once. If you repeat it twice, it's OK, but you should really try to avoid repeating anything more than twice. So let's take a look over here. We've used the word job. 12345 times Here we've only used it once on, instead of saying the word job, we've used synonyms. So here I've replaced it with profession. Shift on over here, I've just said, but as a nurse this way, I did not have to repeat the word job instead of saying in my job as a nurse, I've simply said, but as a nurse, and in doing so, I have avoided repeating this word again. Okay, so I hope that's clear for you. So basically what you have to do is you have to use synonyms. Don't repeat the same word too many times. Now let's talk about the importance off precision in order to get a high score on the lexical resource category, you not only have to use a wide range of vocabulary, but you also have to use words precisely. That means that you have to use words to convey accurate meaning. You should use words purposefully to mean exactly what you want them to mean. So let me show you an example off what I mean. So let's say that the Examiner asks you this question. What do you enjoy most about your nursing job? And let's say that this is the answer that you give. As I previously mentioned, I improve every day, which is a good thing. Additionally, I love socialising with the people there because they're unique. Okay, this is a decent answer. It's not a great answer. Now let's take a look at another example. Take a look at this one. As I previously mentioned, I learned something new every day. So my mind is always stimulated with new knowledge. Additionally, I love socialising with my co workers, who all come from different backgrounds and all share the same mission off helping people. Do you see the difference between these two examples here? I'm not really using words purposefully. It seems like I'm using words that are quite general here. On the other hand, I'm using words purposefully. You'll notice that I'm using words to better explain myself to better describe what I mean . So in this example, I am conveying accurate meaning by using words that are more descriptive. So instead of just saying I love socialising with the people there because they're unique, do you see how general this sounds? You want to avoid this instead? What you should try to do is try to be more specific, supported a little bit more, develop it further, bring out the meaning in what you're trying to say. In contrast to this sentence, take a look at this sentence. I love socialising with my co workers. Okay, so we've used a word coworker there. It's a descriptive word who all come from different backgrounds. So what I've done here is I have described my coworkers. I've said that they all come from different backgrounds. Furthermore, I haven't just said they're unique. I have described why they're unique. They're unique because they come from different backgrounds and they all share the same mission off helping people. And that's what makes them unique. And that's why I love socialising with them. Okay, so try to use descriptive language. Develop your answers on convey accurate meaning. So here I've highlighted these words and phrases for you so that you can see in what ways these two answers differ from each other. So instead of saying improve, I've used more descriptive language. I said I learned something new every day instead of saying it's a good thing I said, My mind is always stimulated with new knowledge. Instead of saying people have said co workers, co workers who come from different backgrounds. And why are the unique? Because we all share the same mission off helping people, so be descriptive. I hope that's clear for you. So in a natural, you should try to be descriptive, give descriptive detail and paint a clear picture in the examiners mind. Okay, so that's the end of this video In the next one, we're going to take a look at topic related vocabulary 9. Lexical Resource - Topic Related Vocabulary : in this video, we're going to be talking about how to use vocabulary that is specific to the topic that you're writing about in your essay. See if you want to get a good score on your isles writing task to You can't just keep using the same vocabulary words over and over, and you also can't use a basic set off vocabulary words. In order to get a high score on your vocabulary category, you have to show to the Examiner that you're able to use a wide range of vocabulary words and that you were able to use vocabulary words that are specific to the topic that you're writing about in your essay. So let me show you what I mean. Here we have two different sentences, and what I want you to do is I want you to read these two sentences, and I want you to decide which sentence sounds better. So let's go ahead and read the first sentence together. Universities are great places for people to get an education, thanks to the knowledge off their staff, well designed agenda on spaces for studying different things. All right, so in this sentence, you can see that we've used a variety off different vocabulary words. For example, here we've used words like People get an education staff agenda spaces on different things . Now let's take a look at our second sentence. Our second sentence reads. Universities are great places for students to pursue higher education, thanks to the knowledge off their faculty well designed course curriculums on research facilities for varied disciplines. Do you see the difference in the vocabulary worst that we've used in these two different examples? The vocabulary words that we've used in this first example are very basic their general words that can be applied to many other topics other than universities. However, the vocabulary words that we've used in the second sentence are words that can only apply when we're talking about universities. Words such as students pursue higher education course curriculums, faculty disciplines on research facilities. These are terminologies that are very specific to universities. What we have done is that in the second sentence, we have used topic related for Cavalleri or topic specific vocabulary on. This is what you have to do on your writing task to s A. So to sum it up in both of these sentences were talking about universities. However, in the first sentence we have used general vocabulary and these are words that can be used for other topics as well, whereas in the second sentence we have used topic related vocabulary which can only be used when discussing universities. So both of these sentences are saying the same thing. But the quality off these two sentences is very different because of the different vocabulary words used in these two examples. Now let me go ahead and clarify this point even further. What I want you to notice here is that I have removed the word universities from this first sentence on I have replaced it with museums. Now here's what I want you to pay attention to in this example, even though I have replaced the word universities with museums, this sentence still makes perfect sons take a look. Museums are great places for people to get an education, thanks to the knowledge off their staff, well designed agenda on spaces for studying different things. You see, it still makes sense, even though we've replaced the word universities with museums. What does that tell you about the vocabulary words used here? What it tells you is that these vocabulary words are too general. As a general rule of thumb, you want to avoid vocabulary words that are this general on words that could be applied to several other topics. You have to show to the examiner that you know how to use for Cavalleri words that are specific to the topic that you're talking about. You see, if I was to replace the word universities with museums in this example, this sentence would no longer make sense. So this is the kind of vocabulary that you have to be using on the writing task to S a. So to summarize here, If we replace the word universities with museums, it still makes sense. So you want to avoid such general vocabulary. Instead, you should try to use some topic related vocabulary to show off your English. But make sure that you don't overuse topic related vocabulary. Just Sprinkle it in there so that the Examiner knows that you know how to talk about a certain topic. Now let me show you different examples off topic related vocabulary. So over here I have a bunch of different tables and let's take a look at the 1st 1 So let's say that if the Examiner asks you a question about your hometown than what you can do is, you can use words that are specific to the topic. Off hometown, for example, you may choose to use the word bustling. For example, my hometown has a bustling city centre, or my hometown has a bustling downtown, so you can use any of thes words here to talk about your hometown. So this is what we mean by topic specific vocabulary. Use words that are related to a certain topic in order to talk about that topic. Now, down here, you'll see that I have divided up these words by their classes. So this over here call is short for call location. This is a call location. Call locations are a group of words that often appear together with each other. We'll talk about this quite soon. So renowned for is a CA location. Over here we have a noun phrase. Over here we have an idiom packed like sardines. It means to be packed really tightly. For example, you can say that when we were driving to downtown, all the family members were packed in the car like sardines packed like sardines. Okay, really tightly packed together so you can use any of thes different vocabulary words they can be now call occassions. Noun phrases, Adjectives, Forbes idioms. Let me show you another example. Let's say, if you're talking about education, if you're talking about education, you can use any of the words hair, so you may use words like kindergarten, postgraduate syllabus, curriculum. These are terms that can only be used for talking about education or something related to education. So these are the types of words that you should be trying to use in your exam in your speaking exam. If you're talking about travel, you can use any of the words or phrases here. A lifelong dream This has been It has been a lifelong dream of mine to travel to Greece or to study in the UK, so that is a core location, a lifelong dream. It's a pair of words or a group of words that we often see together with each other to hit the road. That's an idiom. We'll talk more about that very soon as well. My final example for you here is advertising. Let's say If the Examiner is asking you about advertising, you can use any off the words and phrases here. Consumers, advertisers, viewers, target audience and so one. So these are the type off words that you should try to include in your answer. So what I suggest that you do at this point is go back to your notebook that you have dedicated to aisles, and I want you to start creating lists off vocabulary words by topics by category. Now I will make available to you my own list of vocabulary words as well. But what I want you to do is I also want you to take the opportunity to write some of these words down by their topics, because that's going to help you to better remember, when you write something down, it becomes easier to remember that thing. Okay, so choose a few words that you like. I'm not saying that you have to go out and create long lists off words. Just a few words from each of the different categories will suffice will really go a long way. So go ahead and do that. Now let's talk about the different topics that you're going to be presented with in part one off the speaking exam. I mentioned this already, actually in the introduction off this course, but it's appropriate to talk about this once again in this video. So I want you to take a second look at this. So these 30 topics are the most common topics for part one off the speaking test. Out of thes 30 topics, these four topics right here are the most common topics and you will 100% be asked about these topics work, study, hometown and home. So make sure that you have practiced how to answer different variations off questions based on these topics. Now in part two, off the speaking task, these 24 topics are the most common. So take a look art book communication on so on. I'm finally for part three. These 11 topics are the most common art clothes, education, food, health and so one. You may have noticed that ah, lot of these topics overlap with each other, so topics that are common in Part one can also appear in parts two and three. So it's very common for these topics to overlap with different parts in the speaking test and also toe overlap with other modules off the Isles exam, for example, with the aisles writing task to. So just keep that in mind. These topics do overlap with each other, so it's a good idea to know vocabulary words for each one of thes different topics. So that's it for this one. In the next video, we're going to be talking about idioms. 10. Lexical Resource - Idioms: Now let's talk about idioms. So, first of all, what exactly are idioms? An idiom is a phrase or an expression that has a figurative meaning. So if you're trying to understand the meaning, often idiom, then what you have to do is you have to look at all the words. As a group, you have to look at the entire context. You cannot simply look at the individual words because if you do that, then the idiom will simply not make sense. And the reason that is is because idioms sound like they mean one thing. But actually, their meaning is something entirely different. So let me give you an example off this. So here we have an idiom off the top of my head. Now it doesn't mean that there is something sitting on the top of your head or you're trying to do something with a top portion off your head. It has nothing to do with that because it is an idiom. It sounds like it means one thing, but actually the actual meaning is entirely different. The actual meaning off off the top of my head is to say something without thinking about it first to say something or to think something without any prior preparation or planning. So here is an example off this idiom in a sentence. I had to think of the answers to the questions off the top of my head. So maybe when you are in an exam and the examiners are asking you questions. Or maybe you're at a job interview and your employer is asking you questions, you might tell your friend. Hey, when I was at the interview, I had to think off the answers to the interview questions off the top of my head. Get it? So it means to answer something to think something or to say something without any prior preparation. Now, here's another example. Go the extra mile to go the extra mile. It does not mean that you are actually walking an extra mile. You're not actually walking or jogging or running a distance, often extra mile. So the actual meaning off this idiom is to do much more than is required to put an extra effort into something. So to go, the extra mile means to do more than what is expected off you, or perhaps to do more than your co workers or to do more than your fellow classmates. You see, when you go the extra mile, it means that you are putting an extra effort. That's what it means. So hairs they use off this idiom in a sentence. I've really gone the extra mile to create this IRS course for you to make sure that you succeed. OK, so when I was putting together this course, it has taken me months and months and months off work. So I've really gone the extra mile to create this course for you. Now I want to make a note over here that you should be careful when you choose to use idioms. Why? Because it's very easy to make mistakes. It's easy to make mistakes because what they sound like and what they actually mean are entirely different on Students often end up getting confused because of this. So my suggestion to you is make sure that you know which idioms you are using. Don't just start using brand new idioms. Don't start pulling idioms out of thin air without any practice. Don't think of idioms off the top of your head because if you do that, you're likely to make a mistake. I only want you to use idioms in your exam that you have practiced beforehand and idioms that you feel comfortable with. So here are the two types of mistakes the two main mistakes that you need to be careful off Number one is in accuracy. So this is a mistake that happens when students forget words or they forget the order off the words. So, for example, you might remember part of the idiom. But you may not remember perhaps the entire idiom. And so if you forget a word or two or you change up the word order than is gonna come out all wrong and you're gonna lose points for that. So avoid inaccuracy. The solution to this is simple. Just don't use long idioms. The short of the idiom, the more easier it is for you to remember it. So don't use long idioms. Use short ones or medium sized ones that you feel comfortable with forced youth. I don't want you to force your idioms into your answer. This is very unnatural. You should only use idioms when they fit the situation when it feels natural to do so. If you try to force the idiom, then it's going to sound unnatural because it will sound out of context or out of place. It will feel like the idiom doesn't quite belong in this answer, and we want to avoid that now. The solution today's is just use idioms that are in context or topic related, related to the topic that you're talking about that are related to the subject that you're answering. Now let's take a closer look at these two main types off mistakes. So we already talked about long idioms. Long idioms are something that you should try to avoid. The longer the idiom, the more likely you are to make a mistake. We know that by now. So here's an example. You can catch more flies with honey than you can with vinegar. That's quite a good idiom to use, but it's also long. So if you try to use an idiom like this in your exam, it might end up sounding a little something like this. You can catch more honeys with flies. I mean, you catch more flies with vinegar. Um, honey flies vinegar. Uh, you see what I mean? You're gonna forget which word comes when, so if you fudge up the word order or if you forget certain words, that's not going to look very good to your examiner. Here's the other mistake. The unnatural use. So we already talked about this. Your idioms have to be used naturally. You should not force them into your sentences. So here's an example. I feel over the moon every day. So here we've used an idiom over the moon. But is this really the correct usage? There's something off about using the idiom in this sentence. It feels to me like it doesn't quite belong. Now it may not be apparent to you that this doesn't belong or why it doesn't belong. But to a native speaker, this will become apparent. This will be obvious toe a native speaker, so only use idioms that are tried and tested that you feel comfortable with and keep your idioms on topic. Don't force them into your sentences. So here's why this idiom is forced because we don't really use an idiom like this over the moon. We don't really use that for talking about general things. We only use such an idiom for talking about a specific thing. So here's an example. When she bought me a new car, I was over the moon. So do you see that? The specific thing here is that she bought me a new car. That's why I was over the moon. To say that I feel over the moon every day doesn't quite fit because it's too general and I'm not really sure if you can even feel over the moon every day. So there's something off about this, so we only use over the moon for something specific. And that is what I mean by unnatural use. You want to avoid this. So that's all folks for this one. In the next video, we're going to be talking about grammatical range and accuracy. This is our third ingredient. I know there are ghosts around, but don't worry off. Got your back? You'll be fine. 11. Third Ingredient: Grammatical Range and Accuracy (Basics): all right, So now that we have covered are forced to ingredients the cohesive devices and the lexical resource, we're now ready to talk about our third ingredient, which is grammatical range and accuracy. Now, before we move on, I just want to make a quick note. I want to remind you that this is not a grammar course, so we're not going to be delving very deep into grammatical concepts. Rather, this course has focused more on strategies. So I'm not going to be delving very deep into Kraemer. I'm expecting that you should already have a basic understanding off grammatical concepts. However, I do realize that it is important for you to understand some key grammatical concepts because you are going to be created on the grammar section. So for that reason, I will be going over the most important elements of Kraemer, and this section is mainly designed to be kind of a refresher. It's supposed to refresh your memory regarding these chromatic aled concepts, so let's begin on. I want to start off by giving you some basic information regarding what you have to do to get a high score for the Kraemer category. So here we go. So, according to the official ban descriptors, if you want to get a band seven or higher, here are the things that you need to do. First, you have to use a wide range off different sentence types on word orders. So this just means that you should try to change up the types of sentences that you use. So try to use some compound sentences, complex sentences and so on. Basically, you have to show to the Examiner that you have the ability to form a variety off different sentence types, so use a nice mix off compound sentences, simple sentences and complex sentences. You can also use other grammatical structures, other complex structures, such as relative pronouns using different tenses and so on. We're going to cover this in more detail in the next few videos. The next thing that you have to do is in addition to using complex sentences, you should also try to use some simple sentences as well. Now it's great to use complex sentences, and, of course, this is going to boost your score. But see if you only keep using complex structures, you are more likely to make a mistake So in order to boost your accuracy, you should also try to include some simple sentences. You see, the longer your sentence, the more likely you are to make a mistake. So by using simple sentences, you can decrease your errors and therefore increase your score. The last thing that I want you to note is that to get a high score in this category, the vast majority off your sentences that means over 50% off your sentences have to be error free. So you should not make any grammatical mistakes in over 50% off their sentences in order to get a band seven or higher. So that's it for this video in the next one, we're going to be talking about tenses. 12. Grammar - Tenses: in this video, we're going to be talking about tenses. So first, let's begin by looking at which tens you should use. So when you get a question in the speaking portion, the easiest thing that you can do is simply pay attention to the grammar in the question and then simply start by answering using that same grammar. So, for example, if the question is in the present simple tens, then an easy way to start your answer is to just begin in the present simpletons. So let me show you an example off what I mean. Here we have a question. Do you enjoy your work, which tenses days? It's the present simple tense. Do you enjoy presents? Simple tents. So since we have a question in the present simple tens, we can begin our answer in the same tents by saying, Yes, I do enjoy my work very much or No, I do not. So here you can see that the question and the answers are both in the present simple tens. So we're using the same grammar that is in the question. We're using that same grammar in our answers. Here's another example. The question here is. What was your first day like at work. Now, in this case, we have the past simple, tense Waas. So you may say it was fantastic or it was a terrible day or whatever you want to say. And you can do that by starting your answer. In the past. Simple tens, the same tense that is in the question. Here's our third example. Have you ever been to an art gallery? Here we have the present perfect tense. So you may say yes, I have been to an art gallery or No, I haven't been our final example. If you had the chance, would you change your job here? We have a conditional we have a conditional sentence. We're going to talk a little bit more about this later down the road. But condition ALS are in which you have words like would could should and so on. So you may say Yes, I would like to change my job if I had the opportunity or no, I would not. So all we're saying here is try to use the same grammar that is in the question, because that is an easy way to start off your answer now, there may be times when you may have to change the tents off your answers. So once you start speaking your answer And once you've started your answer with the same grammar as in the question, then you can change your tenses when you are extending upon your answer. So by using a variety off different tenses, you can show to the examiner your grammatical range. So one way to do this is with time travel. So what that means is when you are describing something that happens at different points in time. So here's an example. Have you ever traveled outside of your country? So here what we have is the present perfect tens have traveled so we can begin our answer in the present. Perfect tense. Take a look. Here in the green color, we have the present perfect tense. So you may say yes, I've been to a few different nations. But once you've started your answer with the same grammatical structure as in the question , then you don't have to stay with that same grammatical structure. Then you can change it up. You can use different grammatical structures. You can use different tenses. For example, after using the present perfect tense here have moved on to using the past simple tense. So I've said the last time I was abroad was four years ago when I had to travel to Germany to meet my distant relatives. So do you see what I've done here? I started my answer in the present perfect hands. But then I time traveled back to my past and I pulled a story or a scenario from my past, and I started talking about that Now, here off started using the past continuous tense. They were living in Berlin at the time. On we went sightseeing together to explore the local culture and landscapes which I found to be very fascinating. So here we've switched from the past continuous tense back to the past, simple tents. Now what I can do, I can also travel forward in time. I can start to talk about ah, future experience that I plan. For example, I might say that in one month from now I'm planning to go back to Germany in order to visit my relatives. So when you are giving your answer, you can time travel in any direction. You can talk about the past, the present or the future. So that's how you can use the different tenses in your answers. Now you may be wondering when exactly you should change the tents and when you should not change the tents in your answers. So let's talk about that. First, we'll talk about when not to change the tents in general. You should not change the tents off a sentence if there is no time change for the action. So let's look at an example of that. So here we have an incorrect sentence, the sentence reads. During the lecture, Jane stood up and drops her phone. What I want you to notice here is that the word stood isn't pasta ins, whereas the word drops is in present tense. Why is this incorrect? Because in this sentence, we don't have any time change for the action. You see the action off Jane standing up and dropping her phone happened at the same time. So because these actions happened at the same time, we have to use the same tense. So the correct version of the sentence would read during the lecture Jane stood up on, dropped her phone. Okay, both actions are happening at the same time. Therefore we use the same tents. In this case. Both words are in past tense. On the other hand, you could also write during the lecture, Jane stands up and drops her phone. This is also correct because both words are happening in the same tens. In this case, they're both in present tense. Now let's talk about when to actually change the tents. Firstly, you should only change the tents when there is a need to do so. So when is there a need to change the tens? Usually it's the timing off the actions within a sentence that decide whether we need to change the tents or not. So let's look at an example off that here we have a correct version off a sentence. The sentences. When Jane comes here, we will go to the movies. Notice that we have two different tenses in this sentence. Here we have a present simple tense and here we have a future simple tense. Why is this correct? Because the timing off the actions is different. You see, we have two different actions here. So here's our first action. Jane comes here this action hasn't yet happened. It will happen in the future. When Jane comes here, we will go to the movies. This is the second action. I want you to notice that the second action will happen after the first action. So since we have two different actions happening at different timings, we need to change the tents midway through the sentence. Let's look at another example. Here we have a sentence. Sam reached for the apple after he had already eaten toe oranges. So I want you to notice that we have two different verbs here in two different tenses. The 1st 1 is reached, which is in past simple tents on our second tense. Here is the past perfect tense. I also want you to pay attention to the word after because this word tells us that there are two actions that are happening. One action happened after another action. So here we have our first action, which is what happened in the past. The first action is that Sam had already eaten two oranges. This is our first action. And here's our second action. Sam reached for the apple. This is our second action, which also happened in the past on. It happened after the first action. Okay, so do you see how the timing off the actions is different in both of these examples? So whenever you have a situation like this where you have to discuss two different events or actions that are happening at different timings, then you're required to change the tense off a sentence. Now I'm going to refresh your memory on the different tenses. As you may already know, by now we have three. Main tense is the present tense, the past ins on the future tense who will start off with the present tenses. So first we have our present simple tents we usually use present simple tends to show repetition, habit or generalization. So here we have our timeline. Here's the past. Here's the present right now. And here's the future. If you were to look at the simple present tense visually, what you would find is that the action happens again and again at every point throughout the timeline. This is because present simple tense is used to show auctions that happen again and again due to repetition, habit or generalization. So an example of this is I eat rice every day. So I ate rice last month. I ate rice last week. I ate rice. Yesterday, I ate rice today or I will eat rice Today. I will eat rice tomorrow. I will eat rice next month and so on. You get the idea. Here we have the structure of the present simple tents subject plus the base for Bob, plus the object. Now let's move on to the next tense, which is our present continuous tense. We use the present continuous tense to show an action that is happening right now. Okay, so here's our timeline. And here's right now and it's happening in the moment it's happening in the moment. For example, I am eating rice right now or I'm recording this video for you right now. The structure off the present continuous tense is subject plus, um, is or are, plus the continuous form of the verb plus the object. Next, we have the present perfect ends. We use the present perfect tense when we want to show that an action has happened once or many times before now. So if we look at the timeline, we'll see that an action has happened in the palest and that it is somehow related to the present. This action that has happened in the past has happened in reference to right now, one more thing about the present perfect ends is that the timing off this action is not important. We don't really care when this action took place. We know that it happened in the past, but we don't care about when exactly did it happen? For example, I have eaten all off the rice in this sentence. You know that I've eaten all off the rise and that this is an action which has already happened in the past. But you don't know when exactly. I ate the rice. So that's how we use the present perfect ends. And here's the structure for writing this tense. We have the subject plus have or has plus the past participle of the Werbe plus object. The last present tense is the present perfect, continuous tense we used. This tends to show that an action started in the past and has continued until now. So if we look at our timeline here, we can see that an action started in the past. Okay, this is where it started. here's right now and it has continued all the way from the past up until this moment right now, and it's still happening. So here we have an example. I have been eating rice for two hours. Okay, so I started eating rice two hours ago. I was eating rice one hour ago. I was eating rice 30 minutes ago and I'm still eating rice right now. All right, now let's talk about the past tenses. We're going to start with the past simple tents. So this tense is used to show that some action was completed at some specific time in the past. So here we have our timeline and here's the past and we can see that an action took place at some specific time in the past. So, for example, I ate rice yesterday. So here's yesterday on. This is when I ate rice to construct this tense. You have to use this structure over here Next. We have the past continuous tense, and we use this tends to show that an action was ongoing for sometime in the past. So in our timeline, here is the past, and here's an auction, and this action continued for some time in the past, I want you to notice that sometimes this action may be interrupted. This means that it's possible that in some cases there may be another action that happens right here on interrupt this first action, for example, I was eating rice when you arrived. So here's the first action. I was eating rice and I was eating rice for some time until another action happened. In this case, the other action is that you arrived. So just keep in mind that in some past continuous tense is we may have a second action, whereas in other past tenses we may not. So, depending on your sentence, the first action in the past continuous tense may or may not be interrupted. Okay, so here's the structure to this tense. Now let's talk about the next tense, which is the past perfect tense. We used this tents to show that something happened before another action in the past. So here's the past, and we have to past actions. Both of these actions took place in the past. Note that one past action took place before another past action. So here's our example. I had eaten all off the rise when you arrived. So here's the first action. The first action is that I had eaten all off the rice, and then we have the second action. You arrived. So in the past, perfect tense. We describe to past events in reference to one another on. To construct this tense, you have to use the structure provided here. Next we have the past perfect, continuous tense. Now we used. This tends to show that some events started in the past, and this action continued for some time until another action happened in the past. So let's look at our timeline. Here we have the first action. The first action started in the past. It continued for some time until another action happened. So here's our example. I had been eating rice for two hours when you arrived. So this is when I started eating rice and I was eating rice for two hours and then you arrived. Here's the structure to this tense. Finally, we have the future tenses. Let's start with a future simple, tense we used. This tends to show that an action will happen in the future. So here's our timeline on. We expect that some action will take place at some point in the future. For example, I will eat rice tomorrow. So this is tomorrow and this is when I will eat rice. Here's the structure to this tense. Next we have the future continuous tense and we use. This tends to show that some action will continue for some time in the future. So here's our timeline and here's the future. Some action is going to start in the future on it's going to continue for some time. I want you to notice that this action may or may not be interrupted. So basically, in some cases this first action is going to be interrupted by another action. For example, I will be eating rice when you arrive. So here's the first action. I will start eating rice in the future. I will continue eating rice for some time until you arrive. OK, so here's the second action that may interrupt the first action in this case. The second action is that you arrive. So whether this first action will get interrupted or not just depends on what sentence you have here. We have the structure to this tense. Next we have the future perfect tense and we used. This tends to show that some action in the future will happen before another action in the future. So here's our timeline, and here's the future. We have two different actions that are happening in the future and note that one future action happens before the other future action. So, for example, I will have eaten the pizza by the time you arrive. So the first action is that I will have eaten the pizza in the future by the time you arrive. This is the second future action to construct this tense. You have to use this structure here. Now let's talk about our final tense, which is the future perfect, continuous tense we use. This tends to show that some future action will continue for some time until another future action happens. So here in our timeline, we have an action which will start in the future, and this action is going to continue for some time until another action happens in the future. For example, I will have been eating pizza for two hours when you arrive, so here's the first action. I will start eating pizza in the future I will continue eating pizza for two hours until another action happens. Which is when you arrive. This is the second future action. So we used This tends to show that some future action will be finished by a certain time in the future. In this case, this future action will be finished after two hours, which is when you arrive. Now, this tense is very uncommon. Okay, so you're probably not going to use it in your writing, but I just wanted to mention it Anyways, just for the sake of completion on, for your knowledge, to construct this tense, you have to use this structure over here. So that concludes this video on tenses. I'll see you in the next grammar section in which we're going to talk about articles and agreement. 13. Grammar - Articles and Agreement: Welcome back in this grammar section will be talking about articles under agreement. So let's start with the definite article. The There are many different ways in which we use the definite article. The however, for the aisles s A. I will only mention the most relevant rules. The main thing that you need to know about using this article is that we used the when the reader knows exactly to whom or what we are referring. So let's look at the different scenarios in which the reader may know to whom or to what we are referring. So firstly, we used the when we're mentioning something again. For example, I planted a tree in my garden. The tree is now big notice that we use the word the here. The reason for this is that we've already mentioned which tree were talking about. The tree has already been mentioned in the previous sentence, So we already know to whom or to what we are referring. We also used the with superlative objectives. Superlative objectives are basically words like highest, lowest, best, worst, fastest quickest. Slowest on so on. We'll talk more about superlative adjectives when we get to the vocabulary section off this course. So here's our example. China had the highest growth rate. So notice that because we have a superlative objective here highest, we have to use the we also used when we're making a statement about all things referred to by a singular countable noun. So here we have a sentence. The dolphin is a very intelligent animal. So in this case, the singular countable noun is dolphin. So when we say a sentence like this, the dolphin is a very intelligent animal. We're basically making a statement about all things okay about all dolphins. We're not saying that one particular dolphin is intelligent. We're saying that all dolphins are intelligent. So by using the in this sentence, we have generalized what all dolphins are like. All dolphins are very intelligent. We also used when we're talking about certain groups of people for example the elderly, the poor, the wealthy, the employed and so on. Finally, we used the if the figure is an important part off a noun phrase. So here we have a sentence. The number of mangoes sold in Britain was surprisingly high. So in this case, number off mangoes is the noun phrase. So when we have a noun phrase, we have to use the word the Now let's talk about the articles on on now similar to the definite article, the There are numerous rules to using the indefinite articles and an so again for the purpose off the Isles essays. I'll only be discussing the rules, which are the most relevant. So the main thing that you need to know about these indefinite articles is that you have to use or on with singular countable noun. And we used them with these singular, countable noun when the reader does not know exactly to whom or to what we are referring. Okay, so keep in mind, the reader does not exactly know to whom or to what we are referring. So let's look at some examples off that we can use thes articles to show that something or someone is part of a group. For example, we could say there is a way to prevent crime rates from rising. Now here we're talking about one way. Okay, notice that this is just one way out off several. Why is this part of a group? Because there are many different ways there isn't just one way, however, we're just talking about one way. Next. We could also use thes indefinite articles if we're referring to all things off the same kind. So here's an example of that. A teacher has the responsibility off educating our Children. So notice here we used the indefinite article of with a teacher. Now take note that we're not talking about any one specific teacher. We're talking about all teachers. What we're really saying is that all teachers have the responsibility off educating our Children. So here we have used a teacher to refer to all teachers. Next, you should not be using or on if you're referring to uncountable noun or florals. For example, the price off oil stabilized by January. Note that hear the word oil is an uncountable noun. We cannot count oil. Here's another example. There are many Italians living in New York. In this case, the word Italians is plural. So since we have a plural noun here, we cannot use any indefinite articles with it. Now let's talk about subject and for of agreement. When you're writing your sentence, you have to make sure that your subjects and Forbes agree with each other in number. So what that means is that if your subject is singular, then the verb must also be singular. If the subject is plural than the verb must also be plural. Let's look at some examples off that on the left hand side we have the incorrect sentences on. On the right hand side, we have the correct sentences. So here's the incorrect sentence. Future discoveries is based on past knowledge. Why is this wrong? Because here we have a verb is which does not agree with the subject discoveries. I noticed that the subject discoveries is plural, whereas the verb is singular. So in order to correct that, we have to write. Future discoveries are based on past knowledge that is has to be changed to our because discoveries is plural. Here's another example. People improves their life by learning from their past mistakes. Notice that the word people is plural, whereas the verb improves is singular. So to correct this sentence, you have to write people improve their life by learning from their past mistakes. People is plural. Therefore, the verb improved also has to be plural. Here's our last example reflecting on our past help us to make better decisions. I want you to note that the subject reflecting on our past its singular whereas the verb help is plural. So to correct this sentence, we have to change the verb help to helps the correct sentence would read. Reflecting on our past helps us to make better decisions. So that's it for this video. Also you in the next grammar section in which will talk about active versus the passive voice. 14. Grammar - Active vs. Passive Voice: welcome to this Kraemer section on active and passive voice. So let's first start by understanding what is the difference between the active and the passive voice in the English language. When we talk about the voice off a sentence, we're basically talking about the relationship between the subject and the verb. So in English we only have two voices, the active on the passive. Here's what the active voice is. Basically, the active voice is when the subject does the work. So here's an example. The dog bait the boy. So dog is our subject. On bit is the verb. The subject does the verb, on the other hand, in passive voice. The verb is done to the subject. So in our example here we can see the boy was bitten by the dog. Our verb here is bitten on a dog is the subject. So in this example, the verb is done to the subject. So do you see the difference between these two different sentences? Notice that both e sentences have the same meaning. However, there different in their structure. Let's explore these concepts in a bit more detail. We'll start with the active voice, so you may be wondering, When should I use the active voice? Here's the answer. The active voice is best used for conveying simple on straightforward ideas and actions. Now there are many reasons why the active voice is far more common than the passive voice. Let's explore some of thes reasons. First of all, the active voice is direct on concise, meaning that the active voice gets straight to the point. It is also easier to understand it's less awkward and structure on. It clearly indicates the relationship between the different parts off a sentence. So let's look at an example here. Here's a sentence. I fed my dog yesterday. Notice that this sentence is very clear and simple. The sentence is written an active voice on its very easy to understand. On the other hand, if you were to write this same sentence in the passive voice, you would have to write. My dog was fed by me yesterday. Do you see how strange and complicated this sentence sounds? It's very unnatural. I noticed that both of these sentences mean the same thing on both of these sentences are grammatically correct. However, this particular idea is best conveyed with the active voice because it's simple and clear. Now let's talk about the passive voice. If passive voice is so awkward in its structure, why do we use it and when do we use it? Passive voice is primarily used in two main situations. The first of thes situations is when we do not want to say or do not know who did the action. The second situation is when focusing on the recipient off the action is more important. So let's look at examples off both of these situations. Here's our first example. Shoplifters were arrested. Notice that in this sentence we don't have to say that shoplifters were arrested by the police because this is obvious. So this is an example off the first situation. We do not want to say who did the action. Why? Because it's obvious there's no need to say that shoplifters were arrested by the police because only the police can arrest people. Here's another example. My car was stolen in this case. We don't know who's told a car. So this is also an example off the first situation. We do not know who did the action. Now let's look at an example off the second situation in which we have to use the passive voice. Here's our sentence. The road is being repaired. I noticed that in this sentence were only focusing on the recipient off the action. We're only interested in the road. We don't really care about the people who are repairing it. Here's another example. Here we have two sentences which mean exactly the same thing. The poem was written by Shakespeare. Shakespeare wrote the poem On the top we have the passive voice and here on the bottom we have the active voice. So both the sentences mean exactly the same thing. However, there is a difference. The difference is that in the first sentence, the focus is on the poem, whereas in the second sentence the focus is on Shakespeare. So depending on what exactly you're tryingto emphasize in a sentence, you may want to choose the passive voice or the active voice. So I hope that the differences between the active voice and the passive voice are clear to you. Now let's now talk about how exactly do you go about contracting the passive voice? Basically, if you want to form the passive voice, all you have to do is use different forms off the verb to be so. Here in this column we have a list of tenses, and here we have the structure for forming the passive voice. You'll notice that depending on which tents were talking about, we're changing the verb to be in different forms. So here are some examples. If we're talking about the present simple tents, we would say the food is eaten in the present continuous tense. We would say the food is being eaten in the present perfect tens. We would say the food has been eaten in the past. Simple tens. We would say the food was eaten and so one. So that concludes this video. I'll see you in the next grammar section in which we'll talk about simple on compound sentences. 15. Grammar - Simple and Compound Sentences: in this video we're talking about simple on compound sentences. So first, let's start off with simple sentences. Now, if you're taking this course, then I'm going to assume that you already know how to construct simple sentences. Otherwise, you probably would not have bought this course. So I'm assuming that you already have a good understanding off what simple sentences are and how to use them. But still, I want to quickly go over it for some of you who may be confused or who perhaps know how to use them, but are not exactly sure off what a simple sentences. I'm just going to quickly go over that now. So, guys, we have a simple sentence when we have a subject on a verb. Okay, so those two things make up a simple sentence. Now an object is optional. We don't really need an object, but most of the times you're going to have an object in your sentence in your answers. Okay, So here are three different examples. So here we have a simple sentence. Taxes should be increased. So here we don't have any object. We just have the subject in the blue color, the verb in the purple color. And that said, Here's our second example Children are the future off our nation. Okay, so this time we have an object. The future off our nation is the object, not the nation, but the future off the nation. That's the object. That's what we're talking about. The final example is community service develops strong character individuals. This time the object is strong character individuals. The verb is develops to develop something, and the subject is community service. So that, in a nutshell, is a simple sentence. Now it doesn't matter if you know the structure and the format off all of these things. Guys, I have a confession to make. I actually did not know what the exact format off a simple sentence is for a very long time . Even up until the early days at my university, even as a native speaker, I did not know how exactly to differentiate subject from the object and many other different grammatical nuance is many other things about grammar that I did not understand. But regardless of that, I was able to speak fluently. I was able to write wonderfully, so you don't really need to know the elements of grammar in the sense that you don't have to know how their structured, what are they called. You don't have to know if it's a subject or an object. The important thing always is to be able to use the language. Okay, as long as you can use the language, you're going to get a good score. So always focus on that. And don't worry if you don't know what a subject is or what an object is. The important thing is that you know how to write these sentences, and if it helps you to write better sentences by understanding what a subject and an object is, then by all means, go ahead and spend some time understanding that differences. But keep in mind always. The important thing is to be able to write good sentences or speak correct sentences. Now, as you can see from these examples, that simple sentences can also include other basic elements such as propositions, articles, etcetera. Now let's talk about compound sentences so compound sentences are a little bit more complex than the simple sentences. Let's take a look in a compound sentence. We have two independent clauses, so whenever you have one independent clause joined to another independent clause, then you have a compound sentence on examiners. Love these kinds of sentences, so be sure to use some compound sentences in your answers. But make sure that you don't try to force them in there. As always, your writing or your speaking should sound natural. It should not be forced. So what is an independent clause? An independent clause is where we have a complete idea. So whenever the idea is complete, it can be called an independent class. Now, here we have something that joins these two independent clauses. This thing that joins these two independent clauses is actually called the Coordinating Conjunction, and we always use a comma before the coordinating conjunction. If we are using it to join two independent clauses now, here are the different coordinating conjunctions four on Nor but or yet and so So these are our seven coordinating conjunctions, and these are the only coordinating conjunctions out there. Now let's take a look. At an example, Britain invested over £1 million in books on Frantz only invested 100,000. So here in the blue color, we have our independent clause. Then in the red color we have our according it in conjunction with a comma over here and then in the blue color. Again, we have another independent clause. So I want you to pay attention at this point that the idea in the independent clause is complete. What does that mean? So if I say Britain invested over £1 million in books and if I stop right there, let's say I put a period and I stop right there. Do I really need to continue to make sense off this sentence? No. I can stop right here because this idea is complete. Now, in this case, what I'm deciding to do is I'm deciding to add extra information to, ah, thought which is already complete toe, an idea which is already complete. So here we have our other complete idea for us only invested 100,000. So if I just wrote the entire sentence, let's say that we remove this part that comes before, and we simply say France only invested 100,000. Is that a complete idea? Yes. It's a complete idea. It can stand alone by itself. It does not need any extra words or phrases to complete it. It's already complete. So that's what we mean by a compound sentence when we connect to complete ideas with a coordinating conjunction and these are the coordinating conjunctions. Let's take a look at another example. Switzerland ranked the highest in 1999 but it was outranked by Britain the following year. Here again, we are using a coordinating conjunction. But over here we have but to connect to independent clauses to connect to complete ideas. So Switzerland ranked the highest in 1999. That is a complete idea. It was outranked by Britain. The following here. That is a complete idea. Matter of fact, you'll notice that actually will we have. Here are simple sentences. So here we have a simple sentence here. We have a simple sentence here. We have a simple sentence on Dhere. We have a simple sentence. So another way to think about compound sentences is to think about it like this. You are connecting two simple sentences. You are connecting two simple sentences together, using according it in conjunction. So these coordinating conjunctions are always going to be placed between two independent clauses and always with a comma and When we do that, we have what we call a compound sentence. Now let's talk about these coordinating conjunctions words that we use to connect different independent clauses. So the first coordinating conjunction we have here is. But so here's an example. The proposed legislation seems promising, but it has several drawbacks now. Here you'll notice that this is a complete idea. It is a simple sentence, and this is another complete idea. Also a simple sentence. Now here is our next coordinating conjunction. Yet it is common knowledge that exercise is healthy. Yet many people never go to the James. Do you see here we have according it in conjunction connecting to independent clauses. Here's our third example and Germany on Frantz both experienced significant growth in 2002 . Now here we've got a little bit off a tricky sentence. Germany and France both experienced significant growth in 2002. Now here we have used the word on, and this is a coordinating conjunction. However, this example is not a compound sentence. This is not a compound sentence because in this case, according it in conjunction is just connecting words together. Germany is a word. It's not an independent clause. It's not a complete idea. Germany is not a complete idea. It's not a simple sentence. This is not a compound sentence. The reason why that is, is because in this case, the word or is simply connecting words together. It's connecting unemployed or underpaid, See is connecting those two words together. So here it's not really connecting complete ideas unemployed. That is not a complete idea. Neither is this. You cannot just say underpaid are forced to consume unhealthy foods to save costs because it's simply connecting. Words together were saying those who are unemployed or underpaid, unemployed or underpaid. So it's connecting those two words together. These air not complete ideas. Now let's talk about commas. You will have noticed that whenever according it in conjunction connects to independent clauses together, we always use a comma. As you can see over here on over here, however, when the coordinating conjunction is simply connecting words together or sometimes they may be phrases. If we're connecting words or phrases together, then we do not use a comma because this is not a compound sentence, so we don't use a comma here on we don't use a comma here. Now here's my one last note on using commas with coordinating conjunctions. Placing a comma before and in a list is optional, so I'm sure that you have seen that sometimes people plays a comma before ad, and sometimes they don't. This is just a matter off preference. Choose whatever you like. Some people like to do this. Some people don't like to do this, so choose whatever way. It doesn't matter. Just keep in mind. That is only optional in a list We're talking about a list here speaking off list. Here is the list off coordinating conjunctions Fanboys. What exactly are found? Boys. Right here we have to find boys found. Boys are boys who are really big fans of something who really enjoy something who are really passionate about something. Maybe it's a certain music bound. Maybe it's an artist off some kind. Maybe it's an actor or something that you can become a fan off. So when we have boys who are really passionate about something like this, like a music band or whatever have you? Then we call them Fanboys on Found Boys is an acronym for these coordinating conjunctions. Four. Andi nor but or yet on. So So that's a really easy way to remember what the coordinating conjunctions are. But once again, more important than trying to remember all of these coordinating conjunctions is to know how to use them. So that's the best way to remember coordinating conjunctions. You don't really have to remember a list of them. You just have to know how to use them. So this here is just a little abbreviation with which you can remember so that you can put these words into practice. So that's going to be the end of this one. In the next video, we're going to be talking about complex sentences. 16. Grammar - Complex Sentences: all right. Now that we've talked about the simple on the compound sentences were now ready to talk about the complex sentences. So that's what this section is about. Let's get started. So first of all, what is a complex sentence? Basically, Ah, complex sentence is when you have a dependent clause, plus an independent clause. So you'll recall from the previous video that an independent clause is a complete idea. On the other hand, a dependent clause is an incomplete idea. So when we have a dependent clause on an independent clause put together, we call that a complex sentence. Now what do we use to connect the dependent and the independent clause to each other? We use what is called a subordinating conjunction, so we'll talk about subordinating conjunctions very soon. First, let's take a look at some examples off complex sentences. So here's our first sentence. Whereas Britain invested over £1 million books Franz only invested 100,000 in this case, the word, whereas is de subordinating conjunction. I want you to notice that France only invested 100,000 is an independent clause. It's a complete idea on it can stand by itself That means that if we were to just write this clause as its own sentence, it would still make sense because it's a complete idea. On the other hand, if we were to say whereas Britain invested over £1 million in books, this is not a complete idea because we're using the word whereas to make a comparison. So when we say this sentence, we have to compare it with something else. Therefore, we cannot just stop the sentence here. We have to add some extra information to complete the sentence. In this case, we need to complete the comparison. Let's look at another example. Switzerland ranked the highest in 1999 although it was outright by Britain the following year. Now, in this case, the word, although is acting as the subordinating. Conjunction on this subordinate in conjunction is connecting the dependent clause with the independent clause. So here in the blue color, we have the Independent Clause. Switzerland ranked the highest in 1999 you'll notice that this is a complete idea. If you were to stop the sentence here, it would still make sense. On the other hand, the dependent clause is incomplete, so here. This dependent clause only makes sense when we join it together with the independent clause . Do you get it? So an independent clause is called independent because it doesn't need anything else. It can stand alone by itself. It's complete. However, a dependent clause is incomplete. It needs to depend on something else. As a rule, we place thes subordinating conjunctions at the beginning off the dependent clauses. So you'll notice that here we put the subordinating conjunctions at the beginning off the dependent clause on. We've done the same over here, so it doesn't matter if the dependent clause comes first or if the dependent clause comes second. The important thing here is that the subordinating conjunction has to be placed at the beginning off the dependent clause, and when we used these dependent clauses in a sentence, we form what are called complex sentences. Now let's look at some examples off how we use subordinating conjunctions to form complex sentences. We'll start with the word, although here's our example. Although this proposal has some drawbacks, its advantages far outweigh the disadvantages. Noticed that this first half is the dependent clause on this second half is the independent clause. Next we have to subordinate in conjunction despite here's our example. Despite the new regulations, many people still do not fully disclose their income to the government. The first half is the dependent clause on the second half is the independent clause. Next we have, unless walking is better than driving unless one is in a hurry. Here we have the independent clause before the dependent clause. Here is the next example It is important to consider one's financial situation before traveling abroad. Unless one is wealthy. Notice that in the sentence we have an independent clause plus a dependent clause plus another dependent clause. So in this sentence we have one independent clause on too dependent clauses. Here's our last example. Certainly this could happen. Although the odds are remote here we have the independent clause on here We have the dependent clause. I want you to notice that in all of these examples replaced the subordinating conjunctions at the beginning off the dependent clauses. Now you may have noticed that sometimes with the subordinate in conjunction, we use a comma and other times we don't. So you may be wondering when exactly should we use a comma with a subordinate in conjunction. And when should we not? So let's talk about that. There are a few basic rules. The first of thes rules is that if the dependent clause comes before the independent clause , then you should place the comma at the end of the dependent clause. So in this case, here we have the dependent clause on Dhere. We have the independent clause. The dependent clause comes before the independent Clause. So in this case, we have to place a comma at the end of the dependent clause. The second rule is that if the dependent clause comes after the independent clause, then the comma is usually not used. So here we have examples off this here We don't use a comma in both of these sentences. Why? Because here we have an independent clause that comes before the dependent clause. So when we have a situation like this, in most cases we do not use a comma. However, I want you to notice that there are exceptions to this rule as can be seen in this sentence over here. The next rule is that if the subordinating conjunction is used to give extra information for example, if we're just adding extra information as an afterthought, then we must use a comma. So in this example, we've used this dependent clause to simply add extra information. Okay, this wasn't really required. We don't have to add this information. We could just put a full stop here and end this sentence right here. However, we chose to add extra information as an afterthought and therefore we have to use a comma. Lastly, I want you to note that the word, although, is an exception. Akama is almost always used whenever, although appears in the middle of a sentence, as you can see in the example over here. Now let's take a look at a list off subordinating conjunctions. Here we have our list, and I want you to note that this is not a complete list. However, these are some of the most common subordinating conjunctions that are used in the English language words like, though, although as though since because despite are very common and you're probably going to use them in your isles writing on speaking. So that's all for this video. I hope that you now have a clear understanding off what are simple sentences, compound sentences on complex sentences. I'll see you in the next grammar section in which we'll talk about correlative conjunctions . 17. Grammar - Correlative Conjunctions: in this Kraemer section were talking about correlative conjunctions. So let's see what they are basically these air conjunctions that come in pairs and they act as a team. In order to make these conjunctions work, you have to use both of them in different places in a sentence. These conjunctions also act as cohesive devices because the connect words and phrases together. So let's look at some examples off that here we're looking at the correlative conjunctions either on or now notice that they come as a pair. They work as a team. So here's our example. Many ignore recycling either out of ignorance or laziness, so this sentence can only convey its correct meaning. If we use both of these correlative conjunctions in different places in a sentence, we can't just use one off them. Otherwise it doesn't work. Let's look at another example this time we're looking at both and here's our example. Vegetables are both nutritious on tasty. Now I want you to notice that whenever we use correlative conjunctions, Akama is not usually used between the two components off a correlative conjunction. Okay, so we don't usually use a comma. However, there is an exception and that exception is that if there are other elements that are present, so let's look at an example off that here we have the correlative conjunctions neither nor our sentences Neither Germany, which only grew by 2.4% nor Frantz saw significant growth in banana sales. Now here you'll notice that we've used a comma with which and the reason for that is that in this sentence there are other elements present. So what are the other elements in this case, The word which is a relative pronoun So in this case, were adding extra information right in between the two components off the correlative conjunction. So in order to separate this extra information, we use a comma to make it clear to the reader, will explore relative pronounce in much more detail in the next video. I want to now explore the structure off the correlative conjunctions because there's a very specific structure to these conjunctions. The most important thing about their structure is that the first part off the pair should always be exactly parallel inform to the structure after the second part, So basically, in other words, now should be linked to announce our objectives should be linked. Toe adjectives proposition all phrases to proposition all phrases and so on. So let me show you what I mean. Here we have two versions off the same sentence. One is the incorrect version and the other is the correct version. So here's the incorrect version. Parents should neither yell at their Children nor be punishing them. Now, I want you to notice that here we have our correlative conjunction neither. That's the first part of the conjunction and nor is the second part off the conjunction. So what we're saying is that whatever comes after the first part off the conjunction should be exactly parallel to what comes after the second part off the conjunction. So here you can see that the verb yell is not parallel informed to the second part. Be punishing if we want to make thes Forbes parallel. What we need to do is changed the be finishing part to punish okay, because then we have exactly parallel verbs. On the one hand, we have yell. On the other hand, we have punished. So now the structures are parallel. The correct sentence is parents should neither yell at their Children nor punish them. So that's what we mean by parallel structures. Let's look at more examples off this. Here we have the incorrect sentence I used to love both swimming competitively on to play golf. Here are correlative, conjunctions are both and on. And so after the first part of the conjunction, we have swimming, which is a continuous form of the verb, and after the second part of the conjunction, we have to play golf. This is the base for Bob, so you'll notice that the form off the verbs are completely different in the first part on the second part. So in order to correct this sentence, we have to make the words exactly parallel to each other. So how do we do that? Well, we have to change to play into playing, so the correct sentence would read. I used to love both swimming competitively, aunt playing golf. Now the structures air parallel. On the one hand we have swimming on. On the other hand, we have playing, swimming and playing. Now they're parallel in their structure. Here's another example. Vegetables not only are delicious but also healthy. Here is the first part of the conjunction not only and here's the second part, but also now this sentence is incorrect because after the first part of the conjunction, we have a verb farm and an adjective delicious, whereas after the second part of the conjunction, we only have one adjective. So in order to correct this sentence, we have to remove this are on changes location. We have to move it after vegetables so the correct sentence would read. Vegetables are not only delicious but also healthy, so you'll notice now after the first part of the conjunction, we have one adjective and after the second part of the conjunction, we also have one adjective healthy. So now the structures are parallel. Here's our last example. Parents can either send their Children to a traditional school or toe a home school. Are correlative conjunctions here are either on or so after the first part of the conjunction, we have send their Children to a traditional school. You'll notice that we have a verb over here send, whereas after the second part of the conjunction, we don't have any for Bob. We just have a proposition, an article on a noun. So if we want to make this sentence parallel and its structure. Here's what we need to do. We need to change this part over here. Send their Children. We need to move this part before the first part off the correlative conjunction so the correct sentence would read. Parents can send their Children to either a traditional school or ah, home school. Now the structures are parallel because after the first part of the conjunction, we have an article on the noun phrase. And after the second part of the conjunction, we also have an article on a noun phrase. I hope that's clear for you. Now let's take a look at a list off correlative conjunctions. Here are some off the most common correlative conjunctions us and as both and either or neither nor not, but not only, but also and lastly weather. Or so you can see that these correlative conjunctions are fished, bumping each other on. That's because they work together as a team. So that's all for this section on correlative conjunctions. Our ship will now be sailing to the next grammar section, which is relative clauses 18. Grammar - Relative Clauses: Welcome back to the course in this video were talking about relative clauses. There are basically two types off relative clauses. The first type is the defining relative clause on the second type is the non defining relative clause. So let's look at what each of these are. We're starting with a defining relative clause. Basically, a defining relative clause is a clause which is necessary in a sentence. Without this clause, the noun remains incomplete. So basically the idea off the sentence remains incomplete. In other words, this type of relative clause defines the noun. The last thing that you need to know about the defining relative clause is that we don't use a comma before the relative pronoun. So let's look at an example to better understand all off this. Here's our example. Belgium is the country that sold the most coffee. Now the word that in this sentence is the relative pronoun, and you'll notice that the word that defines the noun that comes before it in this case it's defining the country, in other words, were clarifying which country Belgium is. It is the country that sold the most coffee. If you were to just stop this sentence right here. This sentence wouldn't really make any sense because then you would just be left with Belgium is the country and that is an incomplete sentence. Belgium is which country? What type of country. We need to clarify this now to show the reader what exactly we're talking about. So that is what we mean by a defining relative clause. On the other hand, we have the non defining relative clause. A non defining relative clause is not necessary in a sentence. Why? Because the idea is still complete without it. So we don't really need the non defining relative clause. Well, if we don't really need it, then why do we use it? We use it when we want to give extra information about the noun in a sentence. Sometimes we want to extend the amount of information that were providing about denounce. In this case, we used the known defining relative clause. The last thing to note about this clause is that with this clause, we do use a comma before the relative pronoun. So let's look at an example off this. Belgium earned 1.7 million euros from coffee sales, which made it the most profitable country. So you'll notice that if we wanted, we could have just stopped the sentence right here. We could have just said Belgium earned 1.7 million euros from coffee sales. That's a complete idea. We don't have to continue this sentence. We could just stop right here. However, we decided that we want to add some extra information. Keep in mind this extra information is not necessary. We just want to provide this extra information anyway. So in this case, we've added the extra information with this relative pronoun here which that's our relative pronoun. And we've added this non defining relative clause, the clauses which made it the most profitable country. So we call this a non defining relative clause because this type of clause does not define the noun, whereas in the defining relative clause, this clause that we've added here defines the noun that we're talking about. So that's the difference between the defining relative clause on the non defining relative clause. Now all relative clauses use some kind of a relative pronoun. So in this example, refused the relative pronoun that in this example we've used the relative pronoun which and There are several other relative pronouns that were used with both. The defining on the non defining relative clause is so let's explore what some off these relative pronouns are. We're going to start off with the relative pronoun who so we used this relative pronoun whenever we refer to people. So here's our example Sentence. Sam's mother, who lives in Scotland, has six grandchildren. So notice that we used a relative pronoun who to talk about Sam's mother. Sam's mother is a person, so therefore we used a relative pronoun who, on the other hand, if you want to talk about things in general, then you can either use which or that in this example we're using the relative pronoun, which to refer to overgrazing. So our sentences overgrazing represented the primary cause of global land operation, which accounted for approximately 30% off land degradation. Next, if you want to refer toa places, then you can use the relative pronoun who where, for example, you could say the only country where the population declined. Waas Australia. Notice that we're using the relative pronoun where to talk about country in this case, that country is Australia on Australia is a place. If you want to refer to a specific period of time, then you can use the relative pronoun when so you could say the period when mobile phones plummeted in demand. Waas The month of December Notice that we're using the relative pronoun who, when to talk about the period that period is the month of December. So we're talking about a certain period of time. If you want to refer to possession, then you can use the relative pronoun who's, for example, you could say the only country whose sales declined waas Yemen. So in this case, were using the relative pronoun who's to talk about the country's sales. In this case, we're talking about Yemen's sales. Okay, so we're showing possession. Who sales. Whose sales are we talking about? We're talking about Yemen's sales. I also want to point out that most of the times when we used this relative pronoun who's we usually use it to show the possession by a person. However, you could also use this relative pronoun to show the possession by a country or other announce. Here's our final example. If you want to refer to a certain reason, then you can use the relative pronoun who I. So here's our example. The reason why they migrated to the nearby islands is not clear. So in this case, why is referring back to this reason? Here it is clarifying which reason we're talking about. So those are all the relative pronounce on. This is how we use them to refer to different things. Now let's talk about the use of commas in the relative clauses. So the first thing that I want you to notice is that whenever we have a non defining relative clause, we have to use a comma. So we've used a comma here, here, on here. Do you remember what the non defining relative clause is? The non defining relative clause is when we're just giving extra information, it's not required. We don't have to do it. Why? Because the sentence is already complete without it. So we don't need it. But we're just providing extra information anyway. So whenever we have unknown defining relative clause, we use a comma. So our first example here is Sam's mother, who lives in Scotland, has six grandchildren. The middle part who lives in Scotland is just extra information. We don't really need it. If we were to remove this part and just say sums, mother has six grandchildren. That would be fine. That would be a complete idea on we wouldn't really need this part anyway. However, if you choose to add this part in the middle, then you have to add a comma before it and after it to show that it is a separate piece of information. In our next example, we have overgrazing represented the primary cause of global land depletion, which accounted for approximately 30% off land degradation. Notice again. Now we could just topped the sentence here. We don't have to continue this sentence. However, we're just choosing to add extra information and since were choosing to add extra information, we have to use a comma. On the other hand, if you have a defining relative clause, then we don't use a comma. The defining relative clause is when we're clarifying what exactly we're talking about. The defining relative clause defines the noun. For example, in this sentence, the only country where the population decline was Australia. The relative clause where is defining the country that we're talking about? It is defining the noun. Okay, so we don't use a comma with the defining relative clause in this sentence. The relative clause when is defining the period of time in this sentence the relative clause whose is defining the country on in this example? The relative clause why is defining the reason So in all of these cases where we don't use any commas, so I hope all of that is clear for you in the next Kreimer section, we're going to be talking about conditional sentences. I'll see you there. 19. Grammar- Conditionals: Welcome to the next grammar section. In this video, we're talking about conditional sentences, so there are four main types of conditional sentences that are often used with the word. If so, let's explore these condition. ALS. We're starting off with the zero conditional. We used a zero conditional to talk about riel situations that always happen. Next. We have the first conditional, and we used this conditional. When we're talking about things that are likely to happen, there is a strong probability that these things are going to happen and when are they going to happen in the future? Next, we have the second conditional, and we used this conditional to talk about un really situations. There is a strong probability that thes things that we're talking about are not going to happen on. Finally, we have the third conditional on. We use this conditional to talk about things that will never happen. They're never going to happen. Why? Because they've already passed. They've already happened in the past, and so they cannot be changed. So we use it to talk about on riel past situations. So now let's explore each of thes condition. ALS in more detail. Let's start with zero conditional. So as we've already discussed, the zero conditional is used to talk about situations that are riel on possible. Basically, we use them to talk about general truth. These truths are always true. Another thing to note about the zero conditional is that in this conditional, the word if can usually be replaced by the word when without changing the meaning off the sentence. So let's look at some examples on the left side, we have the if class, we're talking about a sentence in which we have the word. If I want you to note that the word if can come at the beginning off the sentence. But it can also come in the middle of the sentence. And here on the right side we have the main clause off the sentence. Here in the blue color, we have the structure off the zero conditional. So an easy way for you to understand the zero conditional is to look at it like this. If this thing happens, that thing happens. For example, if you heat eyes, it melts. If it rains, the grass gets wet. Notice that these are general truth. There always true. If you heat eyes, it will always melt. I also want you to note that the order off the sentence doesn't have to be in this manner. If doesn't have to come at the beginning off the sentence, it can also be placed in the middle off the sentence. So, for example, we could talk about the main clause first and then we could mention the if clause. So I could also say ice melts if you heat it. The cross gets wet if it rains. Okay, so I want you to note that the if clause and the main clause can be switched around. The last thing to note is that the word if can usually be replaced by the word when without changing the meaning. So I could also say when you heat eyes, it melts. When it rains, the cross gets wet, the meaning stays the same. Now let's talk about the first conditional. We use the first conditional to talk about present situations or future situations where the situation Israel. So we used this conditional to talk about a situation which is very riel, and we also used this conditional to talk about the probable result off this situation, what is likely to happen as a result off this situation. So let's look at examples off that here's the structure off This first conditional an easy way to understand The first conditional is to look at it like this. If this thing happens, that thing will happen. For example, if you don't hurry, you will miss the train. If it rains today, you will get wet. Firstly noticed that we're using this conditional to talk about the present or the future tense. So in this case, were talking about the future tense. If you don't hurry, you will miss the train. If it rains today, you will get wet. I also want you to note that these are really situations. They're very possible. It's very possible that it may rain today. Okay. And the last thing to note about this conditional is that we also use it to talk about the probable result off this real situation. So what will happen as a result? Well, the result is that you will miss your train, you will get wet. There's a very strong probability that this will happen if this thing happens, so I hope that is clear for you. Now let's talk about the second conditional. We used this conditional to talk about a time that is now or any time. The important thing is that this situation is unreal. So when we construct sentences in the second conditional were basically creating hypothetical situations, these air, not really situations, were just talking about what could happen. What would happen on? We're talking about the probable result off that situation. So let's look at examples off that here's the structure for this conditional. And here's an easy way to understand the second conditional. If this thing happened, that thing would happen. But I'm not sure. I'm not sure if that thing would happen, but I think it would happen. Or you could say, If this thing happened, that thing would be happening. So we're talking about a hypothetical situation. What would happen in a certain on riel scenario? So here's an example. If I spoke Italian, I would be working in Italy. Okay, so this is a hypothetical situation. I don't actually speak Italian, because if I did, I would be working in Italy. But I also want you to note that I'm not sure if I would be working in Italy, but there is a strong probability that I would be working in Italy as a result off speaking Italian. Here's another example. If it rained, you would get wet. So this is a hypothetical situation. I noticed that this situation probably will not happen because we're using it to talk about an unreal situation. So this situation probably will not happen. But if it did happen then you would get wet as a result. In other words, this is a very unlikely scenario. This will probably not happen, but if it did happen, then the most likely scenario is that this will happen. So there's a very low probability off this ever happening. But if it did happen then there's a very high probability off this happening. Note that in both of these examples were not limited by time. We're just making general statements, so basically in the second conditional, we can make sentences to refer Toa any time now. Let's look at our final conditional in the third conditional. We can only talk about a past situation and we're not just talking about any past situation we're talking about ah past situation that is contrary to reality that is opposite to reality. Also note that it is used to refer to an unreal past situation on its probable past results . So let's look at some examples here is the structure off. The third conditional on Here's an easy way to understand it. If this thing happened, that thing would have happened, however neither off those things really happened on since neither off those things really happened. This thing is not happening. You could also use it to say If this thing happened, that thing would have been happening. But again, I want you to note that this first thing did not really happen because it's an unreal past situation. So this first thing did not really happen on. Therefore, this second thing is not happening. For example, if it had rained, you would have gotten wet. However, it did not rain on. Since it did not rain, you did not get wet, but if it had rained, you would have gotten wet. Here's another example. If you had studied harder, you would have passed the exam. However, the past is already gone. In the past, you did not study harder on since you did not study harder. You did not pass the exam. So basically on the one hand were using the third conditional to talk about an unreal past situation. So here we have an on really past situation and on the other hand, we're talking about the probable past results. So here we have the probable past results. So those are the four main condition ALS that you may need to use on your isles exam to talk about situations that are likely to happen or unlikely to happen. So that's all for this video. Also, you in the next grammar section in which we're going to be combining all off the different elements of grammar that we've been learning so far, so I'll see you there. 20. Grammar - Combining Elements: now in our grammar section. I've shown you a lot of different elements so far. So in this video, I'm going to show you how you can combine all of the's different elements to form complex structures in your isles exam. So if you want to form more complex structures, whether that is for your iris writing or even if it's for the speaking section, what you can do is you can combine the different elements such as the subordinating conjunction, coordinating conjunction, correlative, conjunction, relative pronouns and so one. So now I'm going to give you an example of that. So here's our sentence. I like to sleep in, but I can get up early if I have to go to work or meet up with my friends now notice. I've got some words over here that are color coded. So here in the green color, we have the coordinating conjunctions and here in the red color, we have the subordinating conjunction. So this actually is what we call a compound complex sentence. The reason that we call this type of sentence of compound complex sentence is because in this sentence we have a compound sentence as well as a complex sentence. Okay? And you can see that here we have both elements. We have the coordinating conjunction as well as the subordinate in conjunction. So here you can see that we've combined the two different elements in this sentence. So here we've got a complex structure. And using something like this in your isles exam is really going to boost your score in the Karam er category. Now I want to show you another example. We're going to make it a little bit more complex. Let's take a look. All right, so here what we've done is we've added the relative pronoun as well. So let's read this sentence. Even though pollution is increasing at an alarming rate, I believe that we can still improve the health off our planet on reverse. The environmental damage that has caused numerous ecosystems to collapse. All right, now this is a create sentence because it's a complex structure. So we've used to subordinate in conjunction here, according it in conjunction here on a relative pronoun over here. So here we've got a dependent clause. This first part here is our dependent clause. And then everything that follows is the independent clause now, in this case, we're not using this coordinating conjunction to form a compound sentence. Brother, we're using this coordinating conjunction in this case to form what is called a complex verb structure. You don't really have to worry about what all these names and labels mean. The important thing here is to know how to use these different elements. OK, so don't really worry about what they're called and so on. The important thing is that you can use them correctly in your writing in order to form complex structures. One more thing that I want to take note off is that you don't really need to be using a lot of different complex structures to get a high score on your isles exam. If you just use one or two complex structures in your writing, that's enough. You really don't need to fill up your essay with too many complex structures. Okay, now I'm going to show you one final example where we combine all four off these different elements. Here's our sentence. Research has shown that people who consume meat have higher rates of disorders due to cholesterol, which not only contributes to heart disease but also diabetes, high blood pressure and a host of other problems, whereas plant based foods have been shown to alleviate such disorders. Okay, now here in the purple color, we've got our relative pronounce here. We've got a defining relative pronoun This relative pronoun is defining. The subject is defining the people. What people are we talking about? We're talking about the people who consume meat. Okay, so it's defining the subject and therefore this is called a defining relative pronoun, and what we have here is a defining relative clause here. We've got a non defining relative pronoun because in this case, we're simply using this relative pronoun to tag along extra information toe, add extra information to the sentence. So here we've used two different types off relative pronouns that defining on the non defining relative pronoun. Now, here in the blue color, we've used correlative conjunctions. Do you remember Correlative Conjunctions are like a team. They are like a pair that we have to use together with each other. Now here, we've used according eight in conjunction. Now here we're not forming a compound sentence, but still, this is a great use off coordinating conjunction. And then here we've got a subordinate in conjunction which we've used to add a dependent class at the end of this sentence. So we've got a lot of different complex structures here. And guys, I want you to note that you really don't need to use a sentence like this in your isles exam to get a band nine. Okay, I've just shown you a really complex example here just to show you what is possible. I just want to show you the range off possibilities so that you can see how you can combine these different elements in a wide range off different ways. It doesn't mean that you have to form sentences that are this complex in your writing or in your speaking. So I hope all of that is clear for you. Now, in the next few videos, we're going to be taking a look at pronunciation 21. Fourth Ingredient: Pronunciation (Basics): congratulations on finishing the 1st 3 ingredients in the aisle. Speaking, you now have a good understanding off what you have to do for fluency and coherence for lexical resource on for grammatical range and accuracy. Guys, this hair is our final ingredient. Pronunciation. This is the final band descriptor, on which you're going to be grated, so let's start off with the basics. So according to the bound descriptors, if you want to get about seven or higher than here's what you need to do. Firstly, you have to make sure that you meet all of the requirements for bound six. And also you have to meet some off the requirements from Band eight. So what that means, basically, is that you have to show to the Examiner that you know how to pronounce words correctly, and there's a lot of different things that go into pronouncing words correctly, and we're going to cover that very soon. But some off the things that go into pronouncing words correctly include accurate stress on sound as well as the correct use off Internation, so we'll cover these three things very soon. Next, you have to make sure that you are easily understood throughout your speaking exam. So speaking clearly is very important because if the Examiner cannot understand you, then that means that other people who are English speakers also cannot understand you. And this is going to negatively impact your score. Now I want to stress at this point that your accent is not going to be created. If you have an accent, whether that's an Indian accent or a Chinese accent or a European accent, it doesn't matter. The examiners don't care if you have an accent, you can still get abound. Nine. Even with an accent, because it's not a determining factor, your accent will only become a problem if the Examiner cannot understand you clearly so as long as what you're saying is clear on as long as it can be easily understood, then you should not worry about your accent. It's not going to affect your score. So what are the things that will impact your score? The first is pronunciation off individual sounds. So in the English language, we have a lot of different sounds, such as sounds for confidence sounds for vowels and so on. We'll cover this very soon. Next we have warred stress. So when you're saying certain words in the English language, almost every word has one place where you have to stress. So stressing the words correctly is going to make a big difference in whether the examiner can understand what you mean or misunderstands what you mean. Let me give you an example. Let's say that we have the word produce now to produce means to create something to make something produce. It's a verb to produce. Now. If you change up the word stress and instead you say produce, then the meaning off the world changes entirely. Produce means groceries or vegetables, so depending on where you stress in the word, it can change the meaning, or it can distort the way in which it is perceived. So if you don't stress the words correctly, then this can lead to the Examiner either misunderstanding you or not understanding you. So you want to make sure that you always trust the correct part off the words. Now the third thing on which we're going to be created is satin stress. So when you're saying a certain sentence, you're not really stressing every single word. You're also not using a sentence without stressing any words. Usually, when we say a sentence, we thrust certain words in order to bring out the meaning in that sentence in orderto emphasize what we're trying to say. So satin stress is also important Next inclination. So Internation basically means whether you choose to say something at a higher pitch or at a lower pitch. So depending on whether you are making a statement or asking a question, your intonation is going to change. So, for example, if you're asking a question, then you're Internation will go up. So you might say, What time is it? On the other hand, if you were making a statement, then you may say it's four PM So do you see when we are making a statement? The Internation goes down on when we are asking a question. The Internation goes up. Finally, we have speed. So how fast do you say something, or how slow do you say something? Sometimes you may want to slow down in orderto stress, a certain meaning to highlight a certain point that you're trying to make. Other times you may choose to talk a little bit quicker, so those are the five things that are going to impact your score in the pronunciation category. Now let's talk about pronunciation off individual sounds in total. In the English language, we have 44 different sounds. Now this is not a pronunciation course, so I'm not going to be going into each and every one of thes 44 sounds. Rather, I'm just going to go over the sounds that are the most commonly mispronounced sounds. So this is based on my experience off working with thousands of students. There are certain patterns that I hear over and over again from students who come from certain regions. So, for example, students who come from Asia may make certain mistakes that students from other parts of the world do not. So this is based on my experience off working with thousands of students from around the world. I've noticed that there are certain patterns that tend to up here again and again and again , depending on which part you come from. Depending on what languages speak, there are certain mistakes that you're probably going to make that students from other parts of the world may not. So we're going to go over this in a lot more detail very soon. For now, I just want to point out that when we are talking about thes individual sounds, here's what I want you to pay attention to. Basically, it's thes four things pay attention to how these four different things interact with each other, how they move with each other. The forest is the tongue position. The position off your tongue is very important in producing sounds. So basically, you just need to pay attention to these three things, and that's going to go a long way in helping you understand how to make certain sounds. So the first thing to keep in mind is the tongue position, the way in which our tongues position is off course, going to make a big difference in how the words end up sounding. Next is mouth shape, the shape of your mouth that you make. Sometimes you may choose toe round up your mouth. Sometimes you may keep it flat, depending on the sound that you're trying to make. And finally, we have air movements, so you're going to be using air breathing, breathing in and breathing out to produce different sounds. So over the course of the next field videos, I'm going to be showing you several different animations for producing different sounds that students often struggle with. And I want you to pay attention to these three things. So here are the sounds that we're going to be covering. The 1st 1 is verses the and does and hello E on E foot on what? Poor and but Joe on? Sure, so on. And finally Oh Oh, and oh, the last thing that we're going to cover here are the diff thongs on silent letters. So get ready for this. All of this is coming up over the next few videos. We're going to start off by first talking about there on the sound. 22. Pronunciation - /th/(θ) vs. /th/(ð): or I folks, now, in this video, we're going to be talking about thes two sounds. It confuses a lot of foreign students, so we're going to clear up that confusion right now. Just this sound taken by itself is it sounds like this, as in think theory. Thoughtful. Okay, so here are some more examples thing I thought both beef throw. Usually German, Romanian and Slavic speakers tend to confuse the sound with the voiced the sound. But it's not just thes students. I've noticed this mistake from many other students as well. This is perhaps the most common mistake that students tend to make. It's very easy to confuse this sound with the voice, the sound. So there's a big difference. There's a clear difference. One is the other Is the okay? Big difference. So here are the common errors that students often make. So let's say we have the word thing. Think that sound gets converted into pink pink? You see, that's a hard the thank pink. That's wrong. So what you want to say is, you want to make it softer. I think I think, let's take a look. Another example. Here we have the word math, math. Now sometimes students Miss Aid as Matt Matt. That's again the hard the on that is incorrect. Math, math. Final example. Thank thank you. Thank you very much. Thank Sometimes students mispronounce it as tank, tank Tank is the hard the we don't want to use that. So what I want to do now, guys, is I want to show you an animation off exactly how to produce this sound. So let's take a look at this animation, by the way, this animation was produced by sounds American. This is a fantastic YouTube channel for anyone who wants to learn how to pronounce all these different sounds. So I just mentioned to you that there are a total off 44 sounds in the English language, and I also mentioned that this is not a pronunciation course, So we're not covering all 44 sounds or other were only covering the ones that students most struggle with. But if you tend to struggle with sounds other than the ones that I've discussed here, then you can just go to YouTube and type in sounds American on you can check out their YouTube channel. They have a fantastic channel in which they will teach you exactly how to pronounce all off the different sounds in the English language. So with that being said, let's move on ahead, and I want to now show you this animation by sounds American. This sound is all about the tip of your tongue. Slightly open your mouth and put the tip of your tongue between your front teeth. Note that the tip of your tongue may gently touch the bottom of your upper front teeth. Now blow air over your tongue, making a noise with friction. The stream of air should flow between your upper teeth and your tone. Note that the is a voiceless frigate of sound. This means that it's made from friction in the stream of air, but not with your voice. Let's try saying it. All right, so now that you know how to make this sound, it's time to start doing some practice. So what's going to happen is you're going to see a word on the screen, and I'm going to say that word for you so you can see what it sounds like. And then I'm going to give you two or three seconds to repeat the word after me. So let's begin. Our first word is bath birth. Our next word is both cloth death depth. Earth Faith Fifth, Fourth. Did you get him all? Let's carry on three Math month mouth north south, I think. Thief Thin. Thank theft theme. Great job. We're now done with a practice for this sound. Now we're going to move on to our next sound. This time we're talking about the hard, the sound. So here are some examples off this sound. The this the that those. Although there now, when it comes to this sound again, it's the same group of people who tend to have difficulty with this sound. Usually the Germans, Romanians on Slavic speakers, they tend to confuse it with the unveil voiced sound. I've also noticed that sometimes for a nurse mispronounce it as the sound, so both of those are incorrect. And now let's take a look at an example off some off the most common errors that students make. So if we have the word this sometimes students may change it to this. This this you see, that's a very soft fists. Sometimes they make it hard. This this and you hear that a lot in the hip hop culture, and that's totally fine. If you're in the hip hop culture or your rapping with your buddies, that's fine. But since this is an example, you should try to avoid saying this. Okay, so this is the correct way to pronounce it with with Sometimes, students may say soft like with with Or sometimes they miss a wood with. Finally we have. Then then sometimes students missy. Then then or then then Okay, so those are the most common errors that I hear students make. Now, let's take a look at another animation that teaches you exactly how to pronounce this sound right here. Let's take a look. The is the voice counterpart of the voiceless. This means that it's made the same way, but with adding a voice slightly. Open your mouth and put the tip of your tongue between your front teeth. Note that the tip of your tongue may gently touch the bottom of your upper front teeth. Now blow air over your tongue, making a noise. The stream of air should flow between your upper teeth and the tongue. Note that the the is a voiced constant sound. So you need to add your voice when pronouncing it. Let's try saying it. Ah, ah ah! Now that you know how to pronounce the the sound, let us now do some practice. You already know the rules. I'm going to say the word and then I'm going to leave you a couple seconds to repeat these words after me. Let's begin this. That the dime there then then these those they mother, though, although thus therefore another other either further, rather whether and our last word smooth. All right, Fantastic. So now you know how to pronounce both off the th sounds. And there, now what I want to do is I want to challenge you with what's called a tongue twister. I'm sure you know what tongue twisters are. I'm sure you have tongue twisters in your own language as well. Right here. I'm going to challenge you with a tongue twister in which you have to say both of these th sounds correctly. Are you ready? Let's take a look. So here's our 1st 1 All the th words in the blue color are the sound on All the words in the red color are the the sounds. So let's try to say together, Ready? Let's go. Think thoroughly about the thought that both these thieves threatened to throw. This is Orosz on the path right now. That was a little bit challenging, even for me. But let's try to say a little bit faster now. Think thoroughly about the thought that both these thieves threatened to throw. This is or is on the path, So play around with that. Try to say faster if you can, and feel free to pass this video at any point. I want to now challenge you with another tongue Twister. This is a big one. Here we go, Something in a 30 acre thermal thicket of thorns, officials thumped and thundered, threatening the three D thoughts off Matthew the thug. Although theatrically, it was only the 13,000 thistles and thorns through the underneath office tie that the 30 year old thug thought of that morning. And how is tricky? All right, now what I want you to do is go ahead, pause this video and play around with this for a minute or two, and when you're ready, we're going to move on to the next video. In the next one, we're going to be talking about the terror and the the sound 23. Pronunciation - /t/ vs. /d/: in this video. We're talking about the ter and the sound. Let's talk about the tennis sound first. Here are some examples Freed Tap Temple Festival on Blast so you'll notice that all the tea sounds are underlined right here. Now students who have the most trouble with this AR students who are Spanish, Vietnamese, Thai, Indonesian, on Chinese so basically Spanish people and then a whole bunch off Asian people. Okay, so Asian speakers tend to mispronounce this sound, and often they confuse it with the the sound. So let me give you an example off some common errors that I've noticed. So, for example, students may say, instead of saying, too, they may say to do sounds a little bit hard to It's almost like it's in between a 10 and under two. Okay, so it has to be to not do. Here's another example. Sometimes students may say town, but if they say with a does sound, it may end up sounding like down, down, down. That's wrong, by the way. And here we have the word touch, the correct way to say it is touch. But if you say it with a does sound, then it becomes Dutch Dutch, and it's very easy to confuse the sounds because the tongue placement is almost exactly the same. It's almost exactly the same. So now let me show you an animation that is going to teach you how to pronounce the ter sound correctly. Here we go slightly. Open your mouth and leave your lips in a neutral position. Now you have to stop the air. This is how you do that. Place the tip of your tongue on the Avila Ridge behind your upper front teeth. Now stop the air in your mouth with the tip of your tongue and then release it with a strong puff. If you make this sound correctly, you'll hear a burst of air. Let's try making this sound Now that you know how to make the sound. Let's do some practice. So you already know from the animation that the sound can sound differently, depending on whether it appears at the start off a word at the end of a word or if it's followed after an s sound. So we're gonna begin our practice here by practicing the sound at the start off the words. Okay, so let's begin. You already know the rules. I'm going to say the words on the screen. I'm going to leave you a couple seconds to repeat after me. And then we're gonna keep going down our list off words like that. So let's begin. Take pay attention to the fact that there is a puff off air that is being produced when I say the word take. So when that sound appears at the beginning, off the word there is a tough off air that is released. Take tell Talk task. Tough town today. Tomorrow. Terrible. Great. Now let's talk about the sound at the end off the words. So let's go ahead and practice this airport. Did you notice that when the sound appears at the end of the word, we don't use a puff of air? There is no puff off air when the sound appears at the end Off the word, let's take a look at some more examples. Cart. Take it Seat light, come for pilot height flight. Great. Now I want to point out at this point that sometimes human here a brief sound at the end, like it's not a big puff off air like with the word take. It's not comfort. It's not like that. Rather, it can be very soft. Sound like comfort, Comfort. See that? So it's okay to use a soft puff of air like this at the end. But don't make a strong It should not be a big puff affair. It should be very subtle. Now for the purposes off the isles exam. I should point out that it doesn't really matter if you were to make a puff of air sound with the sound at the end. Okay, So if that appears at the end and if you were to make a sound with a puff of air, then it doesn't really matter for the aisles exam because the examiners don't care about your accent. Your accent is not going to have an impact on your score. So when we're practicing for isles speaking, we're not really focusing on the accent here. Okay, What we're focusing on is clear communication, clear pronunciation so that the Examiner does not have a tough time understanding you so that they can easily understand what you mean and so that there is no miscommunication. So that's what we're focusing on here. But regardless off that. I just wanted to point out to you that when the sound appears at the end of the word, we don't use a puff affair. I just wanted to point that out to you because you are going to be using English outside off the Isles exam as well. And since you're learning this anyway, I want you to learn it the right way. Okay, so that's the reason why I mentioned this. But as far as your Isles exam is concerned, it doesn't matter if you were to make a puff of air sound at the end, so it doesn't matter. But since you're practicing here anyway, let's do it the right way. Okay, so now you know what the sound sounds like at the start of words on at the end off words. Now I want to show you what the sound sounds like if it's followed after the letter s So let's take a look. Here's our first word. Repeat after me stable. Did you notice there wasn't really a puff off air when we say stable? Take stable. So in these two cases, we don't use a puff off air is soft, very soft. Next word staff Stage stamp, stand start Steady step and our last word. Stale. Excellent. So now you have some practice with sound. We're now going to move on to the sound So a lot of students confuse the and the death sound with each other. So we're going to clear up that confusion now. All right, so now that you know how to pronounce the toe sound correctly, let's now talk about the the sound. So here are some examples. Blood read bread steady on battery notice that even though we have to tease here, it sounds like a doe sound. So we say battery battery. Now the same group of people that confused the test sound with the sound also tend to do it the other way around. So the same Spanish and Asian speakers often confused this sound with the sound. So here are some common errors. Deck might become tech di. My sound like ty on a bad might sound like that. Okay, so be careful. Very easy to confuse those two sounds. Now I'm going to show you an animation that teaches you exactly how to pronounce this the sound correctly. Harry, go slightly open your mouth and leave your lips in a neutral position. Now you have to stop the air in your mouth. This is how you do that. Place the tip of your tongue on the Avila Ridge behind your upper front teeth. Now stop the air with the tip of your tongue and then release it with a small puff. Remember, the is a voice sound, so you need to add your voice. Did Let's try making it did. Dio did. Okay, now you know how to make the the sound. So let's go ahead and do some practice. So first we're going to look at the the sound at the start off the words Repeat after me Do Daily Dance Dark daughter Deal Dr Dollar Desk Perfect. Now we're going to look at the the sound at the end off words. Let's take a look Odd afraid Avoid card child cold, good field food. So did you notice the rules are pretty much the same as with the sound. So with the sound, you might remember that at the beginning, off the words when the sound appears at the start of the words we use, ah, puff affair. But when the sound appears at the end of the word. There's no puff affair and it's the same thing with the sound. Okay, is the same thing. So that is the same thing. We don't use a puff affair. Now let's go ahead and practice the the sound when it appears multiple times in a word. Here are some examples, Dad. So what you have to do in a word like this is when it appears at the start, off the word, use a puff off air. Uh huh. And when it ends, when the the sound appears at the end of the world, then don't use a puff of air. So it sounds like this. Dad, Here's our next word. Standard decide decided. Deduct 100 demand. Dependable on the last word. Childhood. Great job. Now we're ready to move on to our tongue. Twister. Fantastic. So now you know how to pronounce the ter sound and the does sound correctly. Are you ready for a tongue twister? You've got a big one here and it goes like this. Or treat Hold loved a sheet. Hold who lived up in a tree? Honestly, guys, I don't even know what that means, but Let's just keep this rolling. He was a two toed tree toad, but a three toe toed. What she the two toed tree toad? Try to win the three toed she toads heart for the two toed tree. Toad loved the ground that the three toed tree toad trod, but the two toed treat toad tried in vain. He couldn't please her whim from her tree. Toad Bauer with her three toed power, the she told vetoed him. I honestly do not know what that means, but I want you to play around with this, and I want you to practice this enough so that you're able to distinguish these two sounds from each other. I know it can be a little bit challenging, but at least you'll have fun practicing it this way. And if you're really enjoying these tongue twisters, then be sure to share them with your friends and let them play along with you. You can even have a little competition and say you can even have a little competition and see who gets it correct and who doesn't? All right, so that's going to be the end of this one. In the next video, we're going to be talking about the road and the sound 24. Pronunciation - /r/ vs. /l/: Okay, so here we have terror and the look sound. First, we're going to begin with some examples for the ra sound. Here we go. Ring left, roll rice, rain on a curve. Now this rule sound, I've noticed, is quite difficult for Asian speakers, and that's because some of these languages actually don't have. There are sound, so it can be tricky for certain speakers to pronounce the sound. So Asian speakers very commonly mispronounced this sound as the sound. On the other hand, I've noticed that Spanish, Arabic, Slavic Turkish on Filipino speakers tend to rule the euro sound. So, for example, they might, instead of saying role, they might say, Roll roll, you see. Or instead of saying rice, they might say Rice, rice. Okay, so that's what we call a rolling are. And that's another thing that Slavic Turkish Filipino people tend to do. Now let's take a look at some common errors, So let's say if we have the word grass so an Asian person might mispronounce it and say glass, glass, glass. An Arabic person might say grass, grass. A Russian person might also say cross. Here's another word. Correct. Correct the correct way to pronounce correct is correct, but Asian speakers often mispronounce it as collect collect. Or a Russian speaker or a or a Spanish speaker might say Correct, Correct. Okay, they roll their R's finally wrong. Wrong, an Asian speaker might say, long as Slavic speaker might say, Wrong, Wrong. Okay, so those are two different types off errors that often occur with this sound. Now I want to show you an animation once again that is going to teach you exactly how to pronounce this error Sound correctly. Here we go. You should never trill the American sure like this to make the sound correctly. Let's start by opening your mouth a little and slightly rounding your lips. It's very important to focus on the position of your tongue when you're making the error. Raise the front of your tongue toward the owl Villa ridge behind your upper front teeth, but don't touch it. By the way, if you don't know what the Avila ridges, that's where the pointer is right now. Next, crow back the tip of your tongue, now slightly lower the center of your tongue and raise its back. Your tongue should be tensed. Remember the tip of your tongue should be curled back and it should never touch the Al Villa ridge behind your upper front teeth. Let's try saying it. Ah, ah, Uh, now that you know how to pronounce the her sound, let us do some practice. Here we go. You know the rules. I say the word you repeat after me. The first word is rank. Next word, Ron. Rail road wrap Ready wrist, wrong roll. Read rent rest, crew crops. Right Cry, troll, drop drum, Try grow And our last word from Okay, So now that you know how to pronounce the sound correctly, let us Now talk about the low sound. Here are some examples Long call Fell Male. We love Carl. Now with this sound again is the Asian speakers who tend to confuse the sound with the sound, as I already mentioned before. So here are some common errors. So here's an example. So with the word hello, you may have noticed Perhaps, if you have Japanese friends that sometimes they say herro herro Korean people can do the same sometimes herro Okay, So they confused a low sound with the sound a life Asian speakers may say arrive arrive and confused these two sounds. Here's our final example. Light light it can turn into Right. Right. Okay. And that is not right. That is incorrect. So the low sound is pronounced le le le like this. Okay, so let me now show you an animation that will show you how to pronounce this sound first, slightly open your mouth next. Pay attention to the position of your tongue. This is key to making a correct old sound touch. See Al Villa Ridge behind your upper front teeth with the tip of your tongue. If you don't know what the Al villa ridges, That's where the pointer is right now. Now lower the back of your tongue. If you make this sound correctly, you should be able to stretch out this sound like this. Ah, let's try saying it. Who? Mm ah. Now that you know how to pronounce the the sound, let us go ahead and practice it. Lady learn like late lake Lam land lane, lap last lo blue clap. Yeah. Flow fly flat glow glue. Cole. Hello, male. Great job. Now I want to point something out to you here, right here at the end of these last three words that you've said with me, you may have noticed or you may not have noticed, but actually these oh, sounds are a little bit deeper than these look sounds. So I'm going to say them for you. And I want you to try to see if there is a dear friends between the two. If you hear a difference to try to hear the difference Le le le Oh, Uh huh. Le le le Oh! Ah, who So that's what I mean by a little bit deeper. Actually, What this is called is it's called a dark L. And this type of l or this type of look sound is called the Light Al. And the difference is very small. Actually, you don't really have to bother with this again for the aisles exam. It doesn't matter. The examiners don't care about your axinn. But I just wanted to point that out to you here, since again, like I said before, you are going to be using English outside of the aisles exam, and I want you to learn it correctly the first time around. Okay, so these sounds these sounds are a little bit deeper and these ones are a little bit lighter, is what they call it. Okay, so just a little note again. Not very important for the purposes off isles, but it is important if you're trying to learn the American accent or the British accent in the British accent. It's the same way This type of o sound is deeper, so usually whenever we have the O sound at the end off words, that's when the new sounds a little bit deeper when it appears at the end of words. But if it appears at the beginning off words or in the middle off words, then it's not as deep great. So now you know how to pronounce the road sound as well as the sound. And I hope that the difference between these two sounds is clear for you. And if it is in fact clear for you, then I'm sure you are ready for a challenge. A tongue twister. Here's our 1st 1 Laura and Larry rarely love their rural. I can't do this without laughing. Laura and Larry rarely love their rural rule rulers to sleep. That can be really tricky if you try to say it fast Laura and Larry rarely love the rural rulers to sleep. I think I got it. I'm not sure. Here's your next one. Roland and Sally are really rallying on the railway platform for the release off Rory, the really Wiley Lavrov with curly hair and burly built Okay, I think that one's a little bit easier even though it's longer. Finally, this one is actually tricky. So here we go. Red lorry, Yellow lorry! Red lorry, Yellow lorry. Red lorry, Yellow lorry Red lorry, Yellow lorry Red lorry, Yellow lorry, Red lorry, Yellow lorry. Just keep saying that for a while. And let's see if you are in fact able to maintain the difference between these two sounds between the rural sound and the lower sound. Okay. And if you are taking this course from Asia than I definitely recommend you to try all of the's tongue twisters with your friends So that's it for this one. In the next video, we're going to be looking at the e and the e sound 25. Pronunciation - /i/ vs. /ē/: We're now talking about the eat and the e sound. Let's take a look. So here we have a short e short. Here are some examples Live ship hit, sit fit. Do you see how short this E is? Usually Asian speakers tend to mispronounce the sound by elongating it. So what they tend to do is they tend to make it longer, and then it ends up sounding like e sound. So the short E becomes E, and that's a mispronunciation. So here are some common errors, so live becomes leave, leave, leave. Ship becomes sheep, sheep on hit becomes heat heat. So, guys, do you see how easy it is for the Examiner to misunderstand you? If you don't pronounce these sounds correctly, then it's very easy for the Examiner to think that you're talking about something else, because the meaning can change depending on how you pronounce these sounds. So it's very important to understand the differences, the subtle differences between these sounds. So to help you with that, I'm now going to show you an animation that will show you how to pronounce this short e sound. Here we go. Okay. To pronounce the ISS sound you should focus on the correct position of your tone. Slightly open your mouth, spread your lips and relax them. Raise your tongue high in your mouth and push it to the front. The tip of your tongue can be lowered just behind your bottom front teeth. Remember, the is a relaxed sound, so your tongue and lips should be relaxed and your tongue should be at the front of your mouth. Now let's try saying it. Yeah, yeah, yeah, great. You now know how to produce the short e sound. Now let's go ahead and do some practice. It is the first word. Repeat after me. Big Sick, click clip, drink trip, film Fish Fate fix. Hit it him. Kick picnic. So here we have two short eat sounds picnic kid stick stick, King kiss, strict finish and our last word interest. Great job. We're now finished, and we can now move on to the other E. The Long E, which stood, is often confused with a short E. So let's talk about this now. Here are some examples Feet seed Phoebe deep leave again. The same Asian speakers often tend to confuse the sound with a short eat sound. So here are some common errors. Sometimes they will pronounce feet as fit. It seed becomes, sit on, deep becomes dip. So what Asian speakers tend to do is they take the heat sound and they tend to elongate it . Or they take the long E sound and the tend to compress it and make it short. So make sure to watch out for both of those things. I want to now show you a video, which will show you exactly how to pronounce the sound. Okay. To make the e sound, you should focus on the correct position of your lips, tongue and jaw. Open your mouth of little. Stretch your lips as wide as you can and make them tense. Raise your tongue very high and push it to the front of your mouth. The tip of your tongue should be lowered just behind your bottom front teeth. Remember the ease a tent sound so your lips and tongue should be tense. Your tongue should be at the front of your mouth. Let's try saying it. He e e All right. You now know how to make the long e sound on. It's now time for doing some practice. Here's the first word. Clean family each e feel steel He memory free meal he necessary people Peace, please. Usually believable. Really Notice we have the two long E sounds in this word Really company. Curious is he? And our last word energy. Great job, guys. I'm proud of you that you made it this far. So now you know how to pronounce the short eat sound. And you know how to pronounce the long e sound. So here are the two sounds that you now understand the difference between so I'm going to now challenge you with our tongue. Twister, we're going to start off with an easy one. The sheep on the ship slip on this sheet off. Sleep one more time. The sheep on this ship slipped on this sheet off sleet. We're going to now move on to the next one and I want you to repeat after me. Please do so if you're not already doing that. Here we go. Strict vegans eat beet chips with bean dip and keep meat on fish dishes out of reach. Now repeat this. Have for me one last time. Strict vegans eat, be chips with bean dip on, keep meat and fish dishes out of reach. Great. So those were our tongue twisters for this lesson. In the next video, I'm going to be talking about the worse is the were sound. 26. Pronunciation - /v/ vs. /w/: Welcome back. We're now looking at the and the world sound First, some examples. So here are some examples for the river sound. Vuh vuh! Vote verse, van stove shave What I've noticed is that Indians, Persians, Germans on Slavic people tend to confuse the sound with a w sound or the world were sound. I want you to pay attention to the difference between these two sounds. This is a verse sound. This, on the other hand, is a were sound who who were were were Okay, so that is the difference between these two sounds. Now let's take a look at some common errors. The 1st 1 is fast. Vest is something that we wear. But if you mispronounce it and you say west, then it sounds like you're talking about the direction west. So vest west two different sounds to different meanings. Next up we have flying vine like, for example, a vine off grapes flying. But if you mispronounce it as the worst sound, then it becomes wine wine. Like the wine that you drink at a party finally verse verse. If you mispronounce it as war sound, then it becomes worse. Worse Okay, very easy to completely change the meaning, depending on how you pronounce it. So it's important to pay attention to these subtle differences. The differences can be really subtle sometimes, and it can be difficult four, especially these foreign speakers to pick up on that difference. So what I want to do now is I want to show you an animation that will make it clear for you the difference between the over and the world sound. So first, we're going to start off by showing you a video that will teach you how to pronounce the sound hair. Rico. To make the vou sound correctly, focus on the position of your lips and teeth. First, lightly bite your lower lip. Make sure you do it gently and leave a tiny gap between your lips and your teeth. Now release a stream of air through that gap, creating lots of friction. The air should flow over your lip. The moon is a voiced constant, so don't forget to add your voice. Remember, the vu is a continuous sound, so you should be able to stretch it out like this. Uh, Now let's try saying it. You now know how to make the sound. So let's practice our first word vegan. Our next word verb. Various vocabulary travel, voice vote, cover, even event forever Favorite favor. Invite level movie. Never over. Behave Love Dr and our last word Give great job were all done. Before we move on to our next sound. I want to make one quick remark. So check out these last four words down here, so you'll notice that in all four of these words, the last sound is the sound. So what happens when the sound appears at the end off the world? What happens is something very subtle again. You don't have to worry about this for the aisles exam. It doesn't matter for the aisles because they don't care about your accent. But I still want to make this quick remark anyway. So what happens is that the sound gets a little bit longer, just a little bit longer. So when the sound appears at the beginning, it's a short sound or even in the middle. It's a short sound, but when it appears at the end, the sound gets stretched a little bit. Just a little bit. It's very subtle. So, for example, when it appears at the start off the word we say vegan verb, various vocabulary. But when it appears at the end, we say, Behave, love Dr Give just a little bit longer. Okay? So No. Well, huh? Well, see, that is a very subtle difference. And it's probably only a few microseconds or something, so you don't have to worry about this. But if you're trying to work on your accent as well, then this is something to take note off. But don't worry about it for your isles exam. Okay, so now I want to talk about the who sound, and it's very important for the else exam that you understand the difference between the and the the sound. This sound is very commonly confused with sound on vice versa. So students tend to confuse these two sounds with each other both ways. So let's talk about that so that you can stop making those mistakes. Okay, so now you know how to pronounce the first sound. Now I want to show you how to pronounce the word sound. They sound very similar, so it's important to make sure we understand the difference between these sounds. Here are some examples. Well, worse wife, woman or women on water again, the same group of people tend to confuse these two sounds. So what I've noticed is sometimes instead of saying, well, they might, they might either say well or they may say, Well, well, OK, so it seems to me that in these languages, a distinction between the ver and the world sound is not made. So for that reason, these speakers tend to confuse the sounds with each other. So here are some common errors. Water becomes water of water, so I've noticed is personally when I was traveling in Poland and Czech Republic. So Slavic speakers tend to say water of water. Worse, worse turns into verse different meaning wet becomes vet. So that is a vet of that is someone who treats animals so you can see how, by making such a small difference in the sounds, the meaning changes entirely. So let's now take a look at an animation that is going to show you how to pronounce this work. Sound correctly to make the worst sound correctly, focus on the movement of your lips and the position of your tongue. First, let's learn how to move your lips slightly open your mouth around your lips and pull them into a small, tight circle. Then, as you make this sound, you'll stretch your lips wide with a quick and sharp movement. Well, now let's put your tongue in the correct position for this sound, start with your tongue in a neutral position. When making this sound, pull your tongue far back to your throat and make it tense. Well, remember, Even though the war is a constant, it's pronounced like a vowel, so you should fill the air gliding over your tongue. And, of course, the wool is a voice sound. So don't forget to add your voice. Let's try saying it. What? Well, well, great. You now know how to make the new sound, and you're now ready for some practice. So first we're going to take a look at the Wu Sound on. We're going to take a look at the sound in words that contained the letter W. So let's begin. Here's our word. I want you to repeat after me work world between away Wake, twist, swear waste swim. Great. Now let's take a look at some words in which we have to make the work sound, but in these words, we don't see the letter W Instead we see the letter you Here are some examples frequent liquid question equality, equal language Penguin Sweet persuade. Great. So you may have noticed that in almost all of these cases, actually, most of the words in which we make the world sound when you appears is actually a group off letters. Actually, it's Qu or G you. That's what happens most of the times in such words with the letter You okay, So if you see qu, you know that is going to be a what will sound. Okay, quote, quote, depending on if it's a cute or go go, depending on if it's a G. But sometimes you may have to make the world sound when the letter you appears without the G or without the queue. Okay, So words like this are actually quite rare, and most of the times, whenever you have to make the world sound, then the letter W is going to be present. Now, this is not quite related. This part right here is not quite related to the work sound, but I still wanted to mention it. Since it is related to W. And sometimes some students tend to pronounce this W when it's supposed to be silent. Okay, so sometimes the w sound is supposed to be silent, but some students still pronounce it anyways, So I want to go over some words in which the w sound is silent. We don't pronounce the W in these cases. So here's our first example. The word is answer notice that there is no work sound. Answer. Awful knowledge Wrap wreck, rest wrong, Right and finally wrench. Great, You're all done and now you're ready for our tongue twisters. Awesome! So you now know how to pronounce the word sound as well as the ver sound. So let's take a look at our tongue. Twister. We are very wary off wearing white woven rule when wolves wail in the vast woodlands. Great one more time. I want you to repeat after me. We are very wary off wearing white woven rule when wolves wail in the vast woodlands. Great! Let's move onto the next one. We wish toe where handwoven vivid violet velvet vintage vest for wheels. Wedding anniversary one more time. We wish toe wear handwoven vivid violet velvet vintage vests for Will's wedding anniversary . Fantastic. So that's the end of this video. In the next one, we're going to be talking about the per and the sound. 27. Pronunciation - /p/ vs. /b/: in this video, we are going to be looking at the and the sound. So first, here are some examples Price. Print, Apple Open. Apply. So with this sound, it is usually the Arabic, and the Asian speakers who tend to mispronounce it on the most common mispronunciation is to confuse it with the birth sound. They're quite similar, but there are some differences between these two sounds, and so the common errors that you will commonly notice with the sounds looks like this. So, for example, price turns into price. So what happens here is that the gets turned into a book sound price price. And in the case of Arabic speakers, this sound gets even deeper, even stronger, so Arabic speakers may say price price. Here's another example paint paint. So this word maybe mispronounced as paint pained. Here's our final example. Stop, stop, and that can get turned into stub stump. Okay, I hope that's clear for you. Now let's take a look at exactly how to make this sound. Check it out first pressure lips together to stop the air in your mouth next part your lips and released the air with a strong puff. If you make this sound correctly, you'll hear a burst of air. Now let's try saying it. Great. So now you know exactly how to make this sound. So let's go ahead and do some practice. So you already know the rules. By now I'm going to say the word and you're going to repeat after me. We're going to start by looking at the sound when it appears at the beginning off words. So here's our first ward, a pack a pack. So notice that when the sound appears at the start of the word, then we use a puff off air. So there's a puff of air that we say with the sound. Here's our next example Page Parent Plan Park, please. Part peace pet. Excellent. Now we're going to be looking at the sound when it appears at the end of words. So here's our first word. Cheap. Keep notice that wind up sound appears at the end off words. We do not use a puff of air. There's no puff of air here. Clap club notice. I'm not saying clap cheap. I'm not doing that. So there's no puff off air when this sound appears at the end of words. Drop, Help! Trump, Keep step Sleep and our last word shop. Great. Now I want to show you some words in which the sound appears after the letter s take a look . Speak speech. So in these two cases, we do not use any puff of air Spend spider spell, spear spoil in spite and our last word despite great, you're all done. Now I want to show you the other sound the the sound that students often confused with the sound. So here are some examples that use this sound but best grab board absent So with the sound again is the same speakers typically is the Chinese and the Vietnamese speakers who often mispronounced the sound as either a sound or a sound. Okay with the Arabic speakers, what they tend to do, on the other hand, is the overstress this sound So, for example, instead of saying best, an Arabic speaker may say best past Okay, so they over pronounce or overstress this sound. So here are some common errors that typically occur with this sound. So the word Barry make it turn into Berry Ferry or Perry. Okay, so that's an overstressed sound Here's another example. Best so best may get turning to best best, or you may get turning too fast. Vest or it may be overstressed as past past. So all of these pronunciations here in the right color are incorrect, and you want to avoid that. Finally, here's our last example. So the word boy make it turn into poi voy or boy. Great. So now that that's clear to you, I want to know. Show you exactly how to make this sound so that you don't confuse it with these other sounds. Take a look to make the sound correctly. It's important to focus on stopping the air with your lips. Let's take a closer look at how to do that. Press your lips together to first stop the air in your mouth next part your lips and release the air with a puff. Remember the but is a voice sound, so you need to add your voice. Let's try making it, but but no. Okay, so you now know exactly how to make this sound. We're now going to do some practice, so first I'm going to go over some words in which the the sound appears at the start off words. Repeat after me. Bake bagel Banana that Berries biscuit boil bottle breakfast. Great. We're all done with this column. Now let's move on to the sound at the end of words Cab. I noticed that here we do not use a puff of air. So here we use a small puff affair. And be careful, guys, You don't want to use too much air either, because, like I mentioned, you don't want to overstress these sounds so bake. You don't want to say pick. Okay, you don't want to overstress this sound. You also don't want toe under stress this sound. So use some puff of air when the book sound appears at the start of words. But when it appears at the end of words, then you should not use any puff affair. Let's keep moving on. The next word is club. Describe globe grab job read Web to Great Job. Now I want to show you some words in which we have multiple book sounds, and it's your job to decide where you should use a puff of air on where you should not take a look absorb. So here we do not use any puff affair in either Off these be sounds, OK. And the reason is because the birth appears in the middle off the word on here. The book appears at the end of the word. So you only want to use the puff of air when it appears at the start off words, which is not the case Over here. Let's move on to our next word, baby. Great. Small puff of air right here. And no puff of air over here. Barber basketball Bible bubble Both subscribe. Probably great job. You're all done. Now we're ready to move into our tongue twisters. So here's our 1st 1 Let's see if you get it right. I'm gonna do this along with you, so I'm going to say the tongue twister first. Then I'm going to leave you some time to repeat after me. So let's begin. Did Betty Piper baked Peter borders pickled butter with his peck off bitter peppers? All right, let's do it one more time. So I'm gonna say it first, and I want you to repeat after me. Date Betty Piper baked Peter borders Pickled butter with his pecker off Better peppers. Great. Were you able to pronounce these sounds. If not, no problem. It can take some time, So just pause this video and practice it a few times if you need to. I'm now going to show you our other tongue. Twister. So here's another one. We have the same characters. Betty Piper. So let's begin. I'm going to say it first, and then I'm going to pause for you to repeat after me. If Betty Piper picked Peter Borders pink batter from the brown covered. Or is the bowl off pink batter that Betty publicly baked into pickled putter for Peter Border. Great job. Now, if you need to repeat these tongue twisters or practice them with your friends, then just pause this video here and practice it a few times on. Feel free to just take a screenshot off days and share it with your friends. Great. So we're all done here on in the next video. We're going to be talking about these sounds over here is on 28. Pronunciation - /s/ vs. /z/ vs. /sh/: Welcome back, folks. This time we're looking at these sounds. Um, so first, let me begin by giving you some examples. So first, we're going to begin with this sound. So here are some examples said science, this city Saturday. Great. Now, with these sounds, a lot of different foreign speakers tend to mispronounce it as the voice sound. Whereas the East Asians, they tend to do something different. The East Asians tend to mispronounce it as sound on that especially happens when this sound appears before fouls. So we're going to take a look at some common mistakes. And then I'm going to show you how to make this sound so that you can avoid making these mistakes take a look. So here are some common errors. Our first word sip, sip. So that sound, maybe mispronounced as zip zip, or it may be mispronounced as ship ship. So you want to avoid that? Don't confuse it with the sound on. Don't confuse it with the sound. Next word is cells, so this might be turned into cells, cells or shells. Okay, so watch out for that Now. Here's our final example face and there may be turning to phase phase. Okay, Now let me show you how to make this sound slightly. Open your mouth. Now focus on the position of the tip of your tongue. Raise the tip of your tongue to your our villa ridge, but don't touch it. Make sure there's a small gap between them. Now release a stream of air over your tongue. When the air flows between the tip of your tongue and the valvular ridge towards your upper teeth, it will create lots of noise. Something like this. Remember, all the frickin is our continuous sounds, and the is no exception. So let's try and stretch it out. Ready? Good. Let's do it again. Well done. Now you know how to make this sound. So let's do some practice. And I just want to point out here, Guys, you don't want to skip this. This is an important part off learning how to make these sounds. So don't skip this part. Be sure to take some time to practice along with me over here. OK, is going to make a big difference. And practice is one of the most important parts off getting a high score on your speaking exam. So We're going to begin with our first word over here. The first word is same. Same so se seen ST Scream Strawberry saying sleep advice audience. So notice that that sound can be made Not just with a s, but also with the letter C Balance course. Ask assist. Rest Box distance, Eastern Hospital. Bicycle person. Well done. So we're done with this and now I want to show you the sound. So here are some examples off this sound zebra Is waas hers Thursday? So with this sound, we have pretty much the same group of people who tend to confuse it with the unveil voiced sound. So here are some common errors Tow, avoid eyes. So here we have the sound we say eyes. But some people may say as eyes ice Okay. And that's wrong. So here's another example raise and that can get turned into race race, okay. And that entirely changes the meaning off the word. So that's why these differences are really important to understand, to avoid any miscommunication or misunderstanding and our final example lies lies on. If you mispronounce it, it can sound like lice life. So avoid these mistakes on don't confuse it with the unveil voiced sound. There is a clear difference here. We have the sound, and here we have the sound. Now let me show you in more detail exactly how to make this sound slightly. Open your mouth. Now focus on the position of the tip of your tongue. Raise the tip of your tongue to your ovular ridge, but don't touch it. Make sure there's a small gap between them. Now release a stream of air over the tip of your tongue. When the air flows between the tip of your tongue and the Avila ridge towards your upper teeth, it creates a lot of noise. Something like this. Mm. The This is is a voiced constant, so don't forget to add your voice, Same as all the other. Frickin is the is is a continuous sound, so you should be able to stretch it out like this. Let's do it together. Nicely done. You now know how to make this sound, so let's do some practice. Repeat after me. Zero breeze. Cozy Those frieze jazz, lazy prize realize sighs, sneeze cousin season deserve design, desire, easy music, newspaper observe, exist and our last word example fantastic were all done. Now let's move on to our final sound for this video. The sound. So here are some examples. See, Chef shampoo, Cash lotion. Would this sound? Chinese and Vietnamese speakers often confuse it with this sound, which I have mentioned before. Whereas Russians and Spanish speakers. Now these are phonetic languages. And so these fanatic language speakers sometimes mispronounce it as sound. Okay, so the sound is completely different. So on the one hand we have here, we have different sounds. So here are some common errors to avoid. So the word shampoo maybe mispronounced as Champoux Champoux. So phonetic language speakers tend to do this like I mentioned Russian and Spanish speakers . Champoux. Asian speakers, on the other hand, may say Sambou Sambou. Okay, so both of those are incorrect ways to pronounce this word. Our next word. Champagne. Champagne! So here again, the phonetic language speakers may pronounce the sound exactly as it appears. So they see a C h sound the sound and they don't realize that actually, even though we have ah c h here it's supposed to be pronounced as a sound. So the correct way to pronounce this word is Champagne, champagne, but some speakers may mispronounce it as Champaign Champaign. Here's our final example. Short, short, so Asian speakers may mispronounce it as sort sort. So avoid these ways of pronouncing this sound that you see here in the red color I want to know, show you exactly how to make this sound so that you can avoid making mistakes like this slightly. Open your mouth and round your lips. You may push them out a little. Now focus on your tongue. Art your tongue and raise it to the roof of your mouth. But don't touch it. Make sure there's a small gap between them. Next, release a stream of air over your tongue. When the air flows between the blade of your tongue and the roof of your mouth, it'll create lots of noise. Something like this. Remember, the frickin is our continuous sounds, and so is the constant. Let's try and stretch it out. Ready? Excellent. How about one more time? Great. You now know how to make this sound, so let's go ahead and do some practice. I'm going to say a word and you're going to repeat after me. Let's begin. Wait way, Finish fish publish Push. Sugar pressure. Oh, thin. I want you to pay attention to the fact that you don't have to have an S h in order to make the sound. So you may have to make the sound even when there is no S h present. Such as over here or over here or over here. Official special. Delicious Chef Financial. Especially grocery machine champagne Action, tradition condition, Election creation. Great job, guys. You are all done with all three of these sounds. And now I want to throw some tongue twisters at you to challenge you to see if you're able to distinguish these three sounds from each other. Let's begin. I'm gonna show you the tongue, Twister. I'm gonna say it and then I'm gonna leave you some time to repeat after me. So here we go. The seven students took the first test for the driver's licenses on the last Thursday in December. So here in the blue color, we have that sound. And here in the red color, we have the sound. So go ahead. Take a moment to repeat this in your own time. I will wait. Here's our next tongue. Twister. Silly Sally says, Don't lose the loose zipper or slip on the slippery slipper. Go ahead and repeat. I will wait. All right? We're now going to move on to our next tongue. Twister. You've probably seen this one before. On it is a fun one. It's one that I had a tough time actually, to say it right for a very long time. So this is a tricky one that a lot of students find challenging. But it's also fun to say. So let's begin. She sells seashells on the seashore. The shells she sells are seashells on shore. All right, so this one used all three off the sounds. And now I want to show you our final time Twister for this video, Susan shines shoes and socks, socks and shoes shines Susan. She stopped shining shoes and socks for shoes and socks. Shock. Susan, go ahead and repeat. I will wait. Well done. Now, if you need to practice these tongue twisters at any point, you know you can pause them on, play around with this as much as you want. So we're going to stop this video here now and in the next one I want to show you the next group of sounds which are the job and the the sound 29. Pronunciation - /j/ vs. /zh/: Welcome back in this video. We're looking at the job and the sound, so let's begin with some examples. Enjoy injury. Jail page, Japan. Great. Now with this sound usually is the Arabic and Vietnamese speakers who tend to confuse it with the sound. So basically, you can look at it as an over pronounced jer sound. So when you over pronounce this sound, it turns into a sound. So here are some common errors to avoid Japan Japan. So some speakers may mispronounce it as Japan, Japan or Japan tra pan, so you don't want to confuse it with a sound, and you don't want to overstress it. And then here are are other examples. James can get turned into James or chains, and joke can get turned into a joke or a joke. Great. So now that that's clear to you, I want to show you how exactly, to make this sound, take a look. To make the sound you need to merge the stop sound duh with the frickin tive into one sound . First, slightly open your mouth and push out your lips. Now focus on your tongue. Place the tip of your tongue on the Avila ridge behind your upper front teeth. Just a you do to make the sound this way. You stop the air now to release the air. Art your tongue so it's near the roof of your mouth the same way as you dio. When you make the sound, make sure that you don't touch the roof of your mouth, and there's a small gap for the Airstream. When you release the air through this gap, it'll flow with lots of noise. Yeah, the judge is a voice sound, so don't forget to add your voice. Does that sound like a lot? Don't worry. Let's watch it again in slow motion. Remember, the job is an African sound, so it's important to completely stop the air in your mouth and then immediately release it with friction. Now let's try and merge the day and the sounds together. Joe, you Yeah, now that you know how to make this chair sound, let's do some practice. Repeat after me. Gel Jaar Jim Joel Jeans checked. Join judge juice changer. Object. I just agency budget, education, energy Suggest soldier procedure. Arrange average bridge. Well done. Now I want to show you the sound. So here are some examples off the sound vision. Pleasure decision Persia. So again, it's the same speakers who tend to mispronounce this. You sound as the job sound. So other confusion that can happen is to mispronounce the sound as the sound. So these are usually what this sound is often confused with. So so far in this video as well as in the previous videos, we've already talked about how to make all three of thes sounds, so it should be easy for you to now understand the difference between them. So here are some common errors to avoid, usually so in the word. Usually we have the sound, but if you overstress it, then it can sound like you're saying mutually huge. Really. Or maybe my sound like you're saying you, Julie usually okay, so avoid that it's not usually is usually usually, and here are some other commoners, so visual can sound like you're saying visible or visual on. Asia can sound like you're saying Asia. You want to avoid mispronouncing it as sound, or you may mispronounce it as a JIA a JIA great. So now let's take a look at how to make this sound slightly open your mouth and round your lips. You may push them out a little. Now focus on your tongue. Art your tongue and raise it to the roof of your mouth. But don't touch it. Make sure there's a small gap between them. Next, release a stream of air over your tongue. When the air flows between the blade of your tongue and the roof of your mouth, it will create lots of noise. Something like this. The is a voiced sound, so don't forget to add your voice. Remember, the frickin gives our continuous sounds, and this is also true for the the constant. So let's try and stretch it out. Ready? Awesome. Want to try it one more time? Fantastic. Now you know how to make this sound and it's time to do some practice so I'll say the words on the screen and you'll repeat after me. We're going to start off with Asia Conclusion division, television garage, leisure decision measure occasion. Pleasure. Usual casual version. Vision equation. Regime seizure treasure Persia Prestige, precision massage. You're doing a great job, guys. We're done with this. And I hope that you now have a clear understanding of how to say the the sound, and that you now understand the difference between this and the other sounds that students often confuse it with, such as the Jew sound or the sound or the sound. Now I'm gonna throw sometimes oysters at you. I'm going to say them, and then I'll leave you some time to repeat after me. So let's begin. Visionary Jane usually measures the jiggly jello visually just before casually jumping joyously with treasured jelly beans in a Belgian jail. Great. Now here's our last tongue. Twister, George, the Asian Giraffe journey through Persia with pleasure to find Germany treasure shoved in an unusual jar off jellyfish. Excellent. Were all done with this video. I'm proud of you that you have made it this far. So let's keep the ball rolling on in the next video. We're going to look at he sounds over here. Oh, all on Mm. 30. Pronunciation - /ō/ vs. /o/ vs. /ə/: in this video, we're going to be talking about the O or and sounds. So we're going to begin here by looking at the O sound. So here are some examples that use this sound bonus robot, local rodent on total Asian speakers tend to mispronounce this sound eyes all, so there is a clear difference. One is the O sound. The other is the all sound, but Asian speakers tend to confuse these two sounds. So here are some common errors to look out for. So over here we have the word joke joke. It's not Jock. Okay, here's another example float. So if you mispronounce it, you may say flood float. Okay, that's incorrect. On our final example Cloak cloak. So if you mispronounce that, that can sound like you're saying clock clock, which is a different word and has a different meaning. Great. Now let's take a look at how to make this sound. So check out this animation by sounds American to pronounce the O sound. You should focus on the correct position of your jaw, lips and tongue around your lips and make them tense. Then pull them in a tighter circle. Pull your tongue back intense it. Remember, the O is a tense sound, so your lips and tongue should be very tense. You're Josh should be partially lowered. Let's try saying it. Oh, oh, oh, great. So now that you know how to make this sound, let's do some practice. So here's our first word. I'm going to say the words on the screen and then you'll have to repeat after me. Let's begin. Ghost Bold Bone Boat Float broke. Chose close coach Cold Khost coat Don't. So those drove phone go snow doh grow whole Excellent. Now let's take a look at the all sound. So here it is. And here are some examples hot. Want whole draw bought with this sound? We've seen that speakers off fanatic languages on phonetic language is, by the way, our languages where a word is pronounced in the same way in which it is written. So what that means is that if you see an a sound is pronounced as an a sound. Okay, if you see a O sound is pronounced as an o sound, but with English. That's not what happens, right? English is not a fanatic language, so a word might be spelled one way, but we might pronounce it entirely differently. So in other words, the same letters can have different sounds, depending on the words that they appearing. So in fanatic languages, this is usually not the case. So in a phonetic language, if a word is spelled a certain way than the sound for that word is going to follow its spelling the way it is spelled. So fanatic languages are languages such as German, Spanish, Portuguese or Slavic languages. Baltic languages. Okay, so those are the fanatic languages on. Usually these speakers tend to confuse this sound with the O sound. So they think that because we see the letter O, it must sound like an O. But that is not the case as you've already seen. So this oh can have the o sound. Or it can have the all sound, as is the case right here. So here are some common errors that you should avoid. The word here is locked a lot, but some students may mispronounce it as wrote. Look, here's another example. Stop, stop. But if you confuse it with the o sound, then you may mispronounce it as stop stop. And that's incorrect. Here's our final example. Part part again, here's the wrong way to say it the wrong way would be put put. That's the O sound. So don't confuse these two sounds. Now let's take a look at an animation that is going to help you to make this sound okay. To pronounce the aw sound, you should focus on the position of your jaw, lips and tongue. Open your mouth as wide as possible and round your lips. Flatten your tongue and pull it back. Place your tongue very low in your mouth. The tip of your tongue should be touching the back of your bottom front teeth. Remember, the awe is a very open sound, so you're Josh should be as open as possible. Let's try saying it. Oh, oh, oh, Nicely done. Now that you know how to make the all sound, let's do some practice. You will see the words on the screen on. All you have to do is repeat after me. Make sure to not skip this part. It's very important that you get as much practice with this as possible. So the first word here is Oh oh, here is the next word Blawg log Broad brought Cole, Mo. Court cause cloth cost Cough Kroll Cross yawn. Dog troll fault Fog Fort Golf Water Thought Well done. We're now done with the awe and the oh sounds. Now let's take a look at the sound. This is another one that students often have difficulty recognizing. So let's talk about it. So here are some examples that use this sound comma. Oh ah, ah comma local salad letter patient plus great. So as I've mentioned before, foreign speakers have difficulty recognizing the sound on because off that what a lot of students tend to do is they tend to pronounce the sounds in the words exactly as they appear. And this is especially true off phonetic languages such as Russian or German. So what happens is that if a student sees or you, they think that it should make a you sound. So instead of saying, plus, they may say clues. On the other hand, instead of saying salad salad, they see an A here, and so they think that they have to pronounce it exactly as it's written. So what they may say instead is salad salad. See that? So just because a word has a certain letter, it doesn't mean that it follows the same sound. The sound can change depending on the word. So here are some common errors. Tow avoid. So here's our first word off off. So that's the right way to say it off. But some students may say off off Why? Because they see the O Hare and they because they see the oh, here and the thing that they have to make the all sound. So they end up saying off, which is incorrect. Here's another example. Here. The word is banana banana. Okay, is, uh oh banana. But again, a speaker off a fanatic language missy CD is over here in the middle, off the word and at the end, off the word. And they may think that they have to make the a sound so it might end up sounding like this banana banana. Okay, banana. And that's incorrect. So if it's a small difference by the way guys, it's not a big problem. Like of mentioned before the aisles. Examiners don't really care about your accent as long as they can understand the words that you're saying. And as long as you're following some general rules regarding stressing the correct syllables and so on. So for the most part, you should be focusing on pronouncing the words clearly so that the examiners can understand you. That should be your first priority. But if you can work on these other things as well, if you can work on these other nuances, then go ahead and do that, too. So here's our final example. So we've talked about a sound, and we've talked about how fanatic language speakers tend to pronounce the vowel exactly as it's written. So what happens when they do that is the sound becomes too strong. So take a look. So here we have the word about Oh, uh, about. But if you make it too strong than it sounds like this, it might sound like about about so don't make that mistake. Here's another example. Manner. 00 manner. It is not manner. Manner. OK, it's not making the e sound here. It's a manner. Here's another example. Sailor. Her sailor. It's not say lore. Here's another example. Cactus cactus. It is not cactus on our final example. Lentil lentil, so it is not lent ill will entail. That's incorrect Oh, lentil great. So just keep that in mind that just because you see a certain letter doesn't mean that you have to pronounce it exactly as it's written. Now, let's take a look at an animation that will explain to you how to make this sound okay. To pronounce the sound, you should focus on relaxing your tongue and lips slightly. Open your mouth. Relax your lips and leave them in a neutral position. Place your tongue in the middle of your mouth and relax it. Remember, the sound is very relaxed, so your tongue and lips should be relaxed when you pronounce it. Let's try saying it. Oh, uh oh, great. Now you know how to make the sound. So let's do some practice. Here's our first word. You will repeat after me achieve oh, achieve product above pencil. Absent, accurate across action, actually. So here, I want you to notice that here first we have the sound and then we have the sound actually see that actually adapt address unjust. Adopt adult advance effect again. Africa against agency, even nation Well done, guys. We are all finished with all three off the sounds the O or and So now you're ready for some tongue twisters. So you already know the rules. We're going to throw some tongue twisters at you, and they're going to have these three sounds that you've just learned. So I'm going to say the tongue twister for you first, and then I'll leave you some time to repeat after me. Let's begin. Paul called out when he thought a big old toad hopped on his boat as he rode across the moat, where his naughty daughter lost her mother's $444 button coat while washing her bosses costly pot in the oval pond. So go ahead and repeat it after me. I will wait. - Fantastic . You should be all done by now. So if you need some time than just pause the video on, keep going. Now that's the end of this video. In the next one, we're going to be talking about diff phones on silent letters, so stick around for that 31. Pronunciation - Dipthongs & Silent Letters: in this video, we're going to be looking at what are called def thongs, and then we'll also talk about silent letters. So first of all, let's talk about def thongs what they are, how do we use them? So here's what a diff tongue is. Basically, it's just a sound that forms when we combine two vowels. So it's the combination of two valuables. But these two vowels, they actually occur in a single syllable. So when we have two vowels that appear in a single syllable, what happens is that one vowel guides towards the other vowel. So let me show you some examples off what I mean, So check out these words. So here we have the word coin coin. What happens in this word? Well, you'll notice that we have two vowels. Oh, and I. So these two letters are the vowels. So when we put them together into a single syllable, what happens is the O sound glides into the e sound. So it becomes coin. Oh, in coin coin. You see how died Cohen. Here's another example. Loud out. How loud. And here's our final example side ID ID. So even though we only have one vowel here. We're not looking at the vowels in the word itself. We don't care about that. We're looking at the vowels or rather were listening to the via walls that appear in the word. So here we only have one vowel. But actually, if you say the word side side, you'll notice that there are actually two vowels in the sound i e. I You hear that on E? So it glides from ah to E I'd side. So that's what we mean by a combination of two vowels in a single syllable. So whenever you have this situation in which you have two vowels in which one glides into the next, we call that a diff thong. You don't have to know what the words are called. You don't have to know the terminologies like it's called a day thong or whatever. All you have to know is how to pronounce these words correctly. As long as you can use English correctly on effectively. You don't have to worry about all these terminologies just know how to use them. So now let me show you some common mistakes so that you can avoid them. So the first mistake is not colliding. So very common mistake. A lot of students make this mistake, and what they do is they simply don't glide from one vowel to the next. So what you have to do is to pronounce these words correctly. You have to effectively glide. Make sure that there is that coin or the out or the side that kind of sound. Okay, it's It has to glide from one sound to the next. So check out these words here. So the word here is fair. Fair. OK, but if you don't glide fair, then what happens is it ends up sounding like fair, fair. And that's not right. Here's another example. Sky I sky. If you don't glide, it ends up sounding like you're saying Ski ski. Okay, here's our final example. Boil or your boil, so if you don't glide, it ends up sounding like you're saying, Bull bull. That's not right. You have to glide E. Okay, there's a eat in their boil, so avoid saying it in this way, as you can see here in the red color. Avoid that. Now let's talk about the other type of mistake that students often make and that is splitting the vowels. So sometimes students will split the vowels. So what happens is when you have these two vowels alongside each other in the single syllable, as we've mentioned here. So when you have these two vowels, sometimes students will separate them into too short vowels. Okay, you don't want to separate them into too short sounds. So let me give you some examples off mistakes that some students tend to make. So here we have the word Cohen Oe Cohen. But sometimes students may split it, and instead they miss a coat. In Cohen. It has to be one smooth syllable. Cohen, not Cohen. Get it? Take a look at this other example Loud. How loud we don't say Lockwood Lockwood Lockwood that is splitting the vowels. Don't do that. Here's our final example side side. But if you split the vowel, then you may mispronounce it as sodded sauted. Don't do that one smooth, continuous sound side side, so be sure to avoid splitting the vowels as well. Now let's talk about silent letters, often times in the English language. We don't pronounce certain letters, recall them silent letters because we don't pronounce them So I'm sure you have some experience with this already, but let's go ahead and talk about these silent letters in a little bit more detail. So silent letters are when you have a word in which certain letters are silent, you don't hear them. However, they are still there. They are there when you write a certain word. So here are some examples Here we have the word island. So we haven't s here, but we don't actually pronounce the s sound. So we don't say is land we don't say is land. We say Island Island Island. The S is silent. Here's another example muscle muscle. We don't say Muskal. The C is silent muscle on finally signed sign here the G is silent. Now let's talk about some common mistakes that students tend to make. So sometimes students pronounce silent letters and we most commonly noticed this with speakers off fanatic languages. So frenetic languages like Hindi, Spanish, Baltic languages, because in the phonetic language is a word is pronounced exactly as it is written. But that is not the case in English. So here are some examples off some mistakes. Here we have the word calm com. The letter l is silent, but if you pronounce the L than it becomes calm, calm and that's incorrect, Here's another word. Honest. Honest. Okay, so here the h sound is silent, honest, honest. But if you pronounce the h sound, it might sound like you're saying harnessed. Horn ist That's incorrect. There is another example. Balm, balm. So you know the bomb that goes off that explodes, we don't say bomb. The B is silent and believe it or not, actually I used to make this mistake myself for quite a long time. For a long time I did not know that the B was silent when I was little. I used to make this mistake So the correct way to say it is bomb bum The B is silent. It is not a bomb. Here's another example. Every every So here the e is silent. We don't say every every that's wrong. The e is silent every every evening Evening. So again the e is silent here, so we don't say even ing even ing that's wrong. This e is silent. We say evening on our last example Thailand, Thailand. So here the H is silent. So we don't say Thailand. We say Thailand, Thailand. The H is silent. So be sure to avoid these mistakes. Make sure that you don't pronounce letters that are supposed to be silent. Great. We're all down on in the next video. We're going to be talking about syllables. 32. Pronunciation - Syllables: in this video, we're going to be talking about syllables. So first, let's take a look at what syllables are. So in simple terms, a syllable is just a unit off pronunciation, that's all it is, is just one unit off pronunciation. Now, the way that this unit off pronunciation is defined is based on the vowel sound. So every time you have one vowel sound that counts as one unit off pronunciation. So that means that each syllable or each unit of pronunciation, has one vowel sound. And the reason why syllables are so important in the English language is because in every word you have to stress a certain syllable, and you have to stress the correct sellable. Because if you don't stress the right syllable than what can happen is you might either mispronounced the word or you might change the meaning off the word. So let me give you some examples to better show you what syllables are. So here we have the word dog dog is a one syllable word. There is only one vowel sound in the word dog, so therefore it has one unit of pronunciation or one syllable. Here's another example. Pencil pencil has two syllables. So here we have the air. Powell. Okay, that's one vowel sound. And here we have the sound. So that's our other unit of pronunciation. So here we have two vowel sounds or two syllables. Now, you may be wondering what is an easy way to count these number of syllables And how do you know which syllable you must stress? So we'll talk about which syllable you need to stress very soon. But right now, let me show you an easy way off counting syllables. So the word pencil has two syllables or two units of pronunciation. Let's look at a couple more examples. So here we have the word family family has three syllables. So here we have the A vowel sound. Here we have the e foul sound on here again The e this time the long E So family has three units off pronunciation or 35 all sounds or three syllables Get it? So that's how we count the number of syllables. Here's our last example Technology technology. Here we have four vowel sounds. Ah o e tech no lo g. So four syllables, four units of pronunciation. Now let me show you a really easy way for counting these syllables. So if you're trying to determine how many syllables there are in a word, all you have to do is simply clap your hands with every beat that you hear in a word. So let me give you an example here. Modernization, modernization. So here's our word on what we're trying to do is we're trying to count the number of syllables in easy way. So how do we do that? Well, let's start clapping our hands. So I'm going to clap my hands as I say the word modernization. And then I'm going to leave some time for you to do the same thing. So it sounds like this modernization. So go ahead and do that yourself now. Great. Let's do it one more time. Modernization. Great. So that's what I mean by clapping your hands to every beat that you hear in the world. So in the word modernization, we have five collapse. So that means that there are five syllables in this word. Now with the word dog, we have dog. One syllable, pencil pencil, two syllables. Here we have the word family, family, three syllables on here. We have technology. Okay, on here. We have technology, so four syllables technology. Get it. So if you ever want to count the number of syllables, simply clap your hands or if you don't want to clap your hands, then just tap on the table. It's the same thing. Now let's talk about syllable stress because I'm not just making you count the number of syllables for no reason. Counting the number of syllables helps us to determine which syllable you need to stress. So here's why. Stressing the correct syllable is so important. Primarily, it is important for two reasons. The first reason is that it helps the Examiner, or it helps the person you're talking to to comprehend you toe. Understand what you're saying. The other reason is that it conveys the correct meaning. So if you don't stress the right syllable, then what might happen is you might either mispronounced the word or you might change the meaning off the word. So we want to avoid both of those things, since they will both negatively impact your isles score. So let's talk about stressing syllables, so I want to start off by first talking about the first reason, which is comprehension. So let's look at comprehension on Let's take this sentence as our example. So here we have a sentence that reads, I really enjoy traveling to foreign countries in the summer season. Great. Now let's take a look at how many syllables there are in this sentence in each word off this sentence. So I'm just going to be clapping my hands. Feel free to do so along with me if you want. So here we go. I really enjoy traveling to foreign countries in the summer season. Great. So now you've counted these syllables with me. Now let's take a look at which syllables you should be stressing. So over here, what I have is an incorrect example. So what I've done here is our sentence is still the same. But the parts that have highlighted here in the red color are the syllables that I want you to stress. So let's try to stress the syllables in the red color and let's see what this sentence ends up sounding like. Keep in mind that this is an example in which I'm stressing the wrong syllables. So if you were to stress the wrong syllable. In a sense like this, it might sound something like this. I really enjoy traveling to foreign countries in the summer season. Do you see how odd that sounds? Now? The words are correct. Our grammar is correct. We've used good vocabulary here, but the thing that makes it sound so odd is the incorrect stressing. I'm stressing the wrong syllables, and so it ends up sounding all funky. It sounds odd, and you're going to lose points if you do this on your test. So you have to know what are the right syllables in a word to stress. So here in this sentence, you can see what syllables you were supposed to be stressing. So all the syllables here in the green color are what you're supposed to be stressing in the correct version. So the sentence should really sound like this. I really enjoy traveling toe foreign countries in the summer season. Great. Now it sounds correct. Great. Now let's take a look at the other reason. So we mentioned that it's also important to stress the right syllable in order to convey the correct meaning. So check this out. We're going to be talking about how stressing different syllables in the same word can change the meaning. So here we have a word object, object Object is a noun. And the meaning of this word is a material thing. Anything that is material something you can touch you can take with you you can give away. That's an object. Something physical. Okay, so So in this. So in this word, we are stressing the first syllable, as you can see here, highlighted in the green color ob um that's the part that were sh rusting, uh, object object. So the stress here is on the first syllable. Now let's take a look at what happens if we move the stress from this first syllable to the second sellable. If you were to change the stress to the second syllable, then it ends up sounding like this object object Object is a verb, and it means to express disapproval to show that you disagree with something that is to object. So we spell it the same way. But depending on the syllable that you stress the meaning off, the words are entirely different. The classes off the words are also entirely different. One is a noun the other is a verb and they both have completely different meanings. Let me show you another example of this. So here we have the word present present again. The syllable that were stressing Here is the first syllable present. Pray prayer Present present is a noun. The definition off present is the time occurring now? Right now. So that is the present moment. Now, if you were to change the stress off the syllable from the first to the second, then it would sound like you're saying Present, present Zentz Zentz present And that is a verb. What it means is to give something to someone. So I hope it's clear to you why stressing the correct syllable is so important. You want to avoid miscommunication. You don't want your words and your sentences to sound odd. And you also don't want to confuse your listeners or your examiner. You don't want other people to misunderstand the meaning off the word that you're trying to convey. So very important to stress the right syllable. Now you're probably wondering Hate. All of that is great. I get it. But which syllable should I stress? How do I know which syllable to stress. So here's my answer. The best way for you to learn which syllable to stress is actually to listen to a lot of native speakers. So that's where you have to do. Guys. There is no shortcut around this. You have to do a lot off listening on. One thing that will help you is to repeat after you've heard something. So let me give you an example. Let's say that you are listening to a TV show or you're listening to a podcast. Or maybe you're listening to some kind of a lecture. What I want you to do is when you listen to the lectures, when you listen to the words and the sentences in these lectures or in these podcasts, what I want you to do is I want you to repeat after the speaker, so that way you'll get practiced listening. And when you try to repeat it back when you try to say it back, then it's also going to train your ears to listen closer, to listen more closely on to try to imitate that sound. So that way your brain is going to work harder and you will pay more attention toe exactly how to pronounce that word on which syllable you need to stress. So that's my suggestion. Do a lot of listening now. If you're not sure about certain word, then you can also check the dictionary. Dictionaries are a great resource for checking which syllable you need to stress, so let me give you an example off something that you might find in a dictionary. So let's say that you're trying to figure out which syllable to stress in the word photography. Well, the first thing you'll notice is that dictionary tells you that there are four syllables for tar. Grow feet, four syllables on here, you'll see the dictionary tells you how to pronounce this word. Now don't worry about all these symbols. You can look into it if you want to, but you really don't need to figure out what each of these symbols mean. I would suggest. Don't waste your time with it. If you already know what the symbols mean, then great. But if you don't know, then there's an easier way, and I'll get to that in just a moment. So the next thing you'll notice in the dictionary, the dictionary will tell you that it's a noun, and then it's going to tell you the definition, the art or practice off taking and processing photographs on four syllables. We've already mentioned that on here is the thing that I want you to pay attention to this little symbol, this little quote symbol. This symbol tells you exactly which syllable to stress. You always have to stress the syllable that comes right after this symbol. So this sellable comes right after this symbol. So that means that we have to stress this sellable talk, talk, photography, photography. Get it. Now, if you're trying to figure out how to pronounce this word than like I mentioned, you don't have to know these symbols. Simply click on the play button. Here. You'll notice that almost every online dictionary has a place or this icon, where you can click it and then it's going to say this word out loud for you. So whenever you're not sure how to pronounce a certain word, go to the dictionary, click on this button and then listen closely to how this word is being pronounced. Now I want to share with you eight rules that are going to help you, which celeb alters tries. I want you to know that there are some exceptions, but generally speaking, these are the eight main rules that are going to help you with stressing the right syllable . So let's take a look. So here's our first rule, with most now owns and adjectives that have two syllables. The stress is placed on the first syllable. Okay, so usually is going to be on the first syllable. So take a look. Progress present increase record. Jealous, cautious, Pleasant hotel is an exception. So, like I said, with most towns and adjectives, so all the words here are now owns and adjectives with two syllables, so most of the times you'll have to place the stress on the first syllable. Here's our next rule. With most verbs that have two syllables, the stress is going to be on the last syllable. So here we have some verbs. So here's our first word. Present Present notice. Depending on which syllable use trust, you can change the meaning off the word increase increase. So here increase is used as a verb on. Here were using increase as a noun. So, for example, there was an increase in banana sales, so increase is a noun in this sentence. On the other hand, if you were to say I'm going to increase the amount of food that I eat, then you're using the word increase as a verb. Here we have our next for orb. Admit announced. Begin, arrange impress, decide record. Here's our third rule words that end in shun. OK, so Sean can be spelled in different ways, as you can see here, words that are spelled with shun that words that end in shun are usually strikes on the second last syllable. So here are some examples. Education. So Shannon is the last syllable on. You have to stress the syllable before the last okay, or you can say second last second to last. So the syllable before the last is the one you have to stress with words ending in shun. So education, concentration, permission, obsession, Musician television is an exception. Exception. See that second syllable option exception? Great. Now here's our fourth rule. Words that end in IQ are usually stressed on the second last syllable as well. So here are some examples. Economic realistic, strategic, geographic, dramatic, academic, poetic guys. I want to point out that I don't want you to remember these rules. Okay? Don't try to sit down and create a list off this and try to remember it. I'm just trying to give you an overview off how we go about Schlesinger. Different syllables. Really. What should happen is you should be listening to these words and you should be practicing saying them whether you do that while listening to podcasts or while listening to TV shows . But really, this is going to come from doing a lot off listening on. So I don't want you to create a list off this because it's not going to help you. A list is not really going to help you because I don't want you to try to memorize all this technical stuff. Rather, it will be much more natural for you to simply listen a lot and repeat, listen on, repeat on. It's going to become second nature to you before you know it. I promise you that as long as you keep listening and paying attention on repeating on a consistent basis, you're going to see results. It will become easier and easier for you to start stressing the right syllables. So let's keep moving on. We're now on our rule number five. So here we have words that are ending in e or do These are the long sounds, e or do? And in these words we have to stress the last syllable. For example, employees guarantee degree shampoo, Tattoo Taboo Committee on Coffee are exceptions. Sixth rule three syllable words that end in her or Lee are usually stressed on the first syllable. So here we have the word Manager Matt Next juror Matthew A cure. Do you see that? It has three syllables on all these words and either in e r e r e r or in l y el y a y on here, you can see more l wise. So here's how to say them. Manager Naughtier achiever Orderly Quietly, musically, basically intensely is an exception. Number seven words that end in C, t fi G or all are usually stressed on the third to last syllable. So here's what I mean. So here we have the words Democracy, commodity photography, psychology on Logical. So here we have a word that ends in C C. Commodity. Here we have a tea here we have feet, photography, G psychology and oh, a logical. So what we have to do is in such words, you have to stress the syllable third from the last. So here's our last syllable. See, that's our final syllable. Cry is our second to last syllable on no is our third to last syllable. So there mark crack. See, we have to stress the third to last syllable co ma G t. So t is the last syllable. De is the second to last syllable, and ma is the third to last syllable. So you have to stress ma commodity commodity. So that's what you have to do in such words. Now here's our final rule in most compound mountains, and if you don't know what a compound noun is, that's fine. Ah, compound noun is simply a noun that is made up off to orm or existing words. So when you have a noun that is made up off to form or existing words, you have a compound. Now I'm in such a case. What you have to do is you have to stress the first noun, the first. Now check it out. So here we have words that are compound mountains. They're called compound Downs, because here we have two words foot on ball. So they are two words that already exist independently off each other. Foot plus ball equals football key plus board equals keyboard can plus not equals cannot. And so one. So, like I said, in such a case, you have to stress the first noun. So football keyboard cannot crosswalk. Passport, grandmother Lifetime. Now, look, I know those are a lot of rules, and like I mentioned before, I don't want you to create a list of thes rules. I don't want you to try to memorize these rules. Rather, I want you to do a lot of listening. And I'm only sharing all of the's rules with you so that you know how to stress different syllables in different words, so that when you hear them in your podcast or in your lecture or in your TV show, then you'll remember the way in which you have to stress the different syllables. Now, if you're not sure, there's going to be times when you're not sure about which syllable to stress. So if that ends up happening, don't worry all you have to do is simply don't stress any sellable. If you're there in the testing room on, you are giving an answer to your examiner on. You don't know which syllable you should be stressing. Then it's better to stress no syllable rather than to stress the wrong syllable. So let me give you an example. Let's say that here we have the word passport, passport in the word passport. We now know that you have to stress the first syllable or the first now in this case, right? So let's say that you didn't know that. Let's say that you're not sure about the word passport and you don't know which syllable you should stress in this case. If I wasn't sure, I might say this word like this. Passport, passport by sport. Do you see that? I'm not stressing any sellable passport both of, or you can look at it this way. Both of them are equally stressed, but I don't want you to say passport, passport. Don't do that. That's stressing both syllables. You don't want to do that. Don't stress any syllables, so you might say it like this Passport. Grandmother. Lifetime. Logical. See that? I'm not stressing any syllables on Hey, it ends up sounding quite all right. So if you're not sure which syllable to stress, then don't stress any sellable, because this is better than stressing the wrong syllable. Great, I hope that's clear for you Now. I want to talk about some common mistakes so that you can avoid them. So the first mistake that I typically noticed is that sometimes students add extra syllables on. I've especially noticed this with Asian students, students from China, on Japan, particularly, and Korea as well, actually. So sometimes what students will do on you can see that other students do this as well. Farsi and Filipino students also do this, but what they do is basically they add an extra syllable, either at the beginning, off the world or at the end of the world. So here are some examples. So let's say that we have the word school. Sometimes what students will do is they will add an extra syllable even though it doesn't exist. It's not supposed to be there, but our student may mispronounce it as a school. It's school, so they add an extra a school so you don't want to do that don't add extra syllables because they don't belong there. Here's another example. Get up, Get up. So all student me mispronounced. Get up as gather up her, get her upper get up or talking, talking. So a Japanese student may say, talking a talking good talking good. You see that you don't want to add that extra syllable at the end. Perfect. Perfect. So if you add an extra syllable at the end, it might end up sounding like you're saying perfecter perfecter, So perfecter is incorrect is you may mispronounce it, as is a is a. So avoid these mistakes. Don't add extra syllables at the beginning off words or at the end of words. Now I want to talk about another type of mistake, which is also quite common, and that is to leave out certain syllables or do not pronounce certain syllables. So Korean Chinese on Japanese speakers tend to leave out a syllable altogether on. This is especially true off words that end in the letter and or l let me give you some examples. So here we have the word, Saul. Saul is actually a name. Maybe you've seen this Ah, great TV show one of my favorites. Better call Saul. I don't know if you have, but Soul is a name. Saul is the name of a character in that TV show, but an Asian speaker may leave out an important syllable such as the the sound at the end. So in my sound, like they're saying so. So So don't leave out the syllable that that girl is very important. It completes the word so So not so. Here's our next example. Okay, so the word here is call. But students may sometimes say Call Cole Cole. All right, don't don't do that. Make sure that you include that a sound at the end. Here's another example. The word is sign sign No at the end, so some students may mispronounce it as Sai Sigh Sigh Complete the sound. Okay, make sure that you include that final syllable. Foon phone. It's not foe, so fail fail. So sometimes I hear students say fail fair fail, so don't do that. Complete. The sound fail. Great. So make sure to avoid these mistakes. Make sure that you don't leave out a syllable on that. You don't add an extra sellable, so that's all for this one. And in the next video, we're going to be talking about which words to stress in a sentence. 33. Pronunciation - Sentence Stress: Welcome back in this video, we're going to be talking about sentence stress. So first, some basic information. So we already covered the word stress. You know, now which syllable you have to stress in which word. But just as important is Sandton stress because satin stress is going to determine the meaning off your sentence. It's going to determine the meaning off the idea that you're trying to convey on depending on which word you stress in a sentence. It's going to completely change the meaning off that sentence. So let's take a look at an example here. So here I have an example. I never said she stole my money. Now what do you think is the meaning off the sentence? Guys, I want you to take a second here and try to think off the meaning off the sentence. Go ahead. I'll wait. Have you thought it through? Do you know the meaning off the sentence? Well, you may think that it means a certain thing, but let me show you how easily I can change the meaning off the sentence without changing the words. Take a look. If I were to stress this word in this sentence, then we're going to have a certain meaning behind this sentence. So let's say I said I never said she stole my money. I never said she stole my money. What does that mean? What I means is that maybe someone else set this. But it was not me. I did not say it, but maybe someone else did. I never said she stole my money. Here's another example. Let's say that we moved the stress off the word from the first word to the second word. Now what is it sound like? I never said she stole my money. I never said she stole my money. What does that mean? It means I've never said this. I've never said it in the past. I haven't said it in the present and off course in the future either. Right? So I've never said it past, present or future. I never said it. Great hairs are third example when we move distress from the second word to the third word . I never said she stole my money. I never said she stole my money. What does that mean? It means that the speaker did not say this. I never said she stole my money, but maybe the speaker may have written it. Or maybe in forwarded directly. Maybe they wrote this message on a piece of paper, but they never said it. That's what it means. I never said she stole my money, so I never said it. Maybe I wrote it on a piece of paper. Maybe I painted it as a drawing or some kind of a cartoon. Maybe I used, um, non verbal signs and symbols using my hands or something to communicate whatever I did to communicate. We know for a fact that it was not something that I said it was not spoken. It was communicated in some other way. Here's another example. Let's say that we moved the stress off the word from said to she. Now take a look. Now listen to what that sounds like. I never said she stole my money. I never said she stole my money. That means that she did not steal the money. That's no what I'm saying. She did not steal the money, but someone else did. I never said she stole my money, so it was not she, but maybe it was a he or some other she get it. Now let's take a look at our other example. Let's move the stress to stole. I never said she stole my money. I never said she stole my money. Well, then what does she do? She did not steal it, but maybe she borrowed it. Maybe she took the money out of my wallet thinking that she was going to put it back. Or maybe she took my money thinking that she'll inform me about it later that she'll tell me about it later. So I never said she stole my money. Right? So she did not steal it. Maybe she borrowed it. Next example. I never said she stole my money. I never said she stole my money. Well, then whose money was it? It was not my money, but it was probably someone else's money. Since it was not my money, it was probably someone else's money. I never said she stole my money. I never said she stole my money. Well, then, if it wasn't money, what was it? Maybe was something else. Maybe she stole something else off value. Maybe it was a sculpture. Maybe it was a painting. Maybe she stole my credit card or something else, but it was not money. So do you see how easily we can completely change the meaning off what we're trying to say by simply stressing different words in a sentence. So here's the thing about it. When you are stressing words in a sentence, there is no right or wrong answer. There's no right or wrong word to stress all of this simply depends on the meaning on the purpose off your sentence so you can stress any word here. Really, it doesn't matter. But keep in mind that depending on which word you stress, it's going to change the meaning. So you have to stress the words purposefully so that you communicate the meaning that you want to communicate. Now, as a general rule, what ends up happening? Actually, most of the times verbs, noun adjectives and adverbs are typically stressed, whereas articles, propositions, conjunctions, pronouns on modal verbs are usually not stressed. So again, this is just a general rule like you see over here here we have a pronoun, my on. I did stress it. You know you can stress it if that's the meaning that you want to convey. But these are just general rules on really the first thing. The main thing that you should be thinking about is the meaning and the purpose off your sentence. That should decide which word you end up stressing in your sentence. So help. All of that is clear for you. If not, then just ask a question by typing below. We're going to end this video right here on in the next one. We're going to be talking about Internation. 34. Pronunciation - Intonation: in this video, we're going to be talking about Internation. So as you can see from the figure here, Internation is basically the way your voice moves up and down. So there are going to be times when you will have to move up in the pitch off the worst that you're saying. Other times you'll have to move down so we'll talk about exactly how to use intonation when you're speaking. So like I mentioned, Internation is the rise and fall off your voice while speaking. Now there are five main types off Internation, five ways in which your voice can rise and fall. I'm generally speaking, they're pretty much the same across all languages off the world. So I'm sure, for example, when you're asking a question in your own native language, the Internation off her voice goes up. When you're asking a question on when you're making a statement, it's highly likely that the Internation off your voice goes down. So it's the same thing in English. So let's take a look at these five types off Internation. So here will describe the intonation, the type off Internation here. We're looking at the direction here. I'm going to talk about went exactly to use an Internation on here. I've given you an example off that information. So take a look. So the first information here is the down tone, a tone in which your voice goes down, See that it goes down. So we use this Internation when there is a pause in what you're saying or when you reach the end of her sentence. So you can also think of it as a period. So when you're writing something, a period is something that we usually place at the end off a sentence. Akama, on the other hand, is something that we use when we want to pause. So these two symbols we only use in writing now off course, we're here to talk about the speaking exam, but I want you to think of this Internation in the same way. So when do you pause when you're speaking so usually you will probably pause when you reach the end of your sentence or the end off your idea. So here's an example. I prefer to study alone. I prefer to study alone. So on that last word, our Internation goes down. So here you see It's flat, flat, flat and then down. I prefer to study alone. So when you reach the end of her sentence, or whenever you are pausing in your sentence most of the times you're going to be using the down tone. Generally speaking, this type of tone is used to make statements. So here you can see we have an example off a statement. Here we have an up tone, the voice goes up, it goes up. So usually we use this tone when we're asking a question, for example. Hey, can you please rephrase the question? Can you please rephrase the question? Can you please make me a cup of tea? So when we're asking the question, our tone goes up on that last word. So here you can see it's flat, flat, flat and then up. Now here what we have is called a down up tone, and the reason is called. That is because it goes down and then it goes up. So our tones tend to do this when there is a contrast or a change in direction in what we're saying. So, for example, you may be talking about one thing, but suddenly the topic changes and you start to talk about something else. Or maybe you're giving an example, and then you start to contrast that example with something else. So whenever you are contrast in your ideas, there's going to be that down, up tone or similarly, if there is a change in direction off your ideas. Then again, there's going to be the down up tone. For example, I'm often very busy. However, I still get to spend some quality time with my family. So on that word, however, we have the down up tone. However, how ever see that? How ever. So when we say, however, we know that there's going to be a contrast, we're going to change the direction off our ideas. So I'm saying, Hey, I'm often very busy. However, now we know that it changes coming, however I still get to. So I still get to spend some quality time with my family. So here you can see how these two sentences or these two phrases are opposed to each other . They contrast each other in one idea. I'm talking about how I'm often busy, but in the other idea, I'm mentioning the fact that I still get to spend quality time with my family, however, so that's how we use it. Then we have the up, down tone up, down, up, down. We use it for emphasis. When you want to emphasize something when something is important and you want to highlight it, you want to bring attention to it. Then you will use it toe emphasize a certain meaning. So, for example, we usually use the word especially to emphasize something I especially enjoyed playing basketball. I especially especially, I especially enjoy playing basketball. So whenever we use words for emphasizing something such as the word especially, then we end up using the up, down tone on. Here's our final type, the across up tone. So the across up tone just goes like this. It goes up and to the side, up and to the side, up and to the side, and we use it when we are listing items. So here's an example. Sports teaches Children about teamwork, leadership on work ethic, among other things. Okay, so the list goes like this teamwork, leadership on work ethic, among other things. So here we have the up and across, up and across, up and across among other things. So again, among other things, then we go back down. Why do we go back down? Because we have reached the end of our sentence. This was a statement. Get it? So here's another example. I might say I love to eat ice cream, bananas, apples on oranges. So since I'm giving that list, it goes up and across, up and across, up, in across. And then when I reached the end of my sentence, it goes back down. So these are the five main types of Internation that we see in the English language on. You know, I'm quite sure that in your own native language, you are already using these same intonations. For example, don't you go down at the end of your sentences in your own native language. Don't you go up in your pitch when you are asking a question. Now they down, up and up and down is also pretty much the same in almost all languages. Generally speaking, of course, but the point that I'm trying to make here is that you don't have to try to learn these inter nations as if there were something new. They aren't new. You've already been using these inter nations in your own native language. I'm sure that when you are listing out a bunch of items, you go up in a cross up in, across, up, in, across. So now all you have to do is integrate that understanding off the intern ations from your own native language on apply that to English. Now, if it so happens that there are some types of inter nations that you don't use in your native language, then go ahead and practice using that particular intonation. But I'm sure that most of the Internation that you use in your native language is actually the same in English as well. Before we move on, I want to make one last point. I have just listed out these intonations to give you a better understanding off how we can use them. But it doesn't mean that you have to use these inter nations every single time. For example, I can ask a question in the English language without using the up tone on. People often do so. For example, if I use the word what, then it's obvious. I'm asking a question. I don't have to use the up tone every time I use the word What? It's obvious that I'm going to ask a question, for example, what is the time? What is the time? So it's OK to say like that as well. You know, you don't have to use the up tone, but I'm just here to tell you that most of the kinds we do use the up tone when we're asking a question. So most of the times we do follow these rules off Internation when we are making certain types off sentences. But it doesn't mean that you have to stick by these rules, Okay? They're just here to show you the way in which we use intonation in the English language. Great. So I hope that's clear to you now. And what I want to do now is I want to show you how you can use intonation in practice. So here is our question. This is an example Question. If you had the chance to travel anywhere, where would you go? So that's our question on here is our sample answer. So imagine that you are sitting in a room with an examiner on The Examiner asks you if you had the chance to travel anywhere. Where would you go now? What I want you to do is I want you to read this answer really carefully one time. And then I want you to figure out how you are supposed to use Internation for certain words . So I will read this for you one time on, if you'd like. I suggest that you polish the video on read it in your own time as well. So here we go. That's really difficult for me to answer because the world is packed with wonderful places . However, if I had to pick a place, I choose Peru because off it's fascinating culture, spicy foods, low cost of living on, especially its biodiversity. I'm particularly interested in exploring wildlife on since Peru sits alongside the Amazon rainforest, I'm sure I'll get to see plenty off flora and fauna. International habitat. I've also heard that the locals are very hospitable to foreigners. So I think going to Peru would be a dream come true for me. So that is our answer. Now take a look at these words, which I have folded over here. You can see that they are darker. I've folded them too, make you think about how to use intonation for these words. So at this point, what I would like you to do is I would like you to think about which type of international in you have to use for each of thes bolding words and phrases. Remember, there are five types. Will it go down? Will it go up? Will it go up and then down? Or will it go down and then up? Or will it go up in a cross up in across? So here's what I want you to do. I want you to pause this video now and think about which type of Internation is going to be used. For which word and phrase go ahead and pause the video now. Great. So I assume that you've paused the video on you've had a chance to think about what type of Internation will be applied to these different words and phrases. So now I'm going to give you the answer. So down here you can see that we have the word. Sure, sure. It goes up and down. Sure, Sure, sure. Over here in the green color, we have the down tone. So answer places. Place biodiversity, rainforest habitat, may foreigners. So why do we have these down tones over here? Can you think? Well, because here we have a comma. So here, when you were well, because here we have a comma. So if you were to be speaking, then you would likely pause right here. That's really difficult for me to answer because right, so right before, Because there's usually a brief pause. So we go down. The same thing happens at the end of sentences when the sentence ends. Then there is a pause, and so are Internation goes down. And this is only true for statements when you're making statements. So here we can see that these are in fact statements. Everything here is a statement. The only place where we don't have a statement is over here in the question. Where would you go? Where would you go? So we go up with that tone with outward. So the blue color here, you can see we use it for questions. The green. We use it for pausing when we are going down. Now here's the pink one on. We use this to show contrast or a change in direction. So we do that when we go down and up, down on up. So that is to show contrast. However, however, but of course you have to compress it into one sound. Okay, it has to be smooth. You don't you don't say, however, don't split the word very important. Don't split the word. It's not, However, I'm just doing that to show you the tonality, but actually it should be smooth. It should be like this, however, however however smooth okay, don't split it, then. Here we have the purple ones, which we use to show emphasis. So I already showed you one of these before, but here is the rest of the bunch. So all these up down tones here in the purple color we used to show emphasis when we want to emphasize a certain idea. So if you have the chance to travel anywhere anywhere, see that that's really difficult, really difficult anywhere, anywhere, especially, especially particularly particularly sure. Now I'm going to make a note for this one in just a little while in just a moment. But before we do that, I want to talk about these other ones also also up, down also wildlife wild life. Now again, you don't have to emphasize the word wildlife. You only have to emphasize it if you want to emphasize it. We're saying that I'm particularly interested in exploring wild life. I really care about wildlife. And so I want to emphasize it so that I can be clear in my communication. And then finally, here we have a phrase dream come true dream come true again. You don't have to use the up down tonality to show emphasis. You don't have to do that. But if you want to do that, then you should. Because this seems to be important because whenever you used the up down tonality than whatever you're saying becomes more important, I think going to Peru would be a dream come true for me. So a dream come true. It sounds important because we're using emphasis. Finally, I want to talk about these little guys here. You can see that here we have a solid line going up, but then we have a dog line coming down. See that solid line on the dotted line? Started line Here we have another dotted line so goes up. It wants to come down, but it doesn't again. I'm sure it wants to come down, but it doesn't Hot wants to come down, but it doesn't. Why why? Why does it go up? But it doesn't come down Well, the reason is that these are one syllable words had pact. Sure, these are one syllable words. So we start off the word and it goes up. But there's only one syllable. So we don't have a second syllable to go down with you see what I mean? So with the word particularly, we have Partick. You learn early. We have five syllables. So we have plenty of syllables to go up and we have syllables to go down. Same with also also, we have two syllables in the word also so we can go up and then we can come down up on the first syllable down on the second syllable. Also particularly especially hod. Just one syllable there. I can't come down Pact can't come down just one syllable again. So what I'm trying to say here is that there will be times when you try to emphasize a certain word. But you can't come down with it, so you can only go up, and the reason is that there is only one syllable, so you can only go up and you can complete that motion. You cannot complete that intonation of coming back down, and that's fine. You don't have to write. There's only one syllable on. This is how we emphasize a single syllable word in the English language. So I hope that is clear to you how to use all these different types of inter nations. In your answer. I don't want you to start thinking about the nuances off your answer in such detail. Over here, you can see that I've really broken down the Internation into a lot of detail, and I've only done that to show you how it works, because, see, a lot of this stuff is hidden. If I was to simply say the answer, you would never hear it. And it's hard to understand why an answer sounds the way that it does. So I've only done this to show you kind of behind the scenes, look into the answer into the Internation off the English language. But I don't want you to sit down and try to memorize this stuff, okay, like I've mentioned before. These are inter nations that you are probably already using in your native language, So all you have to do is simply transfer that Internation over to English on. If there is a particular Internation that you tend to struggle with, then go ahead and practice that and on a side note, one off. The best ways to practice intonation is the same practice that I mentioned for learning which syllable to stress in your words. Do you remember that I talked about it in our previous video lesson on syllables and on stressing the different syllables in different words. So if you'll recall, I mentioned in that video that the best way to practice which syllable to stress in a word , is simply to do a lot off listening. Listen, listen, listen. Listen a lot to native speakers in podcasts, in lectures, TV shows, whatever you like, and then practice repeating it after they have said it. Podcasts are probably really great for this because you can listen to a podcast, and then you can pause it so you might listen to a certain sentence in a podcast. Then you can pause the podcast and then you can practice repeating it the same way, so you can think of it as a simple three step process. Step number one played a podcast step number to listen really carefully to what is being said. Step number three pause and repeated exactly as the native speaker said that sentence. And then just keep repeating that. And that's really going to help you, to learn which syllable to stress in a word. And it's also going to help you with Internation, so you should only do this if you struggle with Internation. But frankly speaking, I think that it is easier than it looks on. The reason why it's easier is because you've already been using Internation in your native language your whole life. Great guys, I want to mention one last thing. We did not talk about the up and across tone, so let's talk about that now. Here you can see in the yellow color we have the list items. So here's our sentence. I choose Peru because of its fascinating culture, spicy foods, low cost of living on, especially its biodiversity. Great. So when we're listing items, we go up and across up in across up and across. And then we end our sentence on a down tone. So here's what I want you to do now. First, I'm going to repeat this answer using these tones and then I want you to do the same. So let's begin. That's really difficult for me to answer, because the world is packed with wonderful places. However, if I had to pick a place, I choose Peru because of its fascinating culture. Spicy foods, low cost of living on, especially its biodiversity. I'm particularly interested in exploring wildlife on Since Peru sits alongside the Amazon rainforest, I'm sure I'll get to see plenty off flora and fauna in their natural habitat. I've also heard that the locals are very hospitable to foreigners. So I think going to Peru would be a dream come true for me. Great. Now I want you to pause the video on practice, using Internation in this way by repeating this answer now. Great. So I hope you've had the chance to pause this video on to repeat this answer using these inter nations. Remember, I mentioned that when you have a single syllable word that you're trying to thrust, we hear the up tone, but not the down tone. So single syllable. It goes up, but it doesn't have a chance to come down. So remember that for these syllables, when you're stressing them to show emphasis on before I end this video, I want to once again remind you that you don't have to stick to these rules. These here are just general rules that we use when we are using Internation. It doesn't mean that you have to go down every time there is a comma or you have to go down every time you reach the end of a sentence, or that you have to go up when you are using a question. So think of it as something optional. Think of it as something that people tend to do, but not something that you have to do. OK, it's not something that you have to do. It's just something that native speakers tend to do. So your first focus on your primary focus should always be on communicating. Clearly, I don't want you to start thinking about the nuances off all of these inter nations because that can really get you stuck in your head. I mean, can you imagine if you were sitting in front of an examiner and you started to think about which tone you're supposed to use on a word that would destroy your answer. Don't do that. These inter nations should be used naturally. Don't think about it. Actually, you shouldn't really even be thinking about this. I've only mentioned it to show you how it works, but don't think about it. Don't try to memorize it. Try to let all of this come out naturally in you're speaking and that's how the native speakers do it. They don't sit down and try to think about all of this. If they did, then a word would never come out of their mouth. So try to let this come out nationally in your answers. So we're going to end this video here now, on in the next one, we're going to talk about speed. So when you're giving your answer, you can talk at a slow speed at a very fast speed or at a medium speed. Let's talk about that 35. Pronunciation - 45 Commonly Mispronounced Words: in this video, we're talking about 45 commonly mispronounced words that foreign students usually mispronounced. So let's take a look at them one by one. Here's our first word. It's a verb. The word is, says says. It's pronounced like this, says So, guys, here's what I want you to do. When I'm saying these words, I want you to repeat after me. I'm going to leave a couple seconds for you to repeat after me on. Make sure that you take this opportunity to practice along with me. It's very important that you practice because that's the only way that you can improve. So let's begin. I'm going to say the words on the screen on you will be repeating after me and practicing So the word is, says says it is not Saiz. I say you say, he says. She says, Get it. I say you say. But he says, Here's our next word. So this word is an adverb. Often. Often it can also be pronounced as often often okay, so you can also pronounce it as often, so choose whatever you like. Some people like to say often some people like to say often choose whatever you like. They're both correct. Here's our next word. The word is develop. Develop. It is not devil up. Some students say Devil up. It's not develop its d d develop. The stress is right here. Develop. Moving on. The next ward is etcetera, etcetera. You can also say truck instead off era truck as one single syllable. That's also fine. So you can say etcetera, etcetera, etcetera. And here we have etcetera, etcetera, etcetera, etcetera, etcetera, etcetera. Some students say, etcetera, That's wrong. I've also heard some other variations off this mispronunciation. So make sure to say, either like this or like this they're both correct. And of course, etcetera is a word that we use to imply that the list goes on and on and on. Here's our next ward pronunciation pronunciation. Okay, it's not pronunciation. It's not pro. It's pro pro. Uh, pronunciation Pronunciation. One more time. Repeat after me. Pronunciation. Great. Here's our next word. Women, Women. So some students say woman, that's wrong. We don't say woman. We say woman for one woman, singular One woman, one woman to women, two women moving on clothes, clothes. So over here we don't pronounce the E sound. So it's just this one. This kind of all goes together like that. Clothes, clothes. So it is not clothes, clothes, Some students say like that. That's wrong clothes. Here is our next word button. Repeat after me button. So the word is not baton? It's not. But on some students say, like that is button button. Okay, but mm, there's no Oh, sound, but mm. Kind of like that button. Try it button. Now, here's another word that is similar to button cotton, cotton, cotton. So whenever you see words in which you have this double T followed by O. N sometimes it might also be e n, such as in rotten, rotten. Rotten is when something goes bad. Then what you have to do is simply make the turn and the sound together. Mm. Okay. Then what you have to do is you have to remove this. Oh, sound this old sound. Or if there is an e such as in the word rotten. Then remove that e sound. So it should sound like this, but cotton rot button cotton rotten. Great. If that's clear for you, let us move on. Our next word here is Wednesday. Wednesday, so a lot of students pronounce this D. Actually, this d is silent, so it's not wetness day. Okay? We don't say wetness day. It's Wednesday, Wednesday, So this D is silent, as is. This e is also silent. So Wednesday here's our next word receipt. Repeat after me. Receipt. The P is silent. It's not received. It's not receptive. Okay, Receipt receipt is something that you may get after you buy food at a restaurant. You know that little slip of paper that tells you how much you have to pay. So that is a receipt. Here's our next word. Comment. Comment. So comment can actually be a noun. It can also be a verb, depending on how you use it. I don't want to comment on this issue. I don't want to comment that is a verb. And then, if we were to use it as a noun, I could say, I don't like your comments. I don't like your comments. See that? Then it's a noun, so it could be a noun. It can be a verb, but regardless off whether it's a noun or a verb, we still stress the first syllable. Come come comment some students say comment, comment That's wrong. It's not comment. It's com com all comment. Here's the next set off words. Enthusiastic, enthusiastic, some students say, and to see Aston. Okay, so this is not a sound is sound, and the stress is over here, enthusiastic and to ze ass stick enthusiastic means to be very excited about something to be very passionate about something. Next word. Comfortable, comfortable. The R is silent, so comfortable. Some students say. Come for table, Come for table. OK, it's not a table, there's no table. It's double double, and it's not comfort. Okay, so if we remove the able at the end here, then then we have come forward. Then we have to pronounce the R come for it. But if you're talking about the adjective, if you add a B l E at the end able, then the are becomes silent. Then you have to say comfortable. Repeat after me. Comfortable, Well done. Another similar word is vegetable Vegetable. The reason why similar is because in this word we eliminate the e E is silent. We don't say vegetable again. There's no table. It's not table. It's double double, and it's not veggie table. It's not Reggie. Okay? It's veg. Fetch vegetable. Let's practice that one more time. Vegetable. Great. So that e is silent here on the r is silent here. Actually, in this case, the O. R. They're both silent, See, because we go from the F sound directly to the t sound. So actually, it's comfortable. So there is no Oh, and there is no are moving on. The next word is breakfast. Let's practice it one more time. Breakfast. So here we have two words. Break, break. If we were to split it, we would have break on fast. But notice that here we don't say break. We say crack. Correct. And here we don't say fast, we say first first, uh uh, fussed. So the right way to say it is breakfast, breakfast, not break fast or break fast. Okay, that's the wrong way. Breakfast. The next word is pizza pizza. So sometimes students say Pisa and Pisa is wrong. It's pizza pizza. Next word, dessert. Dessert. Notice It is not desert. Okay. A desert is a very hot place full of sand on DA. We're not talking about a desert. This is a desert dessert. The stress is on the second syllable. Dessert dessert one more time. Dessert. Great. Next word is that debt B is silent. Debt means when you owe someone money. So maybe you owe some money to your friends or maybe to the bank. That is a debt money that you owe to somebody. Next word is tuition tuition. You can also say tuition Okay, so you can also say to to tuition. That's also fine. Both of these are correct ways to say it, so either you can say tuition or tuition. They're both correct. Next word is mortgage mortgage. I noticed that the letter T is silent mortgage, and it's not gauge, okay, it's not gauge its gauge kitsch mortgage mortgage, by the way, is alone that you take from the bank to make payments for a house that you buy. So usually houses cost a lot of money. For example, here in California, where I'm living in the Bay Area, the houses cost around a $1,000,000 easily so people don't have a $1,000,000 to pay for a house. So what they do is they ask the bank for a loan, and that loan is called a mortgage so they say to the bank, A bank, Can you make payments for us for the next 30 years on will just make you small payments over time. Every month on you will get interest. So that's a mortgage. Next word is genre. Genre. Genre is basically the type or the classifications in off some kind of media. That's how I like to think of it best. The classifications off some type of media so the media can be music, it can be books, or it can be television or even art. Okay, so all of those are different forms off media on the classifications off that media is what's called a genre. So let me give you an example. In TV shows or in movies, we have the genre off comedy Comedy is a genre. Action is another genre. Science fiction is another genre in music. We also have genres such as rap, hip hop, pop, country music and so on. So this classifications off the different media, such as movies, TV shows, paintings, statues, different types of artwork, books and so on that is called genre. The next word is either you can say niche or niche, so both of these are correct ways to pronounce it. You can say niche or you can say niche. It's just a matter of personal preference. I like the sound of niche Better just sounds better to my ears. So I say it that way on Niche can be a noun, or it can be an adjective, depending on how you use it. Next word is hierarchy. Now there are two ways to say it. You can either say hierarchy, hierarchy, hierarchy Uh oh, hierarchy. Go ahead and repeat that hierarchy. Or you can also say hierarchy, hierarchy, hierarchy. So choose whatever way you like hierarchy or hierarchy. They're both correct. Next word. Sweet, sweet. And I don't mean sweet as in something that tastes sweet, like a chocolate or an ice cream. This sweet means a set off rooms, so that could be a set off apartment rooms. Ah, set off flats or maybe hotel rooms, so that's what we call a suite. In this case, it's a noun. So go ahead and repeat that with me. Sweet, sweet. So it sounds exactly the same as if you're talking about the taste, the sweet taste of ice cream. It sounds exactly the same. Here's our next word. Sour sour. Some students say sore soar, and that's incorrect. It is not sore. It is sour. So how? Ah, sour, Repeat that one more time. Sour. Great. Here's our next word. Subtle, subtle. The B is silent sometimes. Didn't say Subtitle. Subtitle That's wrong. The B is silent, subtle, by the way. Subtle means something that is very refined, something that is very delicate or something that is very precise on it is difficult to pick up on it on. It is difficult to analyze because it is so delicate or it is so soft or light. For example, you might see a woman who puts on makeup, but the makeup is so light that it's difficult to tell if she's actually wearing any makeup . Have you noticed that sometimes women will put on really light lipstick or really light or really light blush on their cheeks and is difficult to tell if they're wearing any makeup? So in that case, you can say that her makeup is very subtle, very delicate. It's difficult to pick up on it. It's difficult to know that it's there, so one more time. Repeat after me. Subtle, subtle. Next word. Climb, climb. The B is silent, so you climb a mountain. She is climbing a mountain climb. The same thing happens with a word thumb. The be here again is silent when you have the B at the end. Usually it is going to be silent if it's be followed by a M, by the way, such as climb, thumb or comb. Comb is something with which you comb your hair comb so the be is silent. So let's practice that again. Thumb thumb, Thumbs up, Thumbs up. Next word. Bizarre, bizarre, Bizarre is just something that is odd, something that is really unusual. Maybe something like this creature. I don't know what that is. It looks very bizarre, very odd, unusual or other worldly. It doesn't belong to this world. Bizarre Next word is photograph. Photograph one more time. Photograph. Now students often don't know which syllable to stress when it comes to words surrounding photograph. So photograph photography photographer. So students often get confused, which syllable to stress? So that's why we're going over these now. So another word that comes from photograph is photography. Dog Tong Photography one more time photography photographer someone who takes photographs. Photographer. One more time Photographer. Excellent. Next ward is photographic photographic graph graph. That's where you have to stress Photographic photographic means someone or something that usually looks good in photographs. Usually it's a person. Usually we're talking about a someone who typically looks good and photographs. So if someone always looks pretty in photographs, we say, Hey, you have a very photographic face or you're wearing a very photographic dress, something that looks good in a photograph. Next ward is jewelry. Jewelry one more time. Repeat after me jewelry so you can say jewelry. Or you can say jewelry, Jewelry. Repeat that jewelry so both of these are correct. Pick whatever you like jewelry or jewelry. Both of them are fine. Our next word is liable, Liable. So liable means to be responsible to be accountable by law. Liable. So sometimes students say Lee Able Lia ble. That's wrong. Okay, Liable to be held responsible by law. Moving on the next word is naive. Naive, naive means to be simple, to be innocent like a newborn baby. A baby doesn't really know much about the world. If anything, right or Children are very naive because they don't understand how the world works. They're innocent. So someone who doesn't have knowledge of how the world works or how things work is called naive. Sometimes students a nave nave. That's wrong. So make sure to say naive one more time. Naive. Great. Next word is extraordinary. Extraordinary. I know it looks a little bit complicated when you see this, but let's break it down. It Troare do. Ah! And extraordinary. Extraordinary. You can also say Ecke Ecke instead of IQ. You can also say extraordinary, Extraordinary. Extraordinary. Okay, so extra Extra ordinary, extra, ordinary, extra ordinary. Or you can eliminate this A Over here you can make it silent and simply go from our 20 Then it sounds like this extra or extra or extra or extraordinary. Nuri Nuri Extra or Nuri Extra or Nuri, Go ahead, try that Extraordinary or you can say extra ordinary, extra ordinary. Great! Next word is restaurant restaurant. So this is how I like to say Trond Trond, Just combine all of that into one sound one syllable Trond restaurant restaurant. But if you want to break it up into more syllables, you can also say restaurant, restaurant, restaurant, you can also say Restaurant, restaurant or, of course, her restaurant restaurant. So pick whichever way you like. I'm just go with that. Our next word is debris. Debris. Debris just means dust or dirt so the world debris has two syllables on. If you are saying debris, then you have to stress the second syllable. But you can also say debris debris debris on. In that case, you can stress the first syllable, so both ways are correct. Debris or debris. Next word is environment environment. Repeat after me and Vier run mind and vie Run. Want our environment one more time. Environment again. Environment Well done. You can also say environment environment. Instead of having that her sound in the middle, you can eliminate it, and you can simply say environment so you can say environment environment so you can either say environment or environment. Both of them are correct. Choose what you like. Next. Word is base based is that deep sound that often comes from the speaker's? Ah, for example, in my neighborhood, people often go by in their cars and they're playing this really loud hip hop music with really loud base, and it travels throughout the entire neighborhood, so that deep sound that travels through your walls and through your house that's called base base. It's not bass fast. That's incorrect. Its base. Great. Now here we've got our final set off words. So here we have engineer. Go ahead and repeat that engineer one more time. Engineer, Engineer. Good job. Next word is resume. Resume. So a resume is something that you give to your employer. So it contains a history off your work, your education on other information about your name, address, phone number and so one. So we called is a sheet of paper a resume resume. You can also say resume resume, so you can either stress the first syllable or the last syllable. Both ways of pronouncing are correct, but most of the times I hear that most native speakers say this way. Resume, resume. Great. Here's our final word. It's spelled the same way, but actually this one's a noun on this one is a verb on. This word is pronounced resume, resume completely different. Way to pronounce it on a resume means to continue doing something that you were doing before. So, for example, maybe you are watching a video and you pause the video on when you go back to play the video. Then it can be said that the video has resumed. The video has now resumed or you have now resumed watching the video. So to continue something to continue doing something after taking a break from it. Resume, resume, resume. Fantastic, guys, we are now finished with all the ingredients off the isles speaking exam. Now we are ready to move into Part two off this course and start talking about the recipe or the different parts off the speaking exam. So stay tuned for that and I'll see you in the next video. 36. Pronunciation - Speed: Hey, welcome back in this video. We're talking about speed, and here we have a speedometer. So, as you can probably tell from the speedometer that you don't want to speak to slowly and you don't want to talk to quickly if you talk to slowly than you're wasting precious time. If you talk to quickly, then it's very difficult to understand which saying, Don't do that. Maintain a medium pace. Let's talk more about this so you already know now you should not be talking too fast or too slow. Maintain a medium pace, a comfortable pace. See if you talk too fast, you are more likely to make mistakes on. You may also slur your words. Slur just means when the words don't sound correct when they come out sounding odd when you're trying to say something, but the words come out all wrong, so that means slurring. So don't talk too quickly. You don't want to make mistakes, and you don't want to slur your words. If you talk to slowly, then it shows that you have a weak command of the English language. If you're talking so slowly, that doesn't look good, does it? So talk at a steady pace. Steady means nice and balanced, not too fast and not too slow. Avoid long pauses and that kind of ties into talking to slowly if you take long pauses than it shows that you have weak command of the English language, so avoid that. And finally, if you notice yourself speaking quickly due to anxiety on, a lot of students do this. When people are anxious when they are nervous, they tend to speak rather quickly, and this can really negatively affect your score so you don't want to do that. So if you find yourself speaking a little too quickly, then just take a deep breath. Slow down your pace. Don't worry about what the Examiner is going to think or say. The examiners don't mind if you simply Paulist, too. Take a deep breath. That's okay. The examiners understand that you can be nervous about this exam, so that's okay. If you need to take a deep breath, slow down, then go ahead and do that. So that's the end of this video in the next one. I want to talk about the 45 commonly mispronounced words. A lot of foreign students mispronounced these words, so I want to make sure that you don't make these mistakes 37. Recipe - How to Think Fast: welcome to part two off this course in this video, we're going to be talking about how to think fast on. Honestly, this is one off my favorite subjects. Because when I learned about the content that I'm going to teach you in this video, I was kind of blown away by the simplicity off the method on by the effectiveness off this method. I think that you're going to enjoy this method off thinking fast. I'm not sure if everyone will benefit from it because people learn differently. There are differences in the ways that students learn. So I found this method really helpful. And I think that most of you are also going to find this helpful. So take a look and then you can let me know what you think about it. So the method is actually called mind mapping. Now, maybe some of you have heard about it, but I actually heard about this just two years ago, maybe three years ago on the idea behind mind mapping is it kind of tries to emulate or imitate our natural way of thinking. So I want you to now imagine if you were to think about some idea. Let's say you're thinking about restaurants, then what would you think if I was to mention the topic off restaurants? Imagine that you're just hanging out with your friends and you're just talking about what is the best restaurant, what things would come to your mind. I bet that there would be a little explosion going off in your mind. This explosion going off in your mind would look something like this so you would have the topic off restaurant in the centre because that's the topic that you're talking about. But then what would happen is your mind would branch out into all kinds of directions, and from that point you will start to think about everything related to restaurants. You'll start to think about restaurants you like restaurants you don't like. You'll start to think about why you like certain restaurants. Why you don't like certain restaurants on that branch is going to further branch out into more topics or into sub topics, and we can keep going here, see from one topic to the next to next on. It kind of grows like the roots off a tree. You see, it's like a chain reaction. It grows so you can take one topic on you can branch out in all directions and start to think about other topics related to that and then branch out from that topic to even mawr topics. So I have an example for you here. So let's say that the examiner asks you a question. Hey, what do you do to stay healthy? So if we're talking about the topic off health than the explosion in your mind or the chain reaction that happens in your mind might look something like this, take a look at that. So at the center you have the main topic health, and then your mind is going to branch out into all directions and you'll start to think about how the environment affects your health, the physical state, how your genes affect your health, the food that you eat, the medicines that you take on the spiritual condition. Or you can think of this as the emotional condition. So this topic of health gets subdivided into these topics here. Environment, physical state, jeans, food, medicine, spiritual or emotional condition. But then you see it doesn't stop there. Rather, it's only a starting point now what you can do is actually you can focus on any one of thes sub topics, and you can let that grow. So let's say, if you want to focus on the environmental aspect off health, then you might talk about the importance of fresh air breathing, fresh oxygen living in an area surrounded by trees and so on. If you are interested in the physical state, you might choose to talk about things like stopping smoking or doing sports or getting enough sleep. And, of course, if you're talking about sports and let's say you're really passionate about sports, you don't have to stop there. You can let that crow further and further so you can talk about all kinds of sports you can talk about weightlifting, soccer, baseball, badminton, tennis, golf, whatever sport you like. Similarly, if you are interested in biology, you might choose to talk about the importance off jeans. Or, if you are interested in food, you might talk about the importance of eating fresh fruits and vegetables, getting plenty off water and not abusing your body with alcohol. Or maybe you're studying to be a doctor. Maybe you are studying medicine on. In that case, you can talk about vitamins and consultations with doctor and regular examinations and so on. Similarly, if you are interested in spiritual or emotional conditions, you can talk about the importance off being happy, cultivating a good mood, falling in love, pursuing your hobbies like sewing, knitting, drawing, painting or whatever else you like. So this is the way that humans tend to naturally think. If I give you any topic, your mind naturally explodes in tow all directions, and it starts to connect that topic toe everything around that topic. It starts to connect the dots, so to say so I want you to use that in your answers. It's a great way to think fast on. It's a great way to give meaningful answers, to give very relevant answers in a short amount of time. So if you are someone who struggles with coming up with answers than give this a try, and I'm sure that you will definitely notice the benefits off using this method now, the next thing that I want you to do is I want you to use your senses. So, generally speaking, you have five senses, so the ears what you hear, what you see with the eyes what you smell with knows what you taste with the tongue and then your skin, what you perceive on your skin, the sensations and so one. So I want you to use your senses to talk about your experiences. For example, if the Examiner asks you Hey, can you describe a time when you went on a vacation somewhere? Well, if you were to talk about a time when you went on a vacation to, let's say, Japan, if you went to Japan, then you can tune into your senses and you can talk about the sensory experience off your vacation. So if you're talking about a time when you went to Tokyo in Japan, you can talk about what you heard. What was the sound of traffic on the streets was a very busy. Was it really loud where there are a lot of horns going off? Where did you see where they're dazzling colors? Buildings full off lights, traffic cars whizzing by you? What did you feel on your skin? Was there rain? Maybe it was wet. Maybe it was really moist, really hot or cold. Talk about the smell. What it smelled like perhaps you walk past a bakery and smelt delicious off cakes and pastries and all kinds of good stuff. Or did it smell really bad? What did you taste? Perhaps you went somewhere to a great restaurant and you had the opportunity to try out Authentic Japanese food was a good food. What did it taste like? What was a spicy? Was it hot? Was it sweet? What was that like? So I want you to engage your senses in your answers on this is another great way to think really fast because you really don't have to do much thinking the information is already there. You don't have to create something new. All you have to do is simply tune into your senses on Just talk about that. So I hope that is clear for you on what I want to do now is I want to give you an assignment so that you can put this into practice and make sure that you do practice this because practice is the only way that you're going to improve. So here's what I want you to do. Forest. I want you to create a mind map that we just talked about this little chain reaction. Create this mind map for the following questions. So I have two questions for you. First, I want you to create a mind map for this question. What is your hometown like? Now, here's the thing. I want you to know it about this. I've said create a mind map. I don't want you to give me an answer verbally. I don't want you to say the answer, even though this is a speaking test, I know that. But what I want you to do for this assignment is I want you to get yourself a piece of paper, a blank sheet of paper, and on that, I want you to draw the mind map. So I want you to draw your home town in the center. Or you can just write it if you like it that way. So draw it or write it however you like. And then from that, I want you to branch out and think about what are the other things that your hometown reminds you off. So maybe your hometown reminds you off the atmosphere off the city. What is the downtown light? What about the parks and the gardens. What about tourist attractions? What is special about your hometown? What do you like? Would you not like? And then I want you to branch out even further from there. And I want you to keep going for some time until you get a sense off how to create mind maps. And once you practice drawing this on a sheet of paper, it will be much easier for you to think it in your mind. So that step comes later. So first put it down on a piece of paper, and then you can practice using a mind map without having to draw it on a sheet of paper. So do that for this question first. And then once we're done with that, I want you to then move onto the next question. Which is this? Describe a place where you went for a vacation. Okay. A place where you went for a vacation. And again, I want you to do the same thing. So in the center put that place where you went that city or that town wherever it waas. And then from there, I want you to branch out further on further and further and keep going until you are satisfied until you get the hang off using mind maps. It's a very powerful tool on. It's really going to help you to come up with great answers when you are speaking to your examiner. Now, once we're done with this first assignment, then I want you to move on to the second assignment. The second assignment is you have to use your senses to answer the following questions. Remember, we talked about using all five off your senses to describe your experience, so I want you to answer these questions. The 1st 1 is what hobbies do you enjoy. So try to use your senses. If it's a hobby that uses your hands, such as sewing or painting, then I want you to talk about that. If it involves the sense off smell, such as with painting, you can smell the pain, then talk about what the pain smells like. How does that make you feel? What emotions do you feel? And that's another thing, guys, I don't just want you to stop at the senses. The ears, eyes, nose, taste and touch. Those are the five senses, but there are also emotions so I also want you to talk about the emotions. What do you feel? How do you feel about a certain thing? How do you feel about this hobby off yours or whatever subject we're talking about, whether that's your hometown or whether we're talking about the vacation you had, what does that feel like? What emotions do you feel? So be sure to mention that as well. Here's the next question. Do you like your job? If you don't have a job than if you are a student, then you can just talk about your studies, your field of study, whatever you're studying right now. Do you like it? Why or why? Not again? Try to use your senses. So for this, I want you to write down your answer again. I know that this is for a speaking test, but I want you to write it down just in the beginning so that you can learn how to use these methods off engaging your senses on using the mind map. Once you get that down, once you've had some practice with it, then you can go ahead and simply answer the questions without having to write this down or draw this mind map, so I hope that's clear. So go ahead and do these assignments now. And once you're ready, we'll move on to the next video in which we'll talk about how to extend your answers on avoid bad starts. 38. How to Extend Your Answers and Avoid Bad Starts: Hey, welcome back. Now, if you are on this video, I'm going to assume that you have already finished the assignment that I gave you in the previous video. If you haven't yet done that, then stop right now. Go back to that video, finished the assignment and then come back here in this video. We're going to talk about how to extend your answers. So first, let's go over some basic information. So naturally, extending your answers is very important if you want to get a high score because you can just gave a short answer or one word answer right. So you have to extend on. You have to develop your answer. And generally speaking, here's what the different parts of the aisles speaking look like. So in part one, what you have to do is you have to mention your idea, and then you have to extend upon that idea. In Part two, you're going to have four separate ideas on for each one of those ideas. What you have to do is first, you have to mention what that idea is. You have to give a general overview off that idea. Then you have to extend it and then you have to extend it even further. So you have to do that four times 123 and four for part two and then for part three. What you have to do is you have to mention your idea, extend one time and then extend again. So from this, you can get a good idea off the length that you're supposed to be speaking for. So part one is the shortest on part three is the second shortest. And then part two is the longest. Where you have to give this really long, well thought out answer. So we're going to go into the strategies for answering each one of thes different parts very soon. But right now, I just want to give you an overview off the basic information. Now, in order to show you how to extend your answers effectively and take note, you have to extend your answers in pretty much the same way. It doesn't matter what part you get when you are extending your answer. You're going to be using the same methods. So the methods are the same for extending your answer regardless off which part you are answering so In order to show you the different ways in which you can extend your answer, we're going to take this example. So here is our example. Question Is your job common where you come from? Is your job common where you come from? Now, for the sake off this example, I'm going to assume that in this case, your job is marketing. Let's say that you are a marketer and that is your drop. So now that we have that basic information that your job is that off a marketer, then we can start to look into the different ways in which we can extend upon this answer. So take a look. So I'm going to be talking about 12 main ways in which you can extend your answers. So this kind of directly goes hand in hand with the previous video. And in the previous video, you'll remember that I talked about mind mapping, and I talked about using your senses to extend your answers. So that still holds true on Definitely use that. But here are 12 additional ways in which you can extend your answers. The first way is to ask yourself why or why not. Why Or why not? So remember our question. Waas Is your job common where you come from? So you might choose to answer that question like this. Digital marketing has become quite popular in my country because the younger generation has become glued to the Internet, which makes it easier to sell them products through online platforms like. And you can continue that answer like Facebook, twitter or whatever. So here we are answering why digital marketing has become so popular. Why, why or why not? You can also mention why not? Why? Because the younger generation has become glued to the Internet. That's why. And you can further extend that answer, as I've done here. On the other hand, you can also elaborate, so you can give a simple elaboration. For example, you may say marketing jobs are quite popular in most parts off my country. There are some regions, though, where marketing is not as common due to lower economic activity. So that's just a general statement. I'm just making a general statement that yeah, in most parts, marketing is quite common, But in other parts, it's not why, because of lower economic activity. Now here's the third Way you can talk about the consequence. The result. What does it lead to? Well, marketing has really caught on in my city, and as a result, off its growing popularity, Many residents are moving into my city from all over the country in search off marketing jobs. So you see here we're talking about the result or the consequence. As a result. Off his growing popularity, marketing is really growing in popularity as a result off that many residents are moving into my city, so you can also mention the consequence. That's another way in which you can extend your answer. Check out the fourth Way you can clarify what you mean. Clarification, for example. Marketing has become quite popular in my country, in particular digital marketing on social media channels like Facebook, Twitter and Instagram are the most prominent. So do you see here we are clarifying, Or you can think of it as specifying we are specifying exactly how digital marketing has become popular on where is it popular? So we are saying that digital marketing has become particularly popular on social media channels. Then what we're doing is we are further specifying which social media channels, social media channels like Facebook, Twitter, instagram we taught que que okay, so you can clarify and you can further specify to extend upon your answer. That's another way the Fifth Way description give a description. For example. You may say I believe marketing is the most common profession in my city because our streets are full of advertising billboards, posters, flyers and sales people who hand out business cards and brochures. When you're walking up and down the street in downtown, on on and on, you can continue that description, so be descriptive in your language. And that's another way in which you can extend your answer. I want to mention briefly at this point that some off thes ways off extending your answers may overlap with each other. They may overlap, and what I mean by that is that it's possible to combine these different ways off extending your answer. For example, here in number five, I'm not just giving a description. I'm also talking about the reason why the reason why So we talked about that, remember? So what you can do is you can combine these different ways off extending your answers, as I've done over here Let's look at number six. Number six is that you can give an example. Perhaps the most useful tools is the phrase. For example, guys, if you can give an example for your answer for supporting your idea, that's fantastic, because examiners want to see that you are able to support your answers with examples or by further extending your answers and giving example is a great way to do that. So, for example, you may say to the Examiner, marketing has become surprisingly popular in my country. For example, you can now see advertisements for products on social media channels. Online forums on search engines like Google. Does that make sense, So use examples to support your argument. To support your idea. Let's take a look at number seven. Number seven is comparison, so you can compare the topic that you're talking about. You can compare it to other related topics. For example, you may say marketing is becoming quite popular in my country, but I think that I t jobs are the most popular by far. In fact, many of my friends who were studying marketing before have switched over to I t. Because it pays more or whatever, right? So you can compare marketing to another job I t. Job or to another job such as accounting or being a banker So you can compare the idea that you're talking about with other related ideas. Number eight. You can talk about a trend over time. What is the recent development that has been happening in your topic? What are the current affairs? What has been happening in the news lately regarding your topic? So, for example, you may say marketing has become quite popular in my country in recent years. See, we're talking about recent years trend that has been happening over time. Now that can be recent time. Or it can be time that you're counting from centuries ago. That depends on your topic. So in this case, we're talking about a trend over recent year. So in this example, we're talking about a trend over recent years. Just five years ago, most people I know were studying i t. But now almost everyone is pursuing marketing. See that we're talking about the changes that have happened recently specifically in this case we're talking about in the last five years, what has changed? What trend has emerged in the past five years. You'll also notice that again in this example, what I have done is I have combined comparison with trend over time. So, like I mentioned before, you can combine these different ways off extending your answers. So here we're talking about the trend over the past five years on. We're also comparing it to I t. We're comparing it to the I t job. Let's talk about number nine research so you can mention research on. You can use research to support your answer to support your idea. So you may say, Oh yes, it's quite widespread in my nation. So we're, of course, talking about the marketing job. Marketing job is quite widespread in my nation. In fact, there was a research study conducted this year, which showed that marketing is currently the fastest growing profession in my country, so you can mention a research study. Now here's the thing. Your research does not at all have to be true. You can simply pull it out of thin air. Really, you can just make it up on the spot. The research does not have to be true. It just has to sound true so as long as it sounds true, the examiners don't care, really. They just care about your English. They just want to hear your answer. They don't care if you're telling the truth off here or if you're just making things up, it doesn't matter. So when you're talking about research or even when you're giving examples, you can really just make this up. It doesn't have to be true. It just has to sound true. Let's talk about number 10 personal experience again. When you're talking about personal experience, it doesn't matter if it's true or not. The Examiner does not know that and does not care about it. They just care about your English so you can make up personal experience as well. It does not have to be true. It just has to sound true. So you may say yes. I think marketing has become very popular in my country. Some would disagree with my opinion, but in my experience, the majority off working professionals in my city, our digital marketers. So here you are just talking about in your experience, and the great thing about your personal experience is that it doesn't have to be correct it doesn't have to be right. You can be wrong. It's OK because it's just an opinion. Is just your personal experience so you can talk about that. And since we're on the topic of personal experience, I would like to bring back the lesson from previous video in which I talked about using your senses involving your senses when you are giving your answers. So when you're talking about personal experience, you can also talk about your feelings, your emotions. What did you see? What did you hear? What did you taste? What did you smell so you can involve your senses as well? Let's talk about number 11 scenario. So scenario is just a situation or a setting that you are talking about a certain situation . So you may say yes. Marketing has become rather popular in my country, which has been helpful to our economy. Without it, companies would not be as profitable on many citizens would be out of jobs. So here you can see that I'm mentioning the scenario off. What would happen if marketing was not as popular? What would happen? Well, our economy would suffer on if the economy suffers, then people would be out of jobs. That's what would happen. So we're talking about a scenario off what would happen, what could happen. We're talking about a situation. Let's look at our final way to extend your answer, which is speculation and prediction and this kind of ties back to our scenario. Example. So in a speculation or prediction, you're just making a speculation or a prediction. You're guessing what can happen, what could happen under certain circumstances. So here's an example. Yes, marketing is rather popular where I'm from. I've never thought about why this is, but perhaps it's because the job pays quite well. Or it could be because and then you can insert some other reason so you can make predictions you can make speculations on. The great thing about that is similar to personal experience. You cannot really be wrong because you're just guessing and you're making a hypothesis, and the Examiner knows that, and the Examiner expects that, so it doesn't matter if you're right. If you're wrong, you're just making a prediction so you can say whatever you like, But make sure to articulate your answer, support your answer and develop it properly. That's the key to doing a good job at extending your answers. It has to be well supported, and all of the's are different ways in which you can support your ideas in a really great way. I hope that is clear. If you have any questions at any point, then just ask them in the comments below and I will get back to you. So now I want to talk about the six types off bad starts that you should avoid. Here's number one over complicating, do not over complicate your answer. So here's an example off over complicating your answer your question off. Whether my job, which is marketing is popular in my country or not, is not a simple one toe, which I can easily respond without considering the numerous factors involved. So that right there is a very complicated answer, and I'm guessing that most a few guys out there are not going to have a problem with this, because over complicating is something that even a native speaker can sometimes have trouble with. But still, you want to avoid complicating your answer. Maybe it's not as complicated as this. Maybe it's complicated in a different way, but generally speaking. Keep it simple, keep it to the point, develop it, justify it. Use supporting ideas and supporting points. But don't complicate it. Here's the second mistake or the bad start that you want to avoid not getting to the point . So here's an example off a bad answer. Well, I think that's a very good question. In fact, when I think about that, it's actually I guess it's around more or less. Maybe about and then you continue your answer. What a waste of space that WAAS so don't beat around the bush, so to say, Just get directly to the point. Don't waste time. Just get to the point. Develop your answer and end it there. Number three answering briefly. Avoid this. A lot of students make this mistake. They just give a very brief answer. Sometimes they may give a one word. Answer. Yes, no, Maybe those are terrible answers on. Even if you were to say yes, marketing is quite popular. Where I'm from. That's still a bad answer. Why is it a bad answer? It's a bad answer because we have not developed it on. We did not extend it. You have to extend the idea. You have to develop it, so don't answer briefly. Number four Don't go off topic. Going off topic is another common mistake that students make. So basically, they start to talk about something other than the topic at hand. They go off on a tangent. They start talking about something unrelated or irrelevant. For example, they may say, Well, the most popular job in my country is computer programming. Now remember, at this point we're talking about marketing. Do you remember our original question? The question Waas is your job, which is marketing common in your country. So we have to talk about marketing because that is your job. That is the topic we're talking about. So don't go off topic and start talking about Well, the most popular job in my country is computer programming because it's a high paying job, which is not only growing in demand but also impacting the world in a positive way. Well, nobody cares about computer programming. The Examiner did not ask you about computer programming, and if you give an answer about computer programming, you're going to lose points because the Examiner will think that you did not understand the question so don't do that. Stay on topic number five repeating. A lot of students do this as well. Do not repeat, for example, Here is a bad answer. Marketing is quite popular where I'm from. So in my country, marketing is widespread. Ah, lot of people are marketers. Do you see how that's a waste of space? You only need to say it one time, repeating it in different ways, or even if you use different words to repeat it. That's not a good idea. You're going to lose points. So this kind of ties back to number two. You want to get straight to the point. Don't waste time by repeating. Get to the point. Develop your answer and stop Number six. Here is our final type off bad start, and this is using the exam language. Now, here I've mentioned in part one on. So first, let me explain to you what exam language sounds like. Here's an example. Marketing has become exceptionally prominent in my locality as a consequence of emerging enterprises that are fostering novel vocational prospects. Okay, I know that's a lot of big words there, and I'm kind of exaggerating these answers. Guys, I know that you're probably not going to use language as complex as this on. You're probably not going to use exam language like this, but I'm just exaggerating this to show you what I mean so that you can get a sense off what I'm trying to say here. So my point is that you don't want to use exam language like this. It sounds like you are writing a very formal and academic paper. You don't want to do that for part one of the exam because part one off the Isles speaking exam is supposed to be very lighthearted. It's supposed to be conversational. It's supposed to be like something. It's supposed to be like a conversation that you would have with your friend with a close friend with some buddies at work. Maybe you're hanging out at a bar and you're just talking about stuff. It's just supposed to be a normal conversation. So don't use formal and academic exam language in Part one. It is okay to do this, however, in parts two and parts three. But ah, you really don't need to use exam language at all. It's best to keep it simple so that you don't slip up. You know, it can be difficult if you try to start thinking about big words like this, and it can really confuse you, or it can make you pause a lot. So we don't want to do that. So you should still use a wide range of vocabulary. But you don't have to over complicate it, and you don't have to use exam language. Now, in the next few videos, I'm going to show you exactly how to answer each and every part off the speaking exam. I'm going to give you the full recipe, starting with the next video lesson in which we're going to first cover the basics off speaking part one, I'll see you there. 39. The Basics of Speaking Part 1 (Interview): Welcome to this first video off this recipe section in this video, I'm going to be starting off by giving you some basic information on Part one off the speaking test. So Part one is called the Interview. And as you probably already know by now, this is supposed to be a conversation between you and the Examiner. So let's begin. So, firstly, you should try to paraphrase using synonyms. So basically, avoid repeating the question language. Avoid repeating words from the question language. So try to use the names. Try to rephrase the question language into your own words. So here's an example off what I mean, Let's say that the Examiner asks you, What kind of music do you like now? You might answer. I enjoy a wide range of musical genres, such as hip hop, pop or whatever, so you'll notice that here, instead of using the word like I've used a synonym for the word like, which is to enjoy. So try to use such synonyms when you are giving your answers. But you'll also remember that I've mentioned before in Part one. It might help you to actually use some off the words from the question language to make a strong start. So if you're someone who is struggling with coming up with synonyms, then just don't worry about it and just start speaking on. Just used the words from the question language. If it helps you to start talking immediately, okay, so you don't want to waste too much time. You don't want to think for too long. Um, because these are familiar topics, so really, they should come naturally to you. So if you need to use some words from the question language to make a strong start to start speaking, then go ahead and do that. It can be really helpful for some students to do it that way. But if you can paraphrase the question language on if you can come up with synonyms than that is the ideal way to answer the question. Let's take a look at our second point. Answer the question directly. I've mentioned this to you before when we talked about the six types off bad starts that you should avoid. So always answer the question directly and then make sure that you extend your answer extended by providing supporting details on develop your answer. Don't give a short answer. For example, what kind of music do you like? I like hip hop. Okay, Don't give an answer like that. Make sure that you extend it and you develop it, but you don't have to develop it too much. Don't give long answers, either. You don't want to give long or detailed answers. Ideally, your answer should fall between 1 to 3 sentences. Usually 1 to 2 sentences is enough. But you definitely don't want to go over three sentences, so keep it in that range in terms off the time that you would be speaking for, I guess about 15 seconds off. Speaking would be enough. So for part one off the speaking test, each answer should take about 15 seconds or 123 sentences. Next, be confident. Now look, your body language, your smile, your facial expressions. All of these things are not really going to be created. They're not scored because this is an English test. However, by changing your body language by sitting up a little bit straight by having a smile on your face by feeling relaxed, it can really affect the way in which you speak on when you speak in this way. When you have a straight posture, good eye contact, it can boost your score by improving your answers, so be sure to use your body language to your advantage. Moving on. Avoid correcting yourself more than once or twice. It is okay if you correct yourself. Even native speakers do that. Sometimes we may mispronounce a word or maybe slip up on our words. That's quite normal when you're having a conversation, but the point is that you don't want to do this too much, because if you do it too much, it shows that you have. We command off the English language, so if you have to correct yourself once or twice, that's OK. But avoid correcting yourself more than once or twice. Next, say your sentences smoothly. That means that you should be talking without hesitation without pausing from beginning to end. If you slip up here and there, if you have to pause a little bit, that's OK. But generally speaking, try to maintain a smooth flow off your answer. Next, use conjunctions. So we've talked about conjunctions before, so conjunctions include words like on but or while whereas and you should do this to show sentence variety to show to the Examiner that you're able to form a wide range off different sentences, so that includes some compound sentences. Complex sentences. OK, so be sure to use some conjunctions. You don't have to use this too much, but if you conform compound and complex sentences a couple times, then that's enough. Next use cohesive devices. We've talked about this as well. Cohesive devices are words like, however, basically, in fact and so on. So we use thes cohesive devices to flow smoothly from one idea to the next from one sentence to the next. And the reason we used these devices is to show fluency. So be sure to use some cohesive devices as well to improve your score for the fluency category. Match your work tends to the question on What I mean by that is that if the Examiner asks you, do you like to travel by train? Let's say that's the question. Do you like to travel by train? Then you have to make sure that the verb off that question is the same. Then you have to make sure that the verb tense in your answer is the same as the question. So the verb tense and the question is travel. Do you like to travel? So travel were using the present simple tents. Do you like to travel? So travel is the present simple tens. So that means that when you are giving your answer, you have to use the same present simple tents for your for Bob. So you may say yes, I very much enjoy traveling by train. So in this case, we've said I very much enjoy traveling by train. Now notice that in this case I'm still answering in the present simple tens I've said Enjoy , enjoy. I very much enjoy traveling by train. So enjoy is a verb in the present simple tens. So therefore, I have successfully matched the verb tense off my answer to the verb tense off the question . The next point is you should try to use topic specific vocabulary. So we've talked about this as well. So this is just a reminder that when you have a topic on the environment, be sure to use vocabulary words that are related to the environment. If you're talking about health use words that are related to health, such as medicine, fitness, gyms, sports facilities and so one. So make sure to include some vocabulary that is specific to the topic that you're talking about on. This is going to boost your score in the vocabulary category. Finally, answer all questions and then practice answering the same questions again in different ways . So this is key to being effective in your practice. So before you take the house speaking exam, you have to spend time practicing, and I cannot stress that enough if you go into the test without practicing your just wasting your time and money, Okay, So make sure that you practice answering many different questions that often appear in aisle speaking exams. Questions such as on the topic off hometown work, job, your study, travel, art and so on. We've talked about the list of common topics that most commonly appear on the speaking exam , so be sure to practice answering the questions to those different topics. But don't just practice one version off it. Rather, what I want you to do is I want you to practice answering the same question, but in different ways. So, for example, if you're talking about your hometown, then don't just give one answer. Practice 10 different versions off that answer. So when you practice in this way, it's going to give you a lot of ideas to use in your exam. And this way you won't have to spend time digging around in your mind to come up with different ideas and different topics, or even to come up with different vocabulary words, because all of that is already going to be present because you've had the chance to practice it enough. So that's very important. Make sure to practice answering these questions in multiple different ways. Now I want to talk about the basic strategy for answering part one off the speaking test. So first, be confident. So. Actually, this applies to all parts of the speaking. Test is you have to be confident, and by that, what I mean is simply change your body language. If you feel a little bit nervous, that's all right. That's fine. The examiners understand that it's normal to be nervous in such an exam situation, so don't worry about that. The examiners don't care if you're nervous or not, but what I want you to do is I want you to use your body language to your advantage so that you can give better answers and you will notice this difference. If you simply practice answering questions like this, practice doing this at your home and you will notice the difference off what I mean on DA. You can notice that right now, a matter of fact. Simply sit up straight. Okay, so have a straight posture. Relax your muscles a little bit. Take a deep breath. If you need to smile, try smiling. Doesn't that already feel better? So when you go into the exam with this kind of attitude with this kind of body language, you're going to feel better about yourself, and the answers that come out are going to be much better in quality. And, of course, you can also make eye contact with the Examiner. If that helps you, great, let's move on. And the second step is to paraphrase so paraphrasing just means to use synonyms. So we've talked about this. In the names are different words that convey the same meaning. So try to do this so that you don't end up repeating words from the question language. So try to use paraphrasing when you are opening, however, like I've mentioned several times before. If it helps you to use some words from the question language to make a strong start, then don't worry about paraphrasing. It's not necessary for part one off the speaking test, but it is necessary for parts two and three. Next, let's talk about when you open your answer. So when you open your answer when you start talking, what I want you to do is start with a general idea. Okay, so start with a general idea or a general statement, and that should include paraphrasing if possible. If not, that's fine as well. But start with a general idea, and then once you have mentioned that general idea, then I want you to extend upon it and specify it. So what happens is you go from a general idea to a more specific idea. So start general and then extend. And when you extend, extend by explaining that general idea. So by explaining why by giving an example and so on. So you'll remember here that I mentioned in one of the previous videos 12 ways in which you can extend your answer so you can use any off those methods to extend your answer at this point. Great. So that was just a quick overview off the basic information surrounding isles speaking part one in the next video, we're going to delve much deeper into how to answer questions for part one. So stay tuned. I'll see you there. 40. How to Answer Questions in Part 1: great. Now that you understand the basics off aisles speaking part one, we're now ready to take a deeper look into how to answer the questions in this section. Let's begin. So here I want to start with this theme. The theme is food on cooking. So let's say that in part one off the speaking test, the Examiner asks you about food and cooking. So if this was the theme that the Examiner chose, then he may ask you questions like this. What sorts of food do you like eating most who normally does the cooking in your home? Do you watch cookery programmes on TV? In general, do you prefer eating out or eating at home? So do you see how all of these questions are related to food and cooking? So the Examiner is going to choose a theme such as theirs, and it could be a couple themes. It doesn't have to be just one theme on probably won't be. But ah, the Examiner is going to start off with the theme and then ask you a couple questions on that theme. So in this video, I want to show you how to answer such questions Let's begin with our question number one over here. So the first question is, what sorts of food do you like eating most so, to a question like this, you may answer something like this. I enjoy a wide range of cultural foods, but I'm especially into Mexican and Indian foods, because these cultures offer a wide selection off flavorful dishes. For me, the spicy Curries in the Indian cuisine on burritos in the Mexican cuisine are just something to die for. All right, that's a great answer. That was about 15 seconds in length. I didn't count, but I'm guessing it was probably around 15 seconds. Here, you'll see that we have two sentences, so we are well within our limit off how long this answer should be. Now let's break it down. The first thing I want you to note here is this highlighted part sorts of food. Do you like? What sorts of food do you like? So here you'll notice that I've used synonym language. I haven't repeated any off these words from the question language. Instead of saying like I've said, enjoy on. I've also said I'm into or I'm especially into So that's the same thing as saying. I like I really like it. And then you'll notice that instead of the word sorts, which just means types. I've said a wide range, so that's another synonym. So here I've used synonym language or paraphrasing to open my answer. The next thing that I want you to notice is how I've started here in general terms. I've started with a general idea. The general idea is I enjoy a wide range of cultural foods. That's very general. But then what I've done is I have specified it further. I've extended upon that idea enough specified it. So I've said. But I'm especially into Mexican and Indian foods. Do you see that? I've specified this general idea and then I've specified it even further and further. So first I said, I like a wide range of cultural foods. Then I got a little bit specific. I said Mexican and Indian foods. Then I got even more specific. I like the spicy Curries on the Mexican burritos. I've even mentioned why, because of the flavorful dishes, so that's what you have to do, kind of give a general idea first, Start off with that, and then extend upon it and get specific here, you'll notice the underlying part in the yellow color. You'll notice that here I've extended upon my idea by giving a clarification once again. Do you remember that video in which I talked about the 12 ways in which you can extend your answer? Well, clarification was one of those ways. So here I've used clarification. I've clarified or specified what types of food I'm into Mexican on Indian foods. That's a clarification. Then I've mentioned the Why remember, why was another way in which you could extend upon your answer in the same video in which I talked about the 12 ways to extend your answers. So by talking about the why you convention the reason behind Ah, your opinion. Why? Because these cultures offer a wide selection of flavorful dishes. That's why, by the way, guys, I want to point out that this word right here this question why is a very powerful one? Because whenever you are stuck somewhere, you can just ask why have you noticed little Children? Ah, who are, I don't know, maybe 45 years old, 10 years old. They're just going around bugging their parents all day. Daddy. Why? But why is that? Why is that? Why is that and the daddies explaining, you know? But he really careful with his al answers and trying to explain to the child. And the child just keeps asking, Why? Why? And finally the father gives up? The mother gave self, and they said, because I said so, that's why. So take a lesson from that. Take a lesson from these five year old 10 year old Children and just keep asking the question, Why in your mind And that's going to show you how you can extend your answer. So that's the power off. Why? And make sure to use it in your answers. Whenever you are stuck somewhere. Just ask why and the answer will come to you most of the times. Great. Let's move on. Finally, let's look at the purple part here. Everything underlined in the purple color. That is just an elaboration. By that, I mean that I'm just giving extra information. Okay, so I'm just giving, or you can think of it as further specification. You can even think of this elaboration. In this case, you can think of it as further clarification. So for me, the spicy Curries in the Indian cuisine and burritos in the Mexican cuisine are just something to die for. Okay, so here you are further specifying further clarifying. Or you can think of it as elaborating, which means to give extra information. You'll also notice that here I've used an idiom something to die for, something that is so heavenly, so amazing, so delicious that you are willing to die for it. Okay, so that's a figure of speech, an idiom, something to die for. Its amazing, so amazing. Great. Now let's move on to our second question from this same theme. So our second question Waas, who normally does the cooking in your home. So here's an answer. An example of an answer About a year ago when I was living with my parents, my mom used to do most of the cooking, But now that I'm living with my girlfriend, we both usually cook together, and actually, we find this to be a nice way to spend some quality time together. Great. So that answer was about 15 seconds in length. So you'll notice actually that this is one long sentence you don't have to say This way you don't have to make your sentence is so complex. It's totally fine to break this up into two sentences or even three sentences, so you don't have to use compound and complex sentences for every answer. Try to include a couple, but you don't have to do that for every single answer. So let's take a look at this highlighted part. Does the cooking who does the cooking? So here I'm using, um, So here I've used basically the same words the same language do most of the cooking, right? So we're talking about that who does most of the cooking. So we're using the same words here. So here, I want you to notice that Ah, it is okay to use exact question languages you already know by now if it helps you to make a strong start, Okay, so you already know that by now. Next, take a look at this part that is underlined in the blue color. So here I'm making a comparison. So again, this is from the same 12 ways off. Extending your answers. One of the ways wants to make a comparison. So here the comparison is that before I was living with my parents. Now I'm living with my girlfriend, so those are two different situations, So I'm comparing these two different situations. So who did the cooking in one situation and who does the cooking in the second situation? So that's another way to extend your answer on the part here, underlined in the purple color is an elaboration. You're just using this to give extra information. So that's all for that answer. Let's move on to our question number three. Do you watch cookery programmes on TV to that? If you're like me, you may respond. I actually don't have a television at home, so I can't watch such cooking shows. But I do have a recipe book that I often use for preparing new types of dishes. In fact, just day before yesterday, I used it to prepare. Um, I think it was called Red Curry Thai Soup, which tasted heavenly. Okay, let's break this answer down. So the first thing that I want you to notice is that you don't always have to agree with the Examiner. So if the Examiner is asking you about cookery programmes on TV, but you don't have a TV, then you don't have to make up an answer, and you don't have to pretend like you have a TV. It's fine to simply tell the truth and say, Hey, I don't have a television at home But then you cannot simply stop there. See, even if you don't have a TV, you should not stop there. You still have to extend upon that answer to show to the Examiner that you can still talk about a subject, even if it doesn't exactly answer the question. Okay, the next thing you'll notice is that I have used good vocabulary words topic related vocabulary words. So I've used phrases such as cooking shows, recipe book dishes and, ah, red curry Thai soup. And I've even used an idiom tasted heavenly, tasted heavenly. So all of these are words and phrases that are very topic related. I mean, it's very difficult to use these same words and phrases to talk about something other than food and cooking, So try to use those topic related vocabulary words as well. Next, you'll notice that I paused here briefly to prepare. Um, I think it was called you see. In this case, it's not exactly grammatically correct, but this doesn't matter in the speaking section, I mean, you do have to be grammatically correct. You cannot form grammatically incorrect sentences. But this kind of pausing and this kind of speaking is actually very natural. So I guess what I'm saying is that you should try to be grammatically correct. However, it is okay to bend the rules off Kraemer a little bit. Okay? It's okay to bend them a little bit, because when you are talking, when you are having a conversation with someone, we don't necessarily follow each and every rule of grammar. Otherwise, we would sound like robots. Okay, so it's okay to bend the rules a little bit. It's OK to pause a little bit, so all of that is fine. All of those air parts of natural speech. Now let's break it down here. You'll notice that I've used synonym language. It's sending him language because even though I'm talking about TV, I've actually said television instead of TV so that Councillor synonym language. So try to use synonym language if you can. But if you have to use some words from the question language to make a strong start, then it's fine to not use it as well. Next. Here's another example of synonym language. Instead of saying cookery programmes upset cooking shows now here in the Blue color, you'll see that I'm making a comparison. So what am I comparing to? Well, here? The comparison is between cooking shows on a recipe book, so I don't have a television at home, so I can't really watch cooking shows. But instead of cooking shows, I can talk about something else. I can talk about a recipe book, and I can compare the two so I can say. But I do have a recipe book that I often use for preparing new types of dishes so it's related because cooking shows help you do the same thing. Cooking shows help you prepare new tax of dishes on recipe books. Do the same. Take a look at this part underlined in the pink color. Here we are talking about a personal experience. In fact, just day before yesterday, I used it to prepare. Ah, I think it was called Red Curry Thai soup, which tasted heavenly. So this is a personal experience. You're talking about what you did yesterday on take note that when you're talking about personal experience, you can also bring in your senses. Do you remember that video in which we talked about how to think fast? And I talked about how you can use your senses to talk about your experience? So, for example, I could further extend this answer. Now take note. I don't have to do that because I only need to talk for about 15 seconds for part one. But let's say, if I wanted to extend this answer, then I could talk about what it looked like, What it smelled like, what it tasted like. Was it hot? Was a spicy or was it a little bit sweet? You know, you could talk about all kinds of different sensory experiences when you're talking about your personal experience, so feel free to use that to extend your answer. Let's look at our final question in general. Do you prefer eating out or eating at home? So you may answer. I haven't thought about this before. Let me think I'd say that even though I really enjoy cooking, I still prefer to either restaurants because they usually have a really nice ambiance, and they're also very convenient. I guess I enjoy sitting in a public place with other people and, ah, being ableto order anything from the menu without going through the labour off, preparing it myself. So in this answer, you'll notice. Actually, this answer is a little bit longer, but it's totally fine to give an answer like this as well. So this answer does fall within our 123 sentence limit. So it's totally fine to have an answer off this length. So first you'll notice that here I'm using synonym language. Instead of saying eating out, I said, Eat our restaurants. Next, you'll notice that here in the part, underlined in the red color. I haven't thought about this before. Let me think what I'm doing here is I'm simply buying time to think, because I don't have an answer for this right away. I feel like I need some time to think about it a little bit. Mawr. So I'm going to maybe talk a little bit slower, and I must say, I haven't thought about this before. Give me a second. Give me a moment, let me think. But you don't want to do this for too long. Okay? You don't want to repeat yourself. You don't want to beat around the bush. So it's fine to say like this, and then get straight to the answer. Okay? Be direct in your answer. Next, you'll notice that here in the green color Ah, we have. We're talking about the reason why. So remember that great, beautiful words. Why that powerful word? Why so by asking the question, why were able to extend upon it? So I'd say that even though I really enjoy cooking, I still prefer to eat at restaurants. But don't think about that. Why? Why do I prefer eating at restaurants? Well, because they usually have a really nice ambiance, and they're also very convenient. And then you can further ask why Why are the convenient while? Because, um, everything's laid out for you. The waiters come and serve you. Um, you don't have to do anything. All you have to do is just sit down and eat and ah, you can talk about the music there. The Amiens There they play really soft, mellow classical music, which I really like, which, um, makes me feel really comfortable. Right? So you can keep extending upon why, further and further here, you'll notice that I've used another. Why? So why are they convenient? I guess I enjoy sitting in a public place with other people and being able to order anything from the menu without going through the labor of preparing it myself. So again you could say Why? Why don't I like to prepare it myself? And then you might come up with an answer that I'm a terrible cook. And every time I try to prepare something, I either put too much salt in it or too much pepper in it or too much. Something on the dish always comes out tasting terrible. So that's why I hate to prepare it myself. Or you might say that I'm busy. I have really long work hours, and I don't have the time to preparing myself. And, um, I'm just beat by the time I get back from work. Okay, so keep asking yourself why further and further. Why am I beat after I come back from work? Because I have this really long project I've been working on, blah, blah, blah, blah. You can keep going on and on forever. Now let's talk about a second theme, So I gave you an example off how to answer four different questions from the topic off food on cooking. Now I want to give you form or examples again. This is also for part one, but this time for weekend. So for the topic off weekends. So here are the questions we're going to be answering. How do you usually spend your weekends? Which is your favorite part off the weekend? Do you think your weekends are long enough? How important do you think it is to have free time at the weekends? Great. So let's begin with number one. How do you usually spend your weekends? You may say. Usually I get together with my friends on the weekends. We all go to our favorite spot, which is this huge karaoke bar with many private and public rooms for singing. And ah, the place also offers great food, so we usually order some snacks and drinks and party until the bar closes at 4 a.m. Great, that's a 15 2nd answer. It falls within our 123 sentence range. Here you'll notice that I'm using the same word from the question language and I've done this to give myself a strong start. Next, you'll notice that I've opened my answer with a general statement. I get together with my friends. All right, so that's very general. But let's get a little bit more specific. We all go to our favorite spot. Let's get more specific. What is this favorite spot? It is this hooch karaoke bar. Let's get more specific. Can you describe that karaoke bar? Well, it has many private and public rooms for singing Also has great food. So do you see how we are going from general to more specific now, this isn't a formula you have to remember, but generally when you're talking in a normal way in a conversational way, this is how conversations start anyway. Forced you gave a general idea, and then you go into the details off that topic. So we're doing the same thing here from general to specific. Here in the purple color, you'll notice that I am giving a description. So out of those 12 ways of extending your answers description was one of the ways. So the description here is off our favorite spot. Our favorite spot is a huge karaoke bar with many private in public rooms for singing on. Of course, you can keep continuing this description forever, but you want to stay within the limits. So perhaps you want to end there and then talk about something else. So in this case here, we've given just some elaboration. The place also offers great food, so that's just some extra information. Or you can also think of it as description. Here we are giving extra description, and then here in the yellow color, you can see that I'm talking about the consequence. So the place offers great food, and it has these amazing rooms for singing. So what's the consequence of that? Well, the consequence of this is that we usually order some snacks and drinks, and we keep partying until the bar closes at 4 a.m. So consequence is another way to extend your answer. Now let's look at our next question, which is your favorite part off the weekend. So you may answer. I'd say that I especially enjoy Saturday nights because that is when my city comes to life . You can see streets bustling with people, malls filled with shoppers and bars. Clubs are packed with college students. If you ever come to my city, I'm sure you'll have a great time. Let's break it down. So first you'll notice that I'm starting off here with a general statement. So I'm saying that my city comes to life. But then I went on this description, and I'm extending this answer by specifying it further by clarifying it further by giving more details. So again, from general to specific, two more specific. Here you'll notice that I'm using synonym language so favorite part off the weekend instead of saying that I'm saying I especially enjoy. So that's a synonym for favorite, especially enjoy on. Instead of saying part of the weekend, I've said Saturday nights. Now here I've asked the question, Why? Why do I enjoy Saturday nights? Because that is when my city comes to life. Then I've went into a little description. So the description is that streets are bustling with people, malls are filled with shoppers and bars and clubs are packed with college students, so you'll notice I've included a I'm here and ah, that's not because it's something you should do. I've just put this here to show you that if you end up using some arms and us, that's OK. Don't worry about it too much, but try to avoid it. In general, you don't want to use too many pauses in your answer, because otherwise you risk looking like you have weak command off English. So it's OK to use some pauses, and if it appears naturally, that's fine. But don't don't do this too much. Then, here in the yellow color, we have scenario. So here. I've just mentioned a scenario for the Examiner that if you ever come to my city, if that ever happened as a situation as a scenario, then I'm sure that you'll have a great time. So this is just a hypothetical scenario. Let's look at our third question. Do you think your weekends are long enough? So you may say, Actually, no. I work a 9 to 5 job, and my work is very challenging because I need to prepare financial projections for my company. So I always feel like I could use a longer weekend to spend more time with my friends or with my hobbies. So first note that here we have answered the question without using exact language from the question and without using any synonym language either. So we've just said, actually, no. Okay, so you can totally answer in that way as well off course, provided that you don't stop there, that you develop your answer properly. Now here I've asked the question, Why? Why are my weekends not long enough? They're not long enough because I work a 9 to 5 job and my work is very challenging. Then I've asked why my work is challenging. It's challenging because I need to prepare financial projections for my company. Next. What is the consequence off that? What is the result off that? The result is that I always feel like I could use a longer weekend? Why? Why do I need a longer weekend? Well, I'd like to spend more time with my friends or with my hobbies. Now let's take a look at our fourth and final question. How important do you think it is to have free time at the weekends? You may say, Oh, it's paramount for any person to work efficiently, they need sufficient time to recuperate on to do things they enjoy. Otherwise it can result in frustration. Health issues, lack of focus on a host of other problems. Notice are used off vocabulary here, paramount. So here we're using some less common vocabulary vocabulary that even native speakers don't use very commonly. So when it comes to using less common vocabulary, such as days you don't have to do it too much. You just have to use it a couple times. That's enough now notice in this case that similar to our previous answer here as well. We have not used any words from the question language on. We haven't paraphrased it either, So we've just directly went into our answer here. I've extended upon this answer by asking the question, Why? Why is it Paramount to have free time? It's paramount because for any person toward efficiently, they need sufficient time to recuperate and do the things they enjoy it. That's why. So we're giving reasoning here again. We've used a less common vocabulary word recuperate. In addition to that, you'll also notice that it is topic related. Now it's not related to the topic off weekends, however, it is topic related in the sense that it directly relates to the ideas that you're talking about. You're talking about the fact that you need more time to recover from the long week. And if you don't do that, then it results in health issues. Lack of focus, other problems. So these words and phrases are still related to each other. They are related to the topic that you're talking about and therefore they are topic related. Now, here in the purple color, I've presented a scenario. What would happen if we didn't do this? What would happen if a person did not have enough time to recuperate? What's the alternate scenario? Well, the alternate scenario is that it could result in frustration, health issues, all kinds of problems. So that's how we've extended the answer here. Great guys, we are all done with this in the next video. I want to go over the basics off speaking part two 41. Live Example: Part 1 (Band 8.5): We've been talking about a well known person you like or admire, and I'd like to discuss with you one or two more general questions related to this. Let's consider, first of all, famous people in your country. So in Singapore, what sorts of people become famous mainly politicians, prominent businessmen and a growing number of television celebrities, any of film celebrities? Not too many of films? Liberties? Because the film industry and Singapore is still growing, there is a producer who who has been involved in the production of quite a few comedies. His name is Jack Knew, and he is quite famous in Singapore now. What about in the past? Would you say that the kinds of people famous in the past are different? I think there is a lot. There was a going number of TV televisions. Liberty. It's mainly because the television industry has sort off matured in Singapore. But other than that, I think it's pretty much the same. What about in the future? Can you make any predictions on who might be famous in the future? I think successful young business people would be more famous in the future, mainly because they give the youth off today, something to aspire towards. And basically, it's not a message that it's not just the older generation that can achieve in terms off business success, but that younger generations can inspire towards that as well. Now let's talk about celebrity culture. Um, often famous people are used in advertising. Can you give me some examples of that, um, famous people being used in advertising? I think one example that comes to mind is slipped celebrities being used to promote charitable causes. Um and I think basically, because celebrities have reached a certain status in society whereby people inspired towards reaching 70 status when you have celebrities endorsing a cause, it's basically saying that I I'm so and so and I approved this. And in that way, I think the general population aspire towards that, and they feel more comfortable, for example, donating to that cause. Do you think it might be a bit dangerous having a celebrity endorser cause if, for example, that celebrity behaves in a manner which the cause does not agree with? I think it could potentially be harmful, Andi. It's not necessarily for causes. I think it's It's also for celebrity behaviors because a lot of the youth of today try to emulate celebrities. They may not be aware off the repercussions of certain acts that they commit. So what about those negative repercussions? What, What kind of possible? Never negative effects might happen to youth due to their, um, at admiration of famous people. I think with a love the youth of today, especially young females, they may idolize it in celebrities, and they have become very conscious off the body image, and that may not necessarily be very healthy. Do you think that effects males equally? I think it does affect males to a certain extend, but not on the same level that it would affect females because I think a lot of young females more conscious off the body image stone. A lot of young males are what kind of negative effects would boys have? I think with, for example, with the with a young female population, I think a lot of them would be susceptible. Teoh, Maybe things like anorexia and bulimia, where's with boys? It's not so prevalent, but it could still happen. How about influencing public opinion? How might famous people be used to influence public opinion I think they could be used to perfect to affect public opinion positively. I'm for example, you've got Bono, who is all for HIV and AIDS awareness. I think he's done something very positive for AIDS awareness on a global level. Can you think of any negative ways they might influence public opinion? I can't think of any negative ways at this point. 42. The Basics of Speaking Part 2 ('The Long Turn'): welcome to the recipe for answering Part two off the speaking test. Part two is called The Long Turn. It's called the long turn because you have to speak for two minutes straight, and this is the longest part off the speaking exam. So let's begin by looking at some basic information. So this video is just here to give you some basic overview for answering part two. So first of all, when you enter a part two off the speaking test, you're going to be given a topic on a task card. So this is going to be a little card on which you're going to have your topic on. It's going to have the question on. The question is going to be written on this task card. So once you receive the task card and once the Examiner tells you what the question is, then you're going to have one minute to prepare to take some notes so that you can prepare your ideas to talk about during that two minutes that were given. Next, you're going to be given a pencil and a paper. So again, this is for taking notes during that one minute prep time, on. Once you're finished with taking notes in that one minute prep time, the examiner is going to tell you Stop. And then the Examiner will ask you to begin speaking. Now, when you begin speaking, you have to talk for at least 1 to 2 minutes. So if you speak less than one minute, then you're going to lose points. So definitely don't do that. Rather, what you should do is you should aim for two minutes off speech because the longer that you can speak for the more opportunity, you have to show your range of vocabulary to show your fluency to show your range of Kraemer. So you have a better chance off showing your command off English. So aim for two minutes. Now, Part two is going to take about 3 to 4 minutes in total. So you're going to be speaking for two minutes one minute of prep time, plus an additional minute in which the Examiner will tell you what the question is and then also give you that pencil and paper toe. Take your notes and then finally, in these lessons, I'm going to be talking about two main methods. So both of these are fantastic methods have noticed that students seem to prefer one method over the other. But both of these methods have received a lot of praise from students and both of them work . So what I want you to do is I want you to choose one off them that works for you. So what we're going to do is I'm going to go over both of these methods. I'm going to tell you what the method is, how it works. And then I'm also going to give you examples for each one of these methods. And then I want you to play around with it, experiment with it, put it into practice, and then see for yourself which method you personally prefer more. So just to give you a brief overview of thes two methods hair days. So here is the basic strategy for method number one. So in method number one, what you're going to do is first, you have to understand the question. Now, this is regardless off which method you choose. Whether you're working with method one or method to, you have to make sure that you properly understand the question on it often helps students to underline certain parts off the question to make sure that they better understand. So if it helps you to underline certain portions off the question on the task card, then go ahead and do that next in Method number one. What you're going to do is you're going to draw this grade. You're just gonna draw these lines like that? You're going to split it into four parts because in all the aisles speaking questions in part two, there are going to be four parts. So what you're going to do is when you received that pass card, you're going to split it into four parts, and then you're going to assign one of thes squares to each main idea. Then you're going to fill in the details for each one of thes main ideas. Keep in mind, by the way, that this is happening during that one minute prep time. So the Examiner is going to give you the question and hand you the task card. You're going to read it, underline it, make sure you properly understand and then very quickly divided into four parts, and then again, quite quickly, you have to add those details on Because one minute is such a short time, guys, you are not going to have time to write out full sentences. Don't do that. Otherwise we're not going to perform as well. So when you are charging down the details, what you want to do is just shot down the bullet points. So one word. Two words. Three words. Something like that. Okay, Very short bullet points. Then, once you've done that in your one minute off prep time after that you can then present the idea. Then you can present your answer. After that, you can present your answer. So when you are presenting their answers off course, you are going to be using your notes, which are in bullet point format. And then you're going to be converting those bullet points into full sentences, and you're going to be talking for about two minutes. So that's Method number one. This is just a brief overview. I'm going to be delving into a lot more detail in the next video. Now let's take a look at our Method number two. So this is another great method, and I haven't included the understanding part. I'm sure you understand by now that you have to make sure to properly understand the question on underlying certain parts if it helps you. So once you understand the question, then what you can do in this second method is you simply have to jot down again. This is in bullet point format because one minute is very short. So in bullet point format, just write down one word, or maybe a couple of words about Ah past story that relates to your topic. So you're going to write down basically three stories one from the past, one from the present and one from the future. By the way, this method comes from E to Eilts. So I first came across this method at E to I Else, which is run by an aisles instructor of Fantastic Alice, instructor named J. And when I first learned about this method, I was quite blown away because off the simplicity off this method, So I just want to give a big shout out to J at it. Who else for coming up with this method? I think it's brilliant, and it's definitely helped a lot of my students as well. So with that said, let's move on and let's look at the next part to this strategy. So once you have talked about this past story of yours, then you have to mention a present story again. This is something that you write down in bullet points in a bullet point format, and this is also something that should be related to your topic. Once we're done with that, so you will basically be using your one minute prep time to come up with these stories from the past, present and future. Then the Examiner is going to tell you to stop on. Start speaking. So at this point, you're simply going to be constructing full sentences, using the bullet points from each one of thes stories on. You'll be talking for about two minutes. So that is Method Number two. I know this is not quite as detailed, but don't worry about it. This is just a very brief overview on. Like I said before, I'm going to be delving into a lot more detail into these methods very soon. So that's it for this one. In the next video, I'll be delving into a lot more detail on looking at exactly how to answer part to using the first method 43. How to Answer Part 2 (Method #1): Welcome to this video on how to answer part to using Method number one. So if you'll recall, Method number one is that first method in which you'll have to draw this grid and basically use that prep time that one minute prep time to divide your answer into four main ideas, and then you're going to be filling in the details and then using that as your talking points. So just to refresh your memory, I'll quickly run through Method number one. So you'll remember. In the previous video, I mentioned that first, you have to understand the question on underlying certain parts of the question. If it helps you next, you'll have to divide your main ideas into four blocks, so there's going to be one block dedicated to each main idea. Next, you're simply going to fill in the details for each one of those main ideas, and this is going to be in bullet point format, and then once or one minute prep time is over, then you're going to start speaking for about two minutes and you're going to use these bullet points to construct full sentences. So let's take a look at an example of this. Now here we have our question. So before the Examiner gives you this task card, the examiner is going to read out this question to you. The Examiner will say, Describe ah, house or apartment that someone you know lives in. You should say whose house or apartment this is, where the house or apartment is, what it looks like inside on. Explain what you like or dislike about this person's house or apartment. You will have to talk about the topic for 1 to 2 minutes. You have one minute to think about what you are going to say. You can make some notes to help you if you wish. At this point, the Examiner is going to give you this task card, and the Examiner will also give you a pen and paper to make some notes. So once the Examiner gives you the task card on the pen and the paper, then you're going to have exactly one minute to prepare your answer. During that one minute, feel free to quickly run through this task card too quickly. Run through the questions in this task card one more time on underlying certain parts. If you need to have simply highlight in certain parts. So of highlighted the important parts, which are who's where, what it looks like and what I like or dislike. So those right there are going to be our four main ideas. So in that one minute prep time, I'm going to quickly draw out a grid. So four blocks, one for each main idea. Like I mentioned, here are the four main ideas. So it's going to look something like this. Who's where? Looks like like this light notice. I'm not writing full sentences. I don't have time for that. One minute is a very short time, so use bullet points now. Once you've jotted down the main ideas, the four main ideas in each one of thes blocks, then you can start to fill in the supporting details. So first you may choose to fill out the supporting detail for the first block, and you may say that the house that you want to talk about belongs to Uncle Manuel, my uncle manual. And then you may choose to add some additional detail, such as, Ah, he lives with his family with his pet. Next, you'll move on to the next block. Where? Ocampo, Mexico. That's where he lives and then give a little bit of description. Maybe it's a small town. It's isolated. Next you'll move on to the third block. You'll mention what it looks like. So maybe it's a big house. It has two stories and then maybe give a little description about the rooms, the bedroom balcony and maybe other features off the house. And then finally, what you like and dislike, You may say it's very relaxing because there's nature, but no activity. So maybe that's something you dislike. By the way, you don't have to include both like and dislike. You can only mention one of thes. You don't have to talk about both. The question says what you like or dislike. And by the way, um, these questions are quite flexible. I want to mention at this point that when the examiners are grading you for this speaking portion off your isles exam, they don't really care about the topic. Or rather, they're not really grating you on the topic. Okay, so if you're talking about the topic off house or apartment, then as long as you stick to that topic, you don't have to really worry about the topic too much. It's very flexible. You can really are. Stretch the boundaries off this topic. You can stretch it. You can make it wider. You can talk about anything related to house or apartment. Now you do have to stick to the topic in the sense that you still have to talk about house or apartment. You cannot start talking about cars, for example, or motorcycles. The question is not about cars and more motorcycles or about art. Okay, so you still have to talk about ah, house or apartment. But as long as you stick to that topic, everything else is very flexible. You can really stretch it a lot, so I don't want you to feel limited by the question. Okay, don't let the question limit you. If you don't have an answer for something, you can talk about something else that is related. So we're going to cover that in more detail in the next video lesson. When I talk about method to before now, just keep in mind that the topic is very flexible. Great. So here you can talk about either something you like or dislike. You don't have to talk about both. So in this case, we have chosen to talk about both. We've mentioned the fact that I like that. It's very relaxing that there's a lot off nature there. But there are no activities, so that's something that I dislike. Great. So this is something that you have to do in that one minute, which is a very short amount of time. So this is something that you have to spend a lot of time practicing at home. So before you ever enter that test, make sure that you have done this many, many times. Um, so that this becomes second nature. So that so that it becomes natural for you to do this. Great. So once you finish jotting down these bullet points in your one minute prep time, the examiner is going to tell you to stop and start speaking. So when you start speaking, you are going to be using these notes that you've just taken that you've just made. You're going to be using these notes to construct full sentences using these bullet points . So here's an example off what your answer might look like. Okay, um, I'd like to talk about my uncle manual. He's my dad's brother on lives with his family. He has a wife, a son on a pet dog. Okay, so we're mentioning that Pat over here. They all live in Ocampo, Mexico. So here we've mentioned Ocampo, Mexico, and their house is located in a small town small town, which is isolated. It's an isolated area on. It has a very small population, so you don't see many people there. I think it's about 2000 people who live in this whole town, so they all know each other. They live in a big house on his house. It's a two story house, and it has a really large living room, three bedrooms, nice kitchen on an open balcony, from which you can see the beautiful skyline. Whenever I go to this place, I always feel very relaxed because of the national wildlife. There are beautiful mountains, wildlife, and you can see deers walking around a lot of birds chirping in the trees, so I find it very relaxing. It's also easy to study there because there are no artificial sounds off the traffic or aeroplanes and so on. But I guess the one thing I dislike about this place is that there is not much to do. So if I spend too long there, then it can get boring. So that's our answer right there. At this point, you might either wrap up your answer or the Examiner might ask you to stop because your time is up. So that answer. When spoken, it takes about two minutes to speak. Now you'll notice in this answer that we have great structure, so we have great arrangement off ideas. We've broken up our ideas into four main parts, and then we've provided supporting details. So we have great structure, and that's definitely going to boost our score. Next, you'll notice that I've also used a wide range of vocabulary words, words such as isolated area, beautiful skyline, artificial sounds and so on. So you'll notice that the vocabulary words that I've used here are related to the topic that I'm talking about. You'll also notice, though, that there are some points at which I repeat myself. For example, here I said, they live in a big house and his house, it's a two story house on it has a really large living room, so I've done this to show you that if you end up repeating yourself a little bit, it's quite natural. It's quite all right, so don't worry about that. It's natural for native speakers to repeat themselves, so it's not something that you should worry about. But having that said, you should still try to use as many new words as possible, because that's going to boost your score for the vocabulary category. So try to use new words. Try to use topic specific vocabulary. But if you end up repeating yourself here and there, don't worry about it. So to wrap up this example, I just want you to take note off one final thing, which is that we have used the's bullet points to construct four, Satin says. So you'll notice that everything that is highlighted Here are things that I mentioned here in my notes that I listed down here as bullet points. So that is a skill that you have to develop. You have to be able to use bullet points to construct full sentences. You just have to learn how to do that, and that's going to come from practice. So practice, practice practice and you'll have it down in no time. Now let's move on to our second example. I want to show you one more example using this method number one. So here's our task card on when the part two off the speaking test begins. The Examiner is going to tell you describe a child that, you know, you should say who this child is, how often you see him or her, how old this child is, what he or she is like and explain how you feel about this child. You will have to talk about the topic for 1 to 2 minutes. You have one minute to think about what you are going to say. You can make some notes to help you if you wish. At this point, the Examiner will give you a pen on a paper on. You will have one minute to start preparing. If you want to read this question one more time, quickly run through it, underlying certain parts if you need to. So in this case, these are the four main ideas that we're going to be talking about, and in that one minute prep time, you're going to divide up this great off four blocks and you're going to shut down these four main ideas. Who? How old? You'll notice that Actually hear how old is mentioned as a separate idea. So I could have mentioned it here. That is one option that is a possibility. If you want to do that, however, I decided to put these two together. They're related, so I figured that I was simply put them together. You don't have to do it if you don't want to. Then in the second idea, I mentioned how often you see her, right? So that's the question. How often do you get to see this child? So I decided to make that my second idea than the third idea. I decided to make what he or she is like. And then finally, how I feel about this child, because what's really happening here is actually you can think of these as five separate questions who, how old, what he or she is like, how often you get to see him or her. I forgot to underline that part, but that's another thing that should be highlighted, how often you get to see him or her, and how you feel about this child. So there are five parts. Actually. What we have here are five separate questions. Who? How often you see him or her, how old, what he or she is like and how you feel. So in one of these blocks, I had to group to off them together. So that's what I decided to do over here. So once you have thes main ideas jotted down at this point, you're going to start filling in the supporting details again as bullet points because one minute is so short and you really have to be fast with this. So who? My niece Julia, How old? Nine years old, How often? You see? I see her twice a year, last time six months ago. Then the next bullet points are what she likes or what is she like? So I mentioned she likes puzzles and games. She's curious. She cares for her sister, and then how I feel. I feel proud. Why? Because she is responsible and mature down. She even baby sits her younger sister. So all of that you have to do within one minute. Once you've prepared your answer. Once you've prepared your notes, the Examiner will tell you to start speaking and you will have two minutes. So you're going to be consulting these notes to start speaking, and you're going to be forming complete sentences using these bullet points. So once you began, your answer may sound something like this. I'm going to talk about my knees. Julia. She just turned nine years old and she's my uncle's daughter, and she also has a little sister who is four years younger than her. I see her about twice a year because she lives in Portugal, so it's rather far from where I live. I live in Asia, so I don't get to travel that often to Europe. So I'd say I get to see her about twice a year. The last time I saw her was about six months ago, so I'm looking forward to making another trip in the near future to describe what she's like. I'd say that she loves to play with puzzles on especially board games. I think her favorite board game is actually chest, which she very much enjoys. She learned it from her father on. Now she has started beating her father at such a young age and ask for her personality, I would say that she's actually quite a curious child. Curious little child. She's intelligent. She's carrying. She cares for her little sister, for example, when her parents are going away for grocery shopping or for work, they leave her little sister with her on Julia looks after the little sister and baby sits her. So I think I feel quite proud to have her as my knees because she's such a responsible and mature kid at such a young age, which is not very typical. So that's our answer right there, guys that took about two minutes to speak or it would take about two minutes to speak if you were to construct these full sentences using these bullet points. So here you'll notice, first of all, that again similar to our previous answer. We have a great structure, so that's one thing that is really great about Method number one. It makes it really easy to organize your ideas in a fantastic structure in a very organized manner. Next, you'll notice that when I'm giving this answer, I kind off transition into my main ideas smoothly. So I'm using cohesive devices to smoothly transition into my main ideas, and that's great for boosting your fluency score. So, for example, I tell the Examiner very clearly who I'm going to talk about. I'm going to talk about my knees. Then I said, to describe what she's like. So this is an indicator that I'm now transitioning into my next main idea. I'm going to describe what she's like to describe what she's like, I'd say, and then blah, blah blah. Here I've used another transition on, asked for her personality and then of kind of went into a description of her personality that she's a curious little child. I've used another cohesive device here. I've given an example an illustration, for example, And then I've carried on giving that example. So that's another thing that you have to make sure that you're doing. Make sure that you are smoothly transitioning from one idea to the next. Take a look at all of the's highlighted words and phrases. These are the parts that we mentioned here in our notes that we listed down as bullet points and then, using these words and phrases in the bullet points, reconstructed full sentences out of them. So that's how you have to use bullet points to kind of insert them into a full sentence or to extend upon that bullet point and do create a full sentence out of it. So I hope that it is clear to you now how to use Method number one to construct your answer for part two. Now, we're going to end our video here on in the next video. We're going to be looking at how to answer part to using the second method. 44. How to Answer Part 2 (Method #2): all right. Now, in the previous video, I showed you how to answer part to using Method number one. In this video, we're going to be looking at our method number two. So let's begin first, the basic strategy. So I already covered this, but here it is again to refresh your memory. So once you understood the question and perhaps underlying certain portions off the question if it helps you to better understand the question once you've done that, then you're going to jot down three things really quickly in that one minute prep time. So first, you're going to jot down Ah, past story, a story from your past. So this is going to be written in bullet point format, as always on. Of course, this has to be related to your topic. Next, you have to write the present story again as a bullet point, something that relates to a recent experience. So keep in mind here that by present I don't mean that you have to tell a story in the present tense. Okay, it can be president. Perfect. Tens present. Continuous tense. It doesn't matter. The main thing here to keep in mind is that This is something that is recent, as opposed to something that is not recent something from your past that is not recent. Okay? And then finally jot down, Ah, story from your future. Something that you're planning on doing again something related to the topic. Now, at this point, take note that you don't have to necessarily jot down the stories in this particular order , so you can change up the order on. Actually, depending on the type of question that you get, you may have to change up the order in which you present these stories. So once you're one minute prep, time is up and you have jotted down these three stories. Then you can simply start to present on your present by constructing full sentences from the bullet points. And that's the same thing as in Method number one exactly the same process as what you did for Method number one. Construct full sentences from the bullet points and try to talk for about two minutes, or until the Examiner asks you to stop. Great. Now let's take a look at some practice questions. So here is our first practice question for Method number two, so the Examiner may say, describe an unusual or unforgettable meal. You should say, When was it where you had the meal? What happened during the mail on? Explain why it was unforgettable. As always, you'll have to talk for about 1 to 2 minutes, so try to aim for about two minutes on the higher end off that limit. Off that threshold on, you have one minute to prepare. So this is now one minute prep time in which you're going to be taking notes. So the first thing that you may do after you receive that task card is you. Mitchell's toe underline certain portions that you think are important on that help you to better understand the question. So I've highlighted certain parts off this question here. Next. In that one minute prep time, you have to talk about these three things. So remember those three stories from the past, the present, or you can think of it as a recent experience and then the future. So in this case, I've decided to arrange my stories like this past, present and future. The reason I've done this is simply because the question is asking me about a past experience this question is phrased in the past tense. When was it where you had the meal and so on? So for that reason, I've decided to talk about my past story first. So in that one minute prep time, I'm quickly going to jot down three stories. So here are the three stories that I would write down in that one minute prep time for the past. I'm going to talk about my experience in Berlin when I had dinner at an Indian restaurant. Then I'm going to move into my recent experience, and I'm going to be talking about how I started to cook new recipes and then finally, for my future story, I'm just going to talk about how I would like to revisit Burling. Great. So this is something that you should be able to manage within a one minute prep time on If Method Number one is something that you think is taking a lot of time for you. If you think that it is something that you're not able to manage within the one minute prep time, then try giving this method number two a shot. It might be easier for you to perhaps jot down these bullet points using Method number two because there's much less stuff that you have to write down. So give them both a try and see whichever one works best for you now one final point before I move on. I've mentioned this before, but when you are talking about this task card when you're answering this question, you don't have to necessarily just stick to the past. Remember, these questions are quite flexible. You can really stretch the boundaries off these questions, so don't feel limited by these questions. Over here. They're only here as guidelines as suggestions. As long as you're still talking about the same topic, you can be quite flexible with what you say with what you talk about. So even though the question is asking me about my past experience, I can still talk about my present experience, my recent experience, my future experience. All of that is perfectly OK. So with that being said, let's go ahead and take a look at our sample. Answer to this question. So so far, the Examiner gave us the task card. We used our one minute prep time to come up with these three stories and Now we're going to be using these bullet points to construct full satin says so Take a look. Here is our task card. And here are the three stories that we have. So I mean, begin my answer like this. I think the most unforgettable meal I ever had was about two years ago when I was living in Berlin. I had this amazing food at an Indian restaurant in downtown City Centre off Berlin. I can't recall the name off the place, but I remember it had a huge red banner above its main entrance. I went there with some friends on, enjoyed every moment off the entire dining experience. The waiters gave us free drinks and served us Ah, large, sizzling plate off Indian dishes that we could smell from several feet away. The aroma off the food, the sizzling steam, the beautifully arranged dishes all off. It was so beautifully presented that I couldn't wait to put it all in my mouth on it was absolutely delicious. Actually, one of the main reasons why it was so unforgettable was because they did something very special with their food. They actually mixed coconut milk in the Indian Curries and the combination off those two flavors or something I have never tasted before recently. Now notice. This is where we are transitioning to our second story. Recently, I've started to cook more at home in Hopes off emulating that recipe. So I've been playing around with mixing coconut milk in Indian Curries on. I've had some success with it, but I haven't been able to replicate that taste. Exactly. Maybe I should start consulting some recipe books. Maybe that will help, But I think what I'd like to do in the near future So now we're moving to our future story . What I'd like to do in the near future is just revisit Berlin and go back to that restaurant. The flight ticket will be expensive, but I'm sure it'll be well worth it. So that's our entire answer. And when spoken, that should take you about two minutes. Now I want you to take note off several things that I've done in this answer that make it a great answer. So first, take note off the structure so naturally this answer is organized by three stories past, present on future. Now take no dot They don't have to be all off equal length. In this case, I decided to spend more time on my past story simply because the question is phrased in the past tense. So for that reason, I decided to spend more time in the past. But guys, even if you didn't do that, even if you were to spend less time on the past and more time on the future, that would still be perfectly OK because, like I said, these questions are very flexible. Next take note that what I've done here is when I talked about my past story, I mentioned the story off my dining experience in Berlin. But when I talked about this story, I mentioned all four off these separate questions I mentioned. When was it? So it was about two years ago where I had the meal. It was in Berlin what happened during the meal. So I was very descriptive over here. And then why was it so unforgettable? So I explained that as well with my descriptive language. So I answered all four of these questions for my past story. Now, when I got to my present story or my recent story, I could have done the same thing. So when I started to talk about my recent experience off cooking more at home, I could have done the same thing and started answering each one of thes four questions. However, I chose not to do that, since that's really not required, because I already mentioned that in my past story. So I decided not to do that for my present and my future stories. So you'll notice here as well. The future story is only two sentences on. That's totally fine. But if I wanted to spend more time on the future story, then I could do that as well. Now, sometimes what's going to happen is when you are speaking, you might realize that you don't have enough time left. Or perhaps before you get to your third story, the Examiner may ask you to stop because your time has run out because your two minutes are up. So in that case, if that happens, that's totally fine. Don't worry about it. You don't have to finish all of these stories, Okay, so that's why I said place the most important story. First, talk about the most important story first. So in this case, I decided to talk about my past story because this question is asking me about a past experience. Great. Now. I also want you to take note off the topic specific vocabulary that I've used here. Notice now when I'm talking about meal or a dining experience, I'm using very topic specific vocabulary words such as dining experience, aroma, sizzling steam, beautifully arranged dishes, coconut milk, Indian Curries, recipe books. So all of these are very descriptive words that can only really be used for talking about a dining experience or something related to food or restaurants. Next thing I want you to take note off is my transitions. Pay attention to the fact that I've used cohesive devices such as the word recently, but actually, and so one so cohesive devices like this helped me to smoothly transition from one idea to the next. Finally, take note of the fact that I've used a wide range off grammatical structures. So here you're going to find simple sentences. You're also going to find compound and complex sentences, so that's what makes this a great answer. Now let's take a look at our next practice question. Describe a trip that you plan to go on in the near future, you should say where this place is. Who you would like to go with? What would you do there on? Explain why you would like to go there. So first you may choose to underline certain parts of the question. So here I've simply highlighted the word trip. Since we're going to be talking about trip, then I've highlighted thes four questions. Where, who, what and why? So these are the four questions that we're going to be answering now You're going to have that one minute prep time, as always. And in this one minute prep time, you're going to be talking about the three stories. So again, it's the same thing past, present on future. But this time, what I'm going to do is I'm going to start with my future story. So I'm going to talk about the future first. The reason is that this question is asking me about my future plan, a trip that I planned to go on in the near future. So for that reason, I'm going to first talk about the future, and then I can talk about my present experience and my past experience. So take a look in our one minute prep time. We're going to quickly draw down these three stories. So in the future, I would like to travel to Central America specifically in Mexico. Then I'm going to mention the fact that very recently I returned back from Europe. On third, I'm going to talk about the past story, my past experience off my travel to Asia. Keep in mind that these stories don't have to be true. They just have to sound true. Okay, The examiners don't care if you're just making these stories up. So if you ever feel stuck and if you feel like you have to pull something out of thin air, make up a story than that's totally fine. Feel free to do that at any point in the test. So once you finish writing down these bullet points in your one minute prep time, the examiner is going to ask you to start speaking. So here we go. We're going to start speaking on just for your reference here. Is that task card on? Here are the notes that we took. So what we're going to do is I'm going to talk about my future story first, since this question is asking me about the future. So when I'm talking about my future story, I'm going to address these four questions. Where, who, what and why? And then for the remaining stories about my recent experience in my past experience, I'm going to briefly mention them. But I'm not going to go into a lot of detail. So take a look off, answered this question like this. I'm actually planning to go to Central America soon. I haven't decided upon the country, but I think I'd like to visit Mexico because I enjoy the Mexican culture, food and language. I think I'd like to go there with my brother on my best friend because there's some off the funnest people I know. So this is where we're ants. From that second question in regards to what we would do there, I guess we just do a lot off sightseeing, eating local food and partying. So this is the third question. What would you do there? After Mexico, we may travel down to South American countries like Brazil and Colombia. I have some co workers who come from these areas, and they've told me that the national beauty off thes Latin countries is something that everyone should see. Actually, I just returned from Europe recently, so noticed that here we've transitioned into our recent experience. So we're finished now. We're talking about the future story. We've addressed all four off these questions. So now let's talk about our recent experience. Actually, I just returned from Europe recently on. I had the chance to travel through France and Spain. I especially enjoyed Barcelona in Spain, So I think that the Mexican culture will have some resemblance is I'm a big travel junkie, and I've traveled to many countries, for example, three years ago. Now notice. This time we are transitioning to our past story three years ago, So three years ago, I traveled through Asia with some friends. We visited Thailand, China, Hong Kong, on Vietnam. We had a lot of street food, went to several museums and learn about the local cultures there. I also very much enjoy Asian philosophies such as Buddhism. So I'm glad I got to visit a couple of monasteries and learn more about Buddhism as well. So I guess, other than Mexico, I would also like to revisit some Asian countries. So that's your answer right there. And I should take you about two minutes to speak. So again, what makes this a great answer is first of all, our organization, the three stories future, present and past. We've addressed all four questions that we have here in the future story. Then we've used topic specific vocabulary words, words such as natural beauty travel, junkie museums and so on. We've also used cohesive devices to smoothly transition from one idea to the next, for example, words like actually on, for example. So this is how I transitioned into my past story, and this is how I transitioned into my recent present story. Finally have also used a wide range off grammatical structures. So that's how you use Method number two. To answer Part two off the speaking test, you simply have to talk about three stories, and you can choose to focus on one story more than the others, depending on what type of question you have. And again, these questions are very flexible. So even though the question asks you about a future trip, you can still use it to talk about your present experience as well as your past experiences . So that's all I have for this one. In the next video, we're going to be looking at the basics off speaking part three. 45. The Basics of Speaking Part 3 (Discussion): Now that you know how to answer parts one and two off the speaking test, you're now ready for part three. So Part three is called the discussion because this is where you're going to be having a discussion with your examiner. So let's take a look at how to answer the questions in Part three and this video. We're going to begin by simply talking about some basics. So the first thing that you need to know is that speaking Part three is very similar to part one, but it is longer, so that means that you'll have to talk for a longer length off time, whereas in Part one you have to talk for about 15 seconds. You have to say, perhaps between one and three sentences for each answer. In Part three, you'll have to give. You'll have to give an answer that is, between three on six sentences. Okay, between three and six sentences. So somewhere in that range is considered to be a good answer. A well developed answer. Next, the topic of questions in Part three are going to be related to the topic in part two. So whatever question you get in part two, Part three is going to be an extension off part two. So, for example, if you got a question about music in part to then, the questions in Part three are going to be about music. Next, take note that Part three is quite challenging on. The reason for this is that questions are much longer, so because questions are much longer and because you have to talk for a longer amount of time, this means that you'll have to give answers that arm or in depth. You'll have to discuss more details. You'll have to support your answers. MAWR. You'll have to develop them more than in part one, and this also means that you may come across more difficult vocabulary. So the questions may have more difficult for Cavalleri in them, and you may have to use more difficult vocabulary in your answers as well. So for those reasons, Part three can be challenging now. One good thing about Part three is that if you don't understand something, then you can ask a question. You can ask the Examiner to rephrase the question so you cannot do this in part one, because the questions are too easy. so you cannot ask the Examiner to rephrase the question in different words on you also cannot do this in Part two, because the question is right there on the task card, so it doesn't make sense to ask the Examiner to rephrase. But in Part three, you have the advantage that if you don't understand something, then the Examiner can rephrase the question for you. If you ask them in Part one, however, you can ask them to repeat the question now. You should not really do this in part one, because again, the questions are too easy. But if you want the Examiner to repeat the question, they will repeat the question for you. But they are not going to rephrase the question for you, so they're not going to ask you the same question in different worlds. But in Part three, that is possible. So now let's talk about the basic strategy, the basic strategy that you have to use. One answering part three. So first it starts with a nice, bright wide smile. You know, do whatever helps you to feel confident, to feel better, to be in a good mood. It's really going to help your answers. It's really going to help the quality off your answers. Of course, the examiners are not grading you on your posher or on your smile or on your eye contact. But all of these things can really make a difference in the way that you think you see. It's about improving the quality off your thinking as well. So when you feel confident when you are stating straight when you are smiling, when you're you know loose and relaxed, your mind is going toe work better. Your mind is going to come up with better ideas, and this definitely has a huge impact on your score. So keep that in mind on the next step is to simply start. You're going to start speaking and you're going to start by opening your answer with a general idea. Now, in this general idea, when you are starting around. So these are the first few words that you're going to say, or perhaps the first sentence that you're going to say in this first sentence. You will also have to paraphrase the question language. That means that you should not be using the same words as in the question. Rather you should be using synonym language. Or you should be changing up the word order to rephrase the question language in your own words. So this is how paraphrasing works for paraphrasing something. You have to use synonyms, so synonyms are just different words that you will use to convey the same meaning. So, for example, instead of saying happy, you might say excited, elated, pleased. Okay, Instead of saying Trump, you can use the word leap instead of saying movies, you may say film or cinema. So those are synonyms, different words that have the same meaning. So you have to avoid using the same words from the question language. Rather, you should be using center names. To paraphrase so paraphrasing means to say something in your own words, so be sure to use synonyms on the other way. To paraphrase is to change up the word order. So instead of saying Australian people, you can say the people off Australia, so by simply switching the words around, you have successfully paraphrased. So that's how you have to paraphrase when you start speaking for part three. Next. What you have to do is once you give that general statement, to open your answer, then you have to extend upon your answer. You have to extend upon your idea by explaining why by giving an example on by using any off the other numerous methods for extending your answer. Do you remember that one of the first videos in Part two, off this course? When we started to talk about the recipe, we talked about 12 different ways in which you can extend your answers so you can use any off those 12 ways to extend your answers here as well. This is exactly the same as in Part one. The same method applies here as well. So once you've extended upon that idea, what you have to do next is you have to extend it again. So extend again by explaining why, by showing how you feel by giving examples by using your senses, talk about your sensory experience. Talk about your personal experience. All of those are different ways to extend upon your answer. So that's what you have to do. You have to start off with a general statement and then get more specific and then get more and more specific on the way to get more and more specific is by extending upon your answers. So that's all for this one. In the next video, I'm going to be going over some practice questions to show you exactly how to answer the questions in Part three. 46. How to Answer Questions in Part 3: in this video, we're going to be taking a look at some practice questions so that you can see in action how to answer questions in Part three. So you remember that I mentioned the fact that the questions in Part three are going to be based off questions in Part two. So you may remember that when we were looking at the practice questions for Part two, this was one of the questions. So in one off the questions from Part two, we talked about the house or apartment that someone you know lives in. Remember that? So if this was the question that you received in your test than what would happen in Part three is, you would receive a question related to the same topic. So questions in Part three are related to the topic in Part two. So if the topic in Part two was house or apartment than in Part three is going to be on a similar topic. So, for example, you may see questions like this questions about the different types of homes. So you may get a question like what kinds of home, our most popular in your country? Why is this What do you think are the advantages off living in a house rather than an apartment? Do you think that everyone would like to live in a larger home? Why is that, or why not? So these are the types of questions that you can expect in Part three. The second thing that you'll notice is that sometimes these questions in part one can be phrased as a two part question. So there might be a first part to the question, and then there might be a follow apart. For example, Why is that or why not? So now let's take a look at how to answer such a question. So we're going to start off by looking at our question number one first. So here's this question. What kinds off home, our most popular in your country? Why is this so to a question like this, you may answer something like this. You may say, the most common type of housing in Peru, assuming that you are from Peru. If I was living in Peru, I would say the most common type of housing in Peru today is privately owned. Two bedroom house is built for nuclear families. This wasn't always the case. I remember that in my childhood, large homes with many rooms used to be most common because family members would live together in joint family homes. But that is no longer the case, perhaps because the modernization in Peru off the last two decades has placed a creator degree off importance on privacy, so people no longer prefer to live together in joint family homes, as they once did. So this is the type of answer that you should be giving in part three. We have extended upon these ideas more than we do for part one. Now let's break down this answer so that you can get a better understanding off what exactly were doing here. So first, take note that we have answered both parts off the question. We've answered part one right here and then in regards to Part two. Why is this here? We are speculating why this is perhaps because the modernization has placed a greater degree of importance on privacy. So that right there is the speculation in regards to why is this? So be sure to always answer every part of the question. If there's one part to a question than just answer that one part. And if there are two parts to a question than make sure to answer both parts now, here you'll notice that I haven't repeated any words from the question language. I haven't used the same words. Rather, what I have done is I have paraphrased, to paraphrase means to put something into your own words. So that's what I've done here. I have paraphrased using synonym language. So instead of kinds, I've said type instead of home. I've said housing instead of popular off said Common on Instead of country off, simply stated my country, which is Peru. So be sure to use some paraphrasing son center name language so that you don't end up repeating the same words from the question. For example, a bad answer would look something like this. A bad answer would be privately owned. Two bedroom houses are the kinds of home that are most popular in my country, you see, so maybe that's not a bad answer, but that's not a great answer, either. So that's not a great answer, because you're using words from the question language, when in fact you can simply use synonym language you can simply use synonyms to enhance your answer to make it better, So try to include synonym language when you are opening up your answer. Next, let's take a look at how we have extended upon this answer. So here we're saying this wasn't always the case, so you'll notice that here we're starting to make a comparison. We're comparing between what used to be in the past on how things are in the present. So we're saying that wasn't always the case. I remember that in my childhood, large homes with many rooms used to be most common, so that's how it used to be. But that is no longer the case, so we're comparing two different time periods. Next, you'll notice that here I have asked myself, Why so in my mind, I have asked, why is this the case? Because by asking why it allows me to extend my answer to add more information. So why is this? Because family members would live together in joint family homes. So that's why this used to be the case. People used to live in large homes with many rooms because family members would often live together. That's why but that is no longer the case. So here we are simply making a comparison. Or rather, we are restating that comparison. Next, you can see this as either a speculation or as a question, why. So we are speculating that perhaps this is because the modernization in purple over the last two decades has placed a greater degree off importance on privacy. So we're not sure why this is, but nonetheless we are speculating why this is We are making an educated guess, and then we have concluded this sentence with a consequence. So we have talked about the result off this so people no longer prefer to live together in joint family homes as they once did. So here we were talking about the consequence off this modernisation that has taken place. So those are the different ways in which we have chosen to expand upon our answer. Notice that here we started with a general statement. And then as we moved further into our answer, as we developed it further and as we extended it further, we got more and more specific. So that's what a great answer looks like for Part three. Now let's take a look at another example. So our next question for this same theme is this. What do you think are the advantages off living in a house rather than an apartment? So here's my answer to that. I think that staying in a house is better than living in an apartment on Lee. If you own the house, The main benefit off living in a house is that any funds that are invested towards mortgage or maintenance go directly towards appreciating the value off your property. Take note off the topic specific vocabulary words here as well. Appreciation off the value off the property, mortgage and so on. Let's continue. On the other hand, if you were to pay rent for living in an apartment, the money would just disappear without providing any return on investment. So here's another topic. Specific vocabulary. So, in my opinion, the main advantage off living in your house is that it's a wise financial investment. So you'll notice that some of the things that I've done in this answer is I've used topic specific Will cavalry. I've also used cohesive devices, such as so in my opinion, on the other hand, so by using these cohesive devices. I have smoothly transition from one sentence to the next. Next, you'll notice that I started off this answer in general terms. I just made a general statement, and then I developed it, and I got more specific. Next, you'll notice that here I've used Senate in language. So I've avoided repeating words from the question. Here, you'll notice that I did repeat the word house, and I did repeat the word apartment. So that's all right. If you repeat a couple of words from the question language, that's all right. But my point is that you should try to include some synonym language, some paraphrasing so here, instead off advantages. Off said, Benefit on Dhere instead of living off, said staying. So those are synonyms. Next, let's take a look at how I've extended upon this answer. So here I've simply asked the question. Why? So here's our first sentence. I think that's staying in a house is better than living in an apartment only if you own the house. But then I've asked myself, Why is this? And then here's my answer. The reason is that the main benefit off living in a house is that any funds that are invested towards mortgage or maintenance go directly towards appreciating the value off your property. So for that reason, it's a wise decision only if you own the house. The reason The reason why is that it's a wise financial investment. So that's what the reason is. Now here, you'll notice that in the next sentence, I've said on the other hand, so that indicates that I'm now making a comparison. So the comparison is that, on the other hand, if you were to pay rent for living in an apartment, the money would just disappear without providing any return on investment. So here I'm comparing to situations or two scenarios. So in the first scenario, you on the house and you live in a house, and in the other scenario, you are living in an apartment. So here what we have is a combination off comparison on scenario. What we're doing is we are comparing two different scenarios, and then finally we are clarifying in our final sentence here we are saying so. In my opinion, the main advantage off living in your own house is that it's a wise financial investment. So here we are, simply clarifying by kind of summarizing our viewpoint by summarising our answer. So that's clarification. So that's how we've decided to expand upon our answers in this example. Let's move on to our next question. Do you think that everyone would like to live in a larger home? Why is that? So here is my answer to that. No, I don't think so. It's true that in our culture, large houses are equated with wealth on success, and therefore many people actively pursue such materialistic goals. But there are also minimalists who believe that less is more. There are spiritually followers who aspire to give up material things. There are even environmentalists who seek to reduce their carbon and water footprints on our planet. So although many people would prefer living in larger homes, this is clearly not true for everyone. Now let's go ahead and break this answer down, so the first thing you'll notice is the synonym language. So instead of larger home, we've said large houses. Now these words are quite similar, but still, even by changing one word changing home to houses that still shows that you can use synonyms. Okay, so even if you end up changing one or two words from the question language. Then go ahead and do that. It still helps. Next. Let's take a look at how we've expanded upon our answer. So here first I've just opened up by saying No, I don't think so. But then I've elaborated upon that answer. I have given an elaboration or I've added extra information. I've elaborated by saying it's true that in our culture large houses are equated with wealth and success. Now, you can also think of this as a clarification because I'm also clarifying the fact that in our culture, large houses are equated with wealth and success, so it can also be seen as a clarification. Next, you'll notice that I've talked about a consequence. What is the result off this? Well, the result off days is that many people actively pursue such materialistic goals. They pursue such goals because they think that this is going to make them wealthy or successful. Next, you'll notice that I have given a comparison, so here I'm comparing different types of people. I'm saying that there are also minimalists who believe that less is more. By the way, minimalists are people who try to use a minimal amount off stuff, a minimal amount of things, So minimalist is someone who tries to use as little as possible. So, for example, instead of someone who takes a 20 minute shower, a minimalist would probably take a five minute shower. Or let's say that if a typical person has three different types of furniture, a minimalist may have only one Okay, so they try to use as little stuff as possible. So here we're comparing different types of people. We are saying that there are minimalists who believe that less is more. Then we're saying that there are also spiritually followers spiritually. People who try to give up material things were saying that there are even environmentalists , people who really care about the environment and so they try to use as little stuff as possible in order to reduce their carbon footprints and their water footprints on our planet. So here we have compared four different types of people. We are comparing the normal person, the typical parson with the minimalist, with the spiritual follower on with the environmentalist. So those are the comparisons that we're making in this sentence on. You can also think of this as examples because we are giving examples off different types of people who try to use as little stuff as possible. So this is an example, plus a comparison. Finally, we have a clarification. So here we are clarifying that although many people would prefer to live in larger homes, most people would prefer this. This is clearly not true for everyone. So for some people or for many people, it is true, but not true for everyone. So that is a clarification. So that's our answer right there on. You also notice other things that we have pretty much in every answer things like topic specific Will Cavalleri, grammatical structures, a wide range of chromatic ALS structures, cohesive devices and so one. Now let me show you another practice question. So this time we talked about the types of homes. But now let's take a look at a different topic. So you may remember that when we talked about Part two in one off the previous video lessons, this was a practice question that we discussed. So the practice question asked us to describe a child that you know. Do you remember that? So let's say that if this was the question that you received on your task, a question about a child, then in Part three, you would receive questions on the same topic. So, for example, you might receive questions about Children activities. So you may get questions such as what kind of Children activities are available in your city. How can we promote the interest off a child in such activities on? Do you think indoor activities will replace outdoor activities in the future? So you'll notice here that in Part three, what happens is that the questions get a little bit more abstract. You have to think more. You have to talk more about your opinions and ideas. So in that sense, Part three is more challenging than part one, because in part one, the questions are quite familiar to you. Questions are about your work, home study and general stuff like that. But in part, three questions get more abstract. So let's take a look at how toe answer these questions. We're going to begin by looking at our first question. So the question is what kinds off Children activities are available in your city. So here's a sample answer. Hm? I haven't really explored what activities are available for kids in Berlin, so I can't tell you a lot about it. But Berlin has many excellent parks spread throughout the city. Many off wage are equipped with playgrounds for Children. Every time I visit a park in my city, I always see Children doing some sort of physical activity, such as playing football, Frisbee or just running around for no reason. Great. So let's break this answer down first. Here are the synonym words that we've used instead of Children we've said kids on instead of city off simply stated my city, assuming that I'm in Berlin, So I've just said Berlin instead of my city. Next, take a look at this first part of the answer. I've said I haven't really explored what activities are available for kids in Berlin, so I can't tell you a lot about it. So here what I've done is I'm still talking about a subject that I don't know much about, so that's what you have to do. If the Examiner asks you a question that you don't know much about, then you can simply say that you don't know much about it. But then don't stop there. You should not stop there. Rather, you should still talk about that topic. Just go off on a tangent. If you cannot talk about this topic directly, then just talk about something related to this topic. So that's what I've done here. I didn't know how to answer this question directly, so I simply talked about something related to this topic. So here I've said. But Berlin has many excellent parts spread throughout the city. So here I'm simply elaborating, and I'm elaborating in a very specific way. I'm elaborating by giving a description. I'm describing the fact that there are many excellent parks spread throughout Berlin and that many off these parks are equipped with playgrounds for Children. So I'm using descriptive language by describing what these parks are like. Next, Up said, Every time I visit a part in my city, I always see Children doing some sort of physical activity, such as playing football, Frisbee or just running around for no reason. So here I'm talking about a personal experience what has happened every time that I have visited a park in my city, So I'm drawing from personal experience on in addition to that, I'm providing examples. I'm providing examples off what I see Children doing. You can also think of this as description. So you can also think of this as descriptive language that Children are engaged in some sort of physical activity, such as playing football, Frisbee or running around. So that is how I've decided to extend upon this answer on one more quick little note regarding personal experience. Whenever you talk about personal experience, it might be helpful to also bring in your sensory experiences. Do you remember We talked about using your senses in that video in that video on in that video lesson on thinking fast. So you might want to draw from your sensory experiences as well things that you see things that you hear things that you feel and so on. So that's it for this answer. Now let's take a look at our next example. So here's our next question. How can we promote the interest off a child in such activities? So here's my answer. I think raising kids interest in physical activities begins with education in the home. Parents should take note off which athletes their Children like, so that they can use them as role models to inspire their kids to exercise undue sports. Parents should also supplement such physical activity with a nutritious diet because food plays a significant role in the physical development off kids. Great. Now let's break it down here we have Arsene name language instead of promote off, said raising. Instead. Off child, I've said kid, instead of such activities off, said physical activities. So I've added an extra word there. Let's take a look at how I've extended upon this. Answer off said that parents should do this and that. So this is a suggestion. OK, I'm suggesting or making a recommendation what parents should do. So parents should take note off which athletes their kids like, so that they can use them as role models in the next sentence. I'm doing the same thing. I've simply given another suggestion parents should do this Parent should also do this so parents should also supplement such physical activity with a nutritious diet and then ah further extended this answer by asking the question, Why, why should parents do this? Why should the supplement physical activity with a nutritious diet? Well, the reason is that food plays a significant role in the physical development of kids. That's why so that completes our answer for this question. Let us move on to our final question Now. Here it is. Do you think indoor activities will replace outdoor activities in the future? So here's my answer. No, I don't think they will. Sure, we spend less time outdoors nowadays compared to our answer stores in the past. Due to technological advancements, however, I view outdoor activities as a biological necessity for the healthy functioning off the human body. Research conducted at Princeton University has shown that individuals who spent more time indoors tend to have poor cognition and are more likely to be depressed on physically weaker. So I think that outdoor activities will always be around in one form or another. So let's break this answer down. Now you'll notice that this answer falls in our range off 3 to 6 sentences. So, ideally, that's how long your answer should be for part three. Next, you'll notice that in this case, I actually did not use any words from the question language. Moreover, I also did not use any synonym language, so I did not paraphrase either. So if you want to open up your answer like this by saying something like, No, I don't think they will or, yes, I think that they will. So this is just a very direct answer, A very short answer, a direct opening So you can totally do something like this. And this way you don't have to use the question language. The words from the question language on you also don't have to paraphrase using the synonym language, so that's fine. If you choose to open up your answer like this, provided, of course, that you develop it in the following sentences, you still have to develop your answer and explain yourself. Now here, what I've done is even though I've opened up my answer like this, I have used some words from the question language in the following sentences. So I've used the word outdoors, so the word outdoor appears hair. I've also used the phrase outdoor activities over here, so that's all right if you end up using a couple key words from the question language than that's totally fine. You know, sometimes you're going to have words or phrases in the question that are called keywords or key phrases, things that perhaps are not easy to paraphrase. So I cannot think off any good center name for the phrase outdoor activities. So because I cannot think often effective, synonym, I'm simply going to use the same phrase outdoor activities on indoor activities. So if you have to do something like that because you cannot think of a synonym than that's totally fine, just go ahead and use that same word. Now let's take a look at how I've extended upon this answer. So here I've used an elaboration. I'm elaborating upon my answer, or you can also think of this as clarification. In this case, you can also think of it as clarification because I'm clarifying the fact that we spend less time outdoors nowadays compared to our ancestors in the past. And why is that? Well, that is because of technological advancements. Next, I have further extend upon this answer by asking the question, Why or why not? Okay, so this could go both ways. You can either ask why or why not. So here's what I have for this. However, I view outdoor activities as a biological necessity for the healthy functioning off the human body. I further extended it by providing a research to back up my point. So I have supported my argument with research. Now, as you already know by now, this research does not have to be rial. In this case, I've simply made up a research that I don't know if it's true, but it surely sounds true. So for that reason, I'm going to use it. So I've said research conducted at Princeton University has shown that individuals who spend more time indoors, have poor cognition and are more depressed and weaker. Okay, so I have supported my argument using fake research or using made up research. So feel free to use that tactic as well. It's a great one to use to support your point. Finally, I have ended my answer by saying that I think that outdoor activities will always be around in one form or another. So here you can think of this as a clarification. You can also think of this as a summary ization. So here I have summarized my viewpoint, or I have summarized this entire answer. Okay, so that's it for this answer on. That's it for this video. I hope that it's clear to you now what it takes to have a great answer. So what you need to do in a nutshell, I'm going to summarize all off this for you right here. So to summarize all of this, what you have to do is you have to start off by making a general statement. Then you have to develop upon that answer using any off these different methods that we've discussed. So extend upon your answer, get more and more specific with your answer. Develop it fully. Keep your answer between three and six sentences used. Topic specific vocabulary. Use cohesive devices to smoothly transition from one idea to the next from one sentence to the next and use a wide range off grammatical structures. So that simply means use a couple compound sentences or complex sentences in your answers. So that's it. If you can do all of those things, you're going to get a great score on your speaking test. So that's all for this video in the next one, we're going to be moving into part three off the scores. Part three is the cooking section. This is where everything comes together. So now you have the ingredients, the four band descriptors and you also have the recipe, the exact strategy for stating a great answer. So let's see how all of that comes together in part three. 47. Live Example: Part 3 (Band 9): We've been talking about a well known person you like or admire, and I'd like to discuss with you one or two more general questions related to this. Let's consider, first of all, famous people in your country. So in Malaysia, what kind of people become famous? Um, in Malaysia? Definitely. The politicians, and also some actors and actresses, are very famous among among the agents. Eso What about in the past? Is that the same as in the past, where politicians and actors and actresses always definitely the past? If you're talking about the fifties and sixties, movies were the number one communication toe between villages or towns, so the people definitely new actors and actresses better than the politicians. Compared to now, you have TV and news where people full of politicians personal life more than electric car actress. Because of many cultures, quite the opposite has happened where politicians used to be quite well known, whereas nowadays movie stars, television stars and more well known, what do you think about in the future? Do you think that that's going to continue? Politicians will continue to be, I think, definitely in the future, because the world is becoming more globalized Malaysians would have Ah, I think, have a tendency to be exposed to more international programs than they know More international celebrities compacted. The local actors and actresses are local politicians. So we would follow international politics, maybe American or British politics, or even the model soul actresses internationally. Well, let's talk about celebrity culture. Often famous people are used in advertisements. Can you give me some examples of that? Yeah, um, famous people like actors and actresses are used in I've been just advertisements. And, um especially sports celebrities like Tiger Woods or Roger Federal promoting spot Secret men or sports shoes. Uploads? Um, other than that, I think it's more models and actresses that sponsored perfume and clothes and and is that always true that, um, whatever profession they're involved in, that's the kind of product that they tend to promote. I don't think that's true because a lot of celebrity actresses support perfumes and support clothes, where whereby actually, it should be models that do it from it. Isn't that that sort of glamorous kind of side of Hollywood that they can try to bring to the public? I suppose that's what they're trying to do the marketing. The people who are marketing the product are trying to bring in the glamour that that that celebrity holes, Um, but, yeah, I suppose a celebration they do have that that grasp over, you know, people's mindset and what they should buy the consumerism. Now you're talking about their influence on the consumer. What about on the young? Do celebrities do you think produce negative effects in in our youth? Definitely. I think they do. As you can see, like lifestyle and help. No celebrities are becoming thinner models and celebrities. And when you open a magazine, young girls would be exposed to thin models anything that that's normal for them to be thin . And that could cause them to go into anorexia. Bulimia. You'll on our unhealthy practices because they think being thin is a non well being healthy and being normal bodied is actually the norm. Now, what about young boys? Do you think that celebrities can have an influence on young boys? I think most definitely. Um, I think young boys could be influence in a way mature realistically, like they would one of the big car that you know, the celebrities drive and they want bling, and they want all the cool gadgets and tools that there are out there. And he could make boys realized that, you know, ritualistic things that the only way to happiness. Now, what about public opinion? How might celebrities be used to influence public opinion? Celebrities are use actually to like, if you can see a pita, the production off the endangered animals, um, they use liberties to get to the public. That's like this promotion where they get Centipedes to go naked to show that, you know, animals, you know, asked strip especially like seals and foxes and all that for their for And, you know, it strikes a chord because it's a celebrity. Oh, that person is doing that. Let's look at the poster. Oh, what's the message? Okay, I get it. No. Yeah, well, thank you very much. That's the end of the speaking test. Very much 48. Cooking: The Right Approach: Hey, guys, welcome to part three off this course, So you have now officially entered the cooking section and this is where we're going to be putting it all together. So in this video, I'm going to be sharing with you five different things. Five ideas that are going to be very important to your success. So let's begin with our 1st 1 which is be yourself. So when you are in your test, the first thing that you should be doing is you should try to talk to the Examiner as if they are your friend. Now, you might remember from one off the previous video lessons in which I mentioned that the Examiner is not there to be your friend, that they might smile at you, that they might laugh with you. But that doesn't mean that they're going to grade you better because off it, because they like you. Okay, in the end, the examiners are still there to grade you. But still, regardless off that fact, you should still try to talk to the Examiner as if they are your friend. Think off them as someone who you've known for a long time. Someone who you've known for perhaps a few years. This way, When you start to talk to the Examiner, you're speaking. Your answers are going to be a lot more natural and a lot more fluent. Now. This point is demonstrated by my experience off speaking to many, many students throughout my teaching career. What I've noticed is that when I start to tutor my students when I meet them, when I talk to them, I noticed that their English a lot of times, is pretty good. They might be at a level off bound seven or a Band Aid, but soon as I tell them that, Hey, this is where we're going to start the exam so you can start speaking now and then when I start asking them questions like an examiner, their score suddenly drops from a band seven toe abound. Five or from a Band aid toe abound six or something like that, and their level of performance goes down. It's significantly drops on. The reason for that is that they suddenly turned into a robot soon as they realize the fact that I am now testing them. They suddenly entering to was called testing mode, so they enter into this test mode on their performance shops because they're no longer thinking like a human being. They're not talking to me as if I'm a human being any longer. They think off me like an examiner, so don't do that. Don't turn into a robot. Simply be yourself on. Think of the Examiner as your friend, and this way you're going to be much more natural in your speaking. The next point is answer the question. So since you are there to take a test, your main job is to answer the question and not only to answer the question, but to answer it clearly. So this is the main thing that you should be thinking about the main thing that you should be working on on. If you simply focus on answering the question clearly, well, then everything else is going to take care of itself. All the other things, like a vocabulary, your Kraemer, your fluency on your pronunciation, all of those things are going to take care of themselves. See, your job is not to think about what's the best vocabulary word that I can use was the best grammatical structure that I can use. How do I insert a compound sentence into this answer. How do I insert a complex sentence into this answer? None off. Those things are going to help you. So don't think about those things when you simply focus on answering the question. Clearly, all of those things, like the vocabulary and grammar, are going to come naturally. So when you are answering the question, these other things are going to take care of themselves on. If they don't, it doesn't matter. We're gonna get to that in just a moment. But first, let me tell you about point number three. Listen to yourself. So if you haven't done this yet, what I want you to do is do a mock speaking test on record your answers. So record your answers on your cell phone or on a recorder or on your computer, whatever you have on, listen to yourself. So pull up some questions that the aisle speaking task often have questions like a work study, art or whatever on record your answers to those questions on Don't just do this, for one question. Do this for multiple questions for multiple types of questions for parts 12 and three and when you do this enough times, what you're going to notice is that certain patterns are going to emerge. You're going to notice that there are certain things certain common mistakes that keep appearing again and again and again. So these might be mistakes related to your grammar. They may be mistakes related to your pronunciation. Whatever they are, they're going to become apparent to you. They're going to reveal themselves to you. When you listen to yourself talk, these common mistakes are going to show themselves and then you can work on them. You can improve upon them, so definitely do this before you go into that speaking test. Next, fluency is more important than accuracy, so both of these things are very important. But out of these two things, fluency is more important. So by accuracy, what I mean are things like your grammar, your vocabulary and things like that. So choosing was the right word to use choosing the correct grammatical structure. So if you focus on these things, what's going to happen is that your fluency is going to drop is going to decrease, because what happens when you focus too much on accuracy is that there's too much stuff in your head. You're thinking about too much stuff. You're thinking about the vocabulary, the grammar and your pronunciation and all of these things. And the more full your head becomes, the more full of thoughts and activity that your mind becomes, the less fluent you're going to be, the less natural you're going to be. So, in that sense, you can think of it as getting tongue tied. Your tongue gets tied up in a knot because your mind is tied up in a knot is thinking about too many things. So don't do that. So accuracy is important. But don't think about it too much, because when you stop thinking about accuracy too much, then you can focus more on giving your answer. And this way you can become more fluent. Next, you have to accept the fact that you're going to make mistakes. Everybody makes mistakes, including native speakers, including the examiners themselves. So everyone makes mistakes. So accept that fact on. Don't try to be perfect. Focusing on perfection is going to kill your score. If you try to be perfect, you're going to be too much caught up in your head, you're going to be thinking about the perfect vocabulary. You're going to be thinking about the perfect grammatical structure, and this is a terrible, terrible thing to do. On a speaking test, you have to sound natural. You have to start speaking, just focus on the answer on that natural fluency that you have is going to come out. So don't get in the way. Don't get in the way off your own self. Don't be your own enemy. Perfection is your enemy. Allow yourself to make mistakes. Allow yourself to be fluent on. Finally, here's my last point. I don't think a lot. Okay, of course you have to think, since you are in a test, but don't overthink. So we've already talked about this. You don't want your mind to be full of stuff. You want your mind to be free, to be relaxed, to be spacious. He wants space in your mind. People who tend to think a lot do not answer the question. They're too caught up in thinking there, too, caught up in trying to be perfect in trying to think of the right word, the right grammatical structure. So all of that is going to work against you. So the solution is just relax and everything will flow naturally. Allow yourself to relax. Relax your muscles. Take a deep breath if you need to. On let your mind work by itself. See what a lot of us do when we're trying to control a certain situation or were trying to control the way in which we think or control the way in which we speak. Often times that control ends up interfering with the natural process. It ends up interfering with the natural flow off things. For example, if I told you right now, go ahead and try to breathe. Go ahead and try to control your breathing. How long can you really keep that up? Do you see what I mean By trying to breed by trying to control a natural process? You've just made it that much more difficult. So the solution to this is quite simple. Just simply stop trying. Stop trying to control so much you have to let go. There comes a point when you have to relax and you have to have faith in your mind in the same way that you have faith that without thinking you will still remember to breathe. You will still remember to breathe correctly and in the same way you kind of have to have the same faith that your mind is going to be able to function by itself without you trying to control it without you trying to interfere with the natural process. Okay, I hope that is clear for you. It's very important and a lot of students get stressed out because they're trying to control a natural process. They're trying to control something that is supposed to happen easily and naturally, trying to control the way you speak. Trying to control your mind your ideas is like trying to control the way in which you breathe. Let it happen the same way that your breath flows naturally all by itself. Your heart beats all by itself. Your kidneys and your liver functional by themselves in the same way have faith that your mind has enough intelligence to operate by itself. So we've talked about a lot of different things in this course. I've talked about the importance off using the right vocabulary, the importance of using topic specific vocabulary, the importance of using grammatical structures. I've talked about all of that and all of those things are clearly important. But see, there comes a time when you must let go off those things. You have to let go off it and trust in the national working off your mind. You must trust in yourself that all of those things will come naturally now that you already know about them. Okay, so those are my tips for you and that concludes this video and in the following videos what you're going to see are live examples off Rheal students who are taking the speaking test with riel aisles examiners in a real exam situation. So you're going to have a chance to look at those videos on that's coming up next. 49. Practice Test 1 (Band 9 Model Answer): All right. Now, in this video, I'm going to show you an example off how to do the speaking test. So right here, we're going to be looking at speaking test number one. So this is going to be our first sample test. So take a look and let's get started. Good morning. My name is Judith. Harvey. Can you tell me your full name, please? Yes. My full name is Chez Sing. And can you tell me where you're from? Shea. I'm from us. California. Can I see your identification, please? Yep. Here you are. Thank you. That's fine. Great. Now, in this first part, I'd like to ask you some questions about yourself. Let's talk about what you do. Do you work or are you a student? Yes, I'm a student right now. I'm in my final year, actually, in a university called Humble State University on. I'm studying the subject of communication. And why did you choose this subject? I chose this subject mainly because I really enjoy talking to people and interacting with people. I tried studying other subjects before, like a biology and botany. But those subjects got too boring for me. So I decided to change my major. And, ah, I chose communication, and so far I'm having a great time studying this major. Is this a popular subject at your university? Yeah, I would say it's kind of popular but is definitely not the most popular subject in our whole communication department. I would guess that we have probably about 1000 students studying this major, but the most popular major is probably environmental science. Do you get along with your classmates? Yes, we get along very well. Everybody loves to talk with each other. Like I mentioned, this is a communication major, so people generally tend to be very social and very talkative. So we all get along with each other and often times after class, we go out to restaurants or bars to hang out with each other. Now let's talk about the weather. What's your favorite kind of weather? I think I like sunny weather the most, mainly because this is when people usually tend to be outside and people are usually hanging out either in parks or beaches. So I like the energy, the atmosphere that comes with this kind of weather. Is there any type of whether you don't like. I would say that any time when the weather gets too extreme is when I don't like it. For example, if there's rain and there's too much rain than I end up spending all day inside my house, or if it gets too hot outside that I can't really step outside the house because it's too hard or if it's too cold and again is the same kind of thing. So I don't like extremes. I don't like extreme temperatures, you could say. And does bad weather ever affect transport in your country? Yeah, this condemn finitely happen, especially if it gets too rainy. Then people usually tend to drive a lot slower Ah, in order to be more careful in order to avoid any possible accidents, so that kind of slows down the flow off the traffic. Now let's talk about music. What sort of music do you usually enjoy listening to At the moment, I'm really enjoying listening to hip hop music and Latin music as the kind of music you like changed over the years. Oh, yeah, definitely. I mean, when I was a kid, I remember that I used to absolutely love pop music especially Backstreet Boys. I don't know if you know who they are, but they used to be pretty big when I was a kid. And when I was about 10 years of age, I used to listen to a lot of them and collect a lot of their albums. Later, I started listening, um, to rock music and rock music when I got into my high school, and then when I got into my university, I started listening to techno music side Trans um Elektronik Instrumental music. And then, like I mentioned right now, at the moment I'm listening to hip hop and Latin music. Do you prefer listening to live music or recorded music? I think I actually prefer listening to both. I think that they both have pros and cons, and I don't really prefer one over the other. For example, what I really like about live music is the energy off the crowd and the energy off the performing artists when you are in a stadium, for example, or in a concert hall. But what I like about recorded music is the convenience that comes with it, the convenience off, being able to listen to it in my own time at my own convenience, for example, when I'm working out. Okay. Now I'm going to give you a topic, and I'd like you to talk about it for 1 to 2 minutes. Before you talk. You'll have one minute to think about what you're going to say. You can make some notes if you wish. Do you understand? Yes, I do. Is some paper and a pencil for making notes? And he is your topic. I'd like you to describe a special gift or present you gave to someone. All right. Remember, you have 1 to 2 minutes for this. So don't worry if I stop you, I'll tell you when the time is up. Can you start speaking now, please? Okay. So I want to talk about a gift that I recently gave. And it was to my mom on Mother's Day, and this gift was a cent diffuser, and ah, me and my brother purchased it together. So both of both of us are pretty lazy. So we didn't go to any shop or anything. Instead, we just purchased it online from Amazon, and it arrived in the mail two days later, and when it did. We packed it up and then we hit it into one of our rooms because it was supposed to be a surprise gift. So when Mother's Day arrived, which was about three days later or something like that when it arrived, we gave it to her mom and she absolutely loved it, because this is something that she didn't have before and also because she really likes for the house to smell nice. So she really liked it. And in regards to what kind of person she is, I would say that she's a very kind hearted person, a very caring person, as all mothers are. Um, she's definitely the rock off her family who keeps her family together and even helps us to get over a lot of quarrels that we often get into in our family. So she's definitely one of a kind person. It's interesting, actually, that you asked me about gifts because because giving gift is something that I've enjoyed ever since I was a little kid. I remember that when I was growing up, me and all my cousins, and it was about eight of us, all of us together, and we would all pool our money together because we never really had enough money individually. So we would pull all our money together to make it amount to something substantial. And then we would use that money to buy a gift for different family members. Actually, my brother's birthday is coming up in about two weeks, so I plan to buy him a plane ticket to New York because he's never been there before. Thank you. Do you think giving gifts is important? Yeah, I think it's important because it's a symbol for showing the other person that we care about them, that we care about having them in our lives. And also, it's a great way to strengthen relationships. Thank you. Can I have the book with pencil and paper back, please? Yeah, Here you go. We've been talking about a special gift you gave to someone, and I'd like to discuss with you one or two more general questions related to this. Let's consider first of all, giving gifts and families on which occasions to family members give gifts to each other. Typically, I would say that family members tend to exchange gift, some kind of a festive occasion. For example, if it's someone's birthday or wedding or an anniversary, perhaps if someone gets promoted, that's another cause for celebration. So gifts can also be exchanged then and definitely festivals festivals like New Year's Christmas and so on. Let's talk about giving gifts in society what situations in business other when people might give gift. So I guess when businesses are negotiating with each other, for example, if one company is negotiating with another company and trying to close down on some kind of a deal or maybe a partnership in this case, I guess it would make sense to exchange gifts in order to strengthen their relationship. Other than this, I guess if a business performs really well, let's say that if their earnings report comes out at the end of the year and they find out that they've really outperformed their expectations or their financial forecasts, then it seems that this is a situation for celebration. So in this case, I can see managing directors throwing a party for their employees and perhaps even rewarding their hard work with some kind of a gift to ah encourage to encourage their productivity. What about giving gifts to customers? Yeah, I can see the value in this as well. I think that giving gifts to customers is also a great idea. And businesses often do give some kind of gifts to customers. Oftentimes they do. Ah, the most common example off this, I would say, is perhaps discounts. So, for example, if a business has a repeat customer where the customer is buying from a certain business over and over again, then that means that that customers loyal to that business and so it makes sense for that business to reward this type of behavior by giving some kind of a discount to this customer . And how important is gift giving for a country's economy? Do you mean, like, for stimulating a country's economy? Yes. Yeah, I can see how gift giving can influence the economy. In an indirect wait, for example, we've been talking about how ah giving gifts can be appropriate in business situations, right? So giving gifts can strengthen business relationships and can build trust so that people feel more comfortable buying from each other and selling to each other. So in that sense, when there is that kind of trust, um, I can see how that can lead to a greater amount of transactions happening. So in this sense, in an indirect way, gift giving indefinitely stimulate the economy. Do you think it would be better for society if all the money that was spent on gifts was given to help poor people? No, I don't think so, actually. I mean, we've been talking about how gift giving and stimulate our country's economy. Right. So if you see it from this point of view, then it becomes obvious that if we don't spend money on gifts, then is going to cripple the economy anyway, or is going to somehow negatively influence the economy anyway, right on the result off that is going to be that more people are going to end up becoming poor. So I don't think that Ah, this is such a great idea. I think that we should continue spending money on gifts. Having that said, I do think that we should try to help poor people in any way possible. Is it better for people to give money or their time to help other people? Actually, I don't think that this matters very much. I think that people have access to different resource is so some people have the money, but not the time, and other people have time and not money, so I don't think it matters. I think that as long as ah person is helping with whatever resource that they have available, I think that that is good enough. Thank you very much. That's the end of the speaking test. 50. Practice Test 2 (Band 9 Model Answer): All right, now, in this video, we're going to be taking a look at our second practice test. So this is going to be our sample test number two. Let's begin. Good evening. Good evening. My name is General Bits. Can you please tell me your full name? My full name is Shrove Osti Singh. And what should I call you? You can call me Shea. Can I see your identification, please? Shea. Here you go. Thank you. Great. Now in the first part of the interview and going to ask you some questions about yourself. So let's talk about what you do. Are you working or studying? Yes. I'm working at the moment as a digital marketer on also a marketing consultant at a company called Venture Marketing. And what is your job? My main job is to help companies to grow their businesses and to expand their businesses specifically through social media strategy. So I basically helped them with consulting on how to improve their social media strategy on all the different platforms. And I try to find them the right platform so that they can get the best return on their investment. Why did you choose that? job. Yeah, I chose this job because first of all, it comes quite naturally to me because I'm a digital native. I grew up with technology all around me. So, um, digital marketing is something that comes really naturally to me. Also, it pays really well, and, ah, it's always in demand. And then I would say the last thing that I really like about it is thief act that I can work from anywhere in the world. I mean, all I need is my laptop, and ah, you can put me in any corner of the world, and I can work from there. So I really like the freedom that the drop provides a swell. What responsibilities do you have in this line of work? My main responsibilities are to make sure that the social media campaigns are properly set up for the company that we're working with. So that means that I have to make sure that we are regularly posting content on all the different social media channels. Okay, Now, let's talk about hobbies. What hobbies do you have my hobbies? Um, right now I'm really into reading about Asian cultures. Other than that, I would say that. I also enjoy riding my bicycle every now and then. I do that about three times a week or something like that just to get in some exercise. Mm. And are there any hobbies that you would like to try in the future? Yeah. There are some hobbies that I definitely have planned for the future. Several, actually. So the one of the first things that I want to do is learn more tie in Thailand. The next thing I want to do is I want to learn some salsa in South America. And I also want to learn some scuba diving and get certified, get licensed, if possible. And also, I would like to get a license for skydiving. So I guess you could say I'm really into a journal in sports as well. And, um, traveling. I'd like to talk about photographs now. Do you like taking photographs? Yes, I do like taking photographs. I think that it's so easy to forget our past without photographs and technology has made that really convenient. So I definitely do enjoy taking photographs whenever possible, especially off important moments. And do you prefer taking photographs of people or of places I think I prefer taking photographs off people in places. I think those are the best type of photographs. You get the best of both worlds. Ah, in that case, So I can't really say I prefer one over the other. I think that both are important. I mean, what are places without people? And, ah, if there are no places than where are people going to be? Right. So I think they're both important. Okay, Now I'm going to give you a topic, and I'd like you to talk about it for 1 to 2 minutes. You have one minute to plan what you're going to say and you can take some notes if you like. Is that clear? Yes, it is. So there's your paper and pencil. And here's your topic. So I'd like you to describe a museum. You have bean to unliked. You may begin now. Okay. Now you have 1 to 2 minutes for this. So don't worry. If I stop you, I'll tell you and the time's up. Could you please start speaking now? I want to talk about a museum that I visited about three years ago. On this was a science museum in California and ah, I went there with my family with my mom, my dad and my brother. And ah, we had an absolutely amazing time there because what we saw there were such fantastic things, you know, from scientific experiments to, ah, the biology of plans. We learned about optical illusions and ah, physics and all kinds of fun stuff, all kinds of things that we didn't know about before. I remember that this whole museum was divided up by different departments. So, for example, if you wanted to learn about plants, then you could go to this whole, which they had completely dedicated. Just for plants and many different types off plants, you could see tropical plants, carnivorous plans and ah, different types of CAC Ty and all kinds of interesting specimens. Then on the other side, they had optical illusions where you could learn about the tricks that your brain plays on you. The tricks that your eyes play on you and ah, other illusions as well. Not just optical, but also auditory illusions. So it was all very fascinating. And one of the things that are really enjoyed was the planetarium. I don't know if you've been to a planetarium before, but I was absolutely dazzled by what I saw. So this planetarium was shaped like a dome, and you kind of sit back in your chair and it's almost like a theater, except that you see it in kind of 180 degree view. So when you look at it, you feel like you're completely emerged in the experience off the planetarium. So that was just so beautiful, and I will never forget it. Thank you. Can you compare the museum's from the past and nowadays, huh? I'm not really sure if I can compare museums from the past to museums nowadays are simply because I haven't really been to enough museums to make such a comparison. But I would assume that the museums nowadays are probably using more technology because technology is always evolving with time on DA, we're now seeing technology being applied across all the different industries and different sectors in the world. So I would I would guess that museums should be no exception to this. So I guess it would be safe to say that ah, more technology is being used in museums nowadays. Thank you. Can I have the booklet. The pencil in the paper? Yeah. Here you go. Thank you. Now you've been telling me about museums. Now, in the final five minutes of this test, I'd like to ask you some more general questions that are related to this. Do you think history can be learned in museums? Oh, yes, definitely. I mean, the whole point of museums is to help people better understand history to better understand their place in the universe, to understand where we came from, to understand our evolution, the evolution of mankind, the evolution of our civilization and all of the's different things. So I think that the main purpose off a museum is to learn history. What about science? How can museums help us learn about science? Yes, definitely. I think that museums can help in learning about science as well. I think that this depends on the type of museum, for example, like a mention the type of museum that I went to in San Francisco that was a science museum , primarily a science museum. So I got to learn a lot of things about science experiments and about some off the prominent figures in the scientific community. Such as Galileo and Newton and Edison and so one. So it can definitely be a very powerful resource for learning about science. And so for that reason, I think that in a lot off high schools now and perhaps even in a lot of universities, what they're doing now is Ah, they're taking students out on field trips two different museums to teach them about science and about whatever subject that they are studying. Many Children these days don't like museums. Why is that? I actually don't think that that is the case. I think that Children absolutely love museums. I mean, it's like a playground for them. Unless it's a boring museum or a really small museum, then, OK, maybe Children don't like it so much. But the one that I went to there were Children running all over the place, and they were just Their mothers and fathers were running after them. Hey, get back here, Get back here, Don't run off. I don't want to keep looking for you. So Ah, Children were having a great time at the museum that I was in. Should museums be free, I think that it's nice to have free museums Um, but of course, you can't really have a free museum, right? I mean, even if it's a free museum, um, that means that you are probably still paying for it with tax dollars, right? If the government is funding it, then that means you are paying for it with your tax dollars. And so I think that you're going to pay for it one way or another. Because if it's a good museum, it needs funding. And the more funding it has, the better the museum can be. So I think that it would be ideal to have free museums. But I don't really think that that is possible, especially with our crippled economy. Right now, I don't think that that is possible. So I think that museums should not be free, that we should pay for them, that we should support them. I mean, they are such a powerful resource for education that we should definitely not mind paying for it. Thank you very much. That's the end of the speaking tests. Thank you. 51. Live Example: Full Speaking Test (Band 7): My name is Katia SRE. Can you tell me your full name, please? My name is Kung H o. Thank you. Can you tell me where you're from? I'm from South Korea. Can I see your identification? Thank you. Thank you. That's fine. He now, in this first part, I'd like to ask you some questions about yourself. Let's talk about what you do. Do you work all your student? I work. What's your job? I'm a office worker. Why did you choose that kind of work? Um, I thought I am good at organizing things. I'm quite I'm unorganized person, So I felt you Dysart to work in the office environment. What do you enjoy about your job? Um, that's a very good question. It's quite nice toe coordinate toe coordinate better among people or it's nice that work with the loss of different people from Rose off the department's. So, um, I like socialising with people. And or so when it's related to work, I can or still have them at the same time as you know, a lot of socializing me. Then let's talk about food. What's your favorite kind of food? I like a spice food as you can imagine who normally prepares the food in your home. I do. Why? Because I've got more time to cook. I work part time at the moment, so yes, there. Obviously, I have more time to prepare food. Do you often eat in restaurants or cafes? We'd like to, but we can do it often. But we do sometimes because of the case, They sometimes a nightmare to take the kids to a restaurant. But yeah, we sometimes do. Did you ever do any cooking when you were a child? I didn't do much. I was too lazy. I think I was really relying on my mom to cook or the food there. Yeah, I feel like I might be regretting it, but yeah. No, I didn't cook much when I was child. Let's talk about spending time outdoors. How much time do you spend outdoors? Um, when the weather is nice, I do spend time about three hours in the garden with the Children. Sometimes I take them toe park, but yeah, about two hours or three hours a day, maybe. What do you enjoy doing outdoors? Entertaining the kids, So yeah, I like taking them toe playground or toe rebar and show them dogs since ones etcetera. So that's that's the most danger. Every time. Do you think you will spend more or less time outdoors in future? It depends on the better. But if the Israelis, though, but whether permits? Yeah, I would spend more time, but obviously in the winter time, I tend to spend more time indoors because of the cold weather. Do you think it's important for people to spend time outdoors? Yes, I do. Is the quite healthy? It's quite hard to get a fresh air. Um, yeah, And then people get less lazy when they are doors, they do some activities. So, yeah, I think that's the important. Now I'm going to give you a topic, and I'd like you to talk about it for 1 to 2 minutes before you talk. You'll have one minute to think about what you're going to say, and you could make some notes if you wish to understand. Yes, he is in pain and a pencil for making notes, and he is your topic. Please don't write anything on the book, but Okay. I'd like you to describe ah, hobby you enjoyed when you were a child. Okay. All right. Remember, you have 1 to 2 minutes for this. So don't worry if I stop you, I'll tell you when the time is up and you start speaking now, please. When I was a child when I was very young, I didn't have much hobby. Because we are used Teoh, we all Qaeda Enquiries. Teoh concentrating. Only study? No, only but yeah, pretty much studying, but one. So I got in to university. I started to learn paper, tenis bowling and swimming quite light, but yet which I really enjoyed. So I used to go regularly go to Table Tennis Club, and I played with my colleagues, friends and also I was in Bowling Club as whereas the ones the week I used to go to play bowling things like that. Um and and now I I'd like to keep a playing table tennis especially. But it's quite difficult to keep my Harvey at the time because of the Bt on environment, with the charity running with the family. But yes, the definitely I would was the Children grow up and I would start to play and be more active. The how based um do I Should I continue? Can you tell me more about about that? Um What it involved? Um, it didn't bore of the They're like socializing, socializing things that obviously, as I said, I was in the club. So I had to socialize people with people of not just the playing, you know, the sport. Stay potentates, estate trauma. We after playing that sports, we used to go out together and have a drink and, you know, have a nice chat. Things like that. Thank you. Did your friends have the same hobby? Is you? Some of them had especially, um, yeah, was that I got a job? Yeah, my car lease. Some of my colleagues had the same harpies that we used to have a club in. That my war and my work, which everybody plays to get with each other. The whiskey. Okay. Thank you. Can I take the bullshit on the paper and pencil back from you, please? Thank you. We've been talking about a hobby you enjoyed when you were a child on. I'd like to discuss with you. Wanted to more general questions related to this. Let's consider first of all, Children's hobbies in Korea in South Korea. How do Children spend their free time playing with the Children of story playing with the friends on? Do they do longer rest of, Ah, miscreants? Truman's? That's a trust. The data spend quite a lot of time to learn new things, to have a hobby. For example, we're learning how to play piano fluid on and at the moment, mine. One of my nieces is, uh, learning how to ride on the horse, the things like that. But also, of course, when they have free time, they just go out and play the playground with their friends. And he said, they play musical instruments. Is that do they choose to do that kind of hobby? Yeah. I mean, there would be a probably parents or to give them a few options and them so that they can choose what they would like. But, yeah, there might be some of the parents preferences this well, because And do you think that being any changes in the types of hobbies Children have now compared with the past? Yes, definitely we when I drop when I was a charred, it was quiet as where if it iss now and people didn't really have much Ondas your time to think about how it is with more about starting where it's now people can afford. And, you know there are loss of, ah, ways they can, you know they can increase their Children to have a hobby. So yet that fritter they have these days truth will have more options than I used to do. So you you say afford is it is it expensive for Children to help hobbies nowadays? I think it's the same the U. K s where just to teach one instrument does course that doesn't needs. So yeah, I would say if they wanna have a few different hobbies and that would cost So why do you think some Children don't have hobbies? Um, first over. Maybe they didn't have opportunity to realize there are some hobbies they could explore. Ah, and also maybe they were not very interested. He'd or now they were not in Curries or their parents couldn't afford it. There would be a lot different reasons. Let's move on now. Kyung Gay to think about hobbies for adults. How does it benefit and adult toe have a hobby? It definitely perhaps to relax from the stress from the Children. How does it help to relax? Um, uh, if you if you are doing while you're enjoying, then you can forget about other stressful situations or stress. Prove things. You can just concentrate on what you are enjoying. So therefore, you can have new energy to verify to with your stress, maybe. And what kind of hobbies are done alone and on what kind of hobbies do you do with other people? Um, what kind of hobbies do I do with that putrid Will do people in general do alone? And which do you didn't people do with other people? Fishing would be the definitely example off doing alone like my husband enjoys fishing. But it's very difficult to share that hobby because, like as a family, for example, he loves it. But I don't turn eso we can't be, will try to go together to share, But it's no always enjoyable for me or oh, like a football. Any sports you need to do with the other people, those with big that will be the example off you share with people. So what are the differences between the two kinds of hobbies, then the ones you do alone and the ones you do with other people. Um, the hobby you dio alone would be more useful. Toe. I didn't know. Use reason Very correcting on directed way to stay. But more, more hair for to relax. Probably where is like a football, which involves lots of different lots of other people would be more enjoyable. Maybe it's just the socializing and can can a hobby cause problems for the people? If you have, like, let's talk about a fishing again If you really enjoy fishing and bow, other members of family would like to do something else, which we can share to get that. Then there would cause a problem. Either you have to sacrifice your hobby and not going fishing or other family has to sacrifice to something else. Without years, though, that could cause a problem. Okay, thank you very much. That's the end of the speaking test. Thank you very much. 52. Live Example: Full Speaking Test (Band 8.5): Hello. Come in. Take a seat. This is the speaking test off the international English language testing system taking place on Saturday, the 29th of September at did Town Centre Sent a number D D 783 The candidate is Javier Manual. Rico. Andi, The candidate number is 0004290 The examiners Carol Kennedy Examiner number 433816 Good morning. My name is Carol Kennedy. Can you please tell me your full name? Yes, I'm how your manual, Rico. And what should I call you? Uh, you can call me Jerry. Can I see your identification, please? Chevy here. Thank you. Right. In the first part of the interview, I'm going to ask you some questions about yourself. So let's talk about what you do. Do you work? Study? I'm still studying a My final year. I've nearly finished my career. My course And what He's studying. And do you enjoy it? I'm studying law on Yes, I do enjoy most aspects of it. But in this fund, are you There is a lot of hard work, Andi. A lot of reading and I'm gonna say that I enjoy one of this reading. But what I really enjoy is working on case studies. What I mean is discussing cases. I like to exchange ideas with people. So what are your future plans? I want to have a career in law. Um, I have to decide which area to specialize in first and then maybe study for another four or five years. I hope to specialize in environmental law, which is the law that businesses used to have to abide by to ensure that their practices do not affect the environment. Let's talk about friendships. How do you spend time with your friends? Like most of the people, I think having a drink or a meal. I play for Barcelona with some old friends. I think it's called five Aside In this country, there are sometimes six or seven of us. I haven't been able to keep it up, so I'm looking forward to getting back into it. And is there one person you could call your best friend? I would say maybe my girlfriend is my best friend, although if you ask her, maybe she doesn't say essay this, Um, but among my male friends, I do not think that I have a friend with closer than all the others in Spain within to have a big group of friends on the weekend. Maybe a Friday or Saturday. We will all go out together. Um, sometimes classmates from school or university and a big group of guys and girls 15 to 20 of us will go out and have a meal or and nothing in clover a buyer and seeing some music. Can you tell me about a friend you remember from your childhood? Uh, that's going back a long time. Um, there is a boy that I don't know now, but was have a good childhood friend of mine was called Hector. Uh, we were about nine or 10 years old, and we did everything together. Um, he was kind of geeky, I guess, uh, had other friends that I had similar interest way than I did sport with. But I like Hector because he was very different. I used to play with chemistry sets and fix engines and things like this. But then we went into different secondary schools on bond. We made new friends and we grew apart. Now let's move on to talk about culture tell me about something that you feel is special to the culture in your country. I mean, it could be the food or maybe the music. Or perhaps art and literature. I could talk about any of these things, but, uh, give me a moment. Uh, I think it's better that I talk about food. Um, I'm very proud of Spanish art and literature, but I think that I know most about food. You could say I'm a food expert. Actually, I think Spanish food could be more recognized. I mean, everybody knows dishes like tortilla and by ella andare tapas restaurants in every city. But our question is more sophisticated than that. And when everybody comes to Spain, they think that we only ever eat snacks. And when you were for me, there are lots of this is on table. There are some very good tapas restaurants, but most of them are. How do you say, uh, specialized? No. Specialized. Standardized. Um, because they make the food so that everybody will like it. Um, it's like Italian food or Chinese food. So is there a traditional dish that's associated with your country? I see that there are no one traditional dish. But there are many regional dishes that are famous. For example, Batavia is very famous in coastal areas, which is grilled seafood. Andi, everyone will have every kind of fish you can imagine. But if you're in the mountains, you will eat food. That is from the mountains. Maybe they're or goat or things like this. But don't think that Spanish food is necessary. Just about traditional dishes. Like I say, the best restaurants are the most adventurous. Thank you. Now I'm going to give you a topic, and I'd like you to talk about it for 1 to 2 minutes. You have one minute to plan what you're going to say and you can make notes if you wish. You understand? Yes. So there's your paper and pencil. Andi, it's your topic. So I'd like you to describe an event that you attended recently. Okay. Now you have 1 to 2 minutes for this. So don't worry if I stop you, I'll tell you when the time's up, could you please start speaking? Now? I'm going to talk about my grandparent's golden wedding anniversary, which was two months ago. There in the seventies now, um, and have been married for 50 years, so it was a very special day. I've been to many cough on groceries and parties and weddings, but I must say that I enjoy this day more than any other. It wasn't moving on memorable day. I think that the combination off the importance of the day and the fantastic atmosphere was was what made it so special. This anniversary was I was in a country house which spectacle When a finca, which is like on old brunch, there were many guests who came from far and wide. This venue was perfect because there was a courtyard and a big garden and manderson hole where we could have the evening meal. My girlfriend and my brother's girlfriend, they came together with us as soon as we arrived with everybody there, My mother, she so everybody inside to cry. I can tell you that my mother, she quest very easily on there. There were plenty more this on the day. They were musicians playing in the courtyard like on orchestra with just four people, and everybody had a glass of champagne. Now perhaps the most important thing off this day was the people that are so there are so many uncles and aunts that I had not seen for many years and many questions that I had no sense since I was a boy. My mother's brother came from Canada, and, uh, one of my grandfathers sisters came from Australia. It was very emotional, Andi, it was wonderful to see my grandparents this happy. The best moment for me was when my grandfather made his speech. Hey, thank my grandmother for sticking with him all these years. And it was not only my mother crying at this point. I can assure you he is a very good speaker. And he made everybody laugh us. Well, I'm finally Of course they could the cake and everybody came together for the group photo. Thank you. So, what time did you get to bed that night? I think we were. And some of the last to be around two AM Thank you. Can I have the booklet with pencil under paper? Thank you. Now you've been telling me about an important event in the past that you attended. Now, in the final five minutes of this test, I'd like to ask you some more general questions that are related to this. Let's talk about past events in general. Do you think photographs are the best way to record and remember special events in our lives? That's a really good question on. I mean, of course, voters are a part of our lives now, in a way that was not possible in the eras. Um, already with a day that more photos are taken now than ever before. And I mean millions or maybe billions of photos every day since if we have to take a photo to prove that something happened, Um, I can understand that. I mean, I think that we want to remember special events and even everyday things, too. And personally, I love taking photos when I go places and see my friends and I also love looking at old photos. I think they can provide an insight into the past as well. Why do you think that? I think that there can be very powerful and reminders of special places and people and even remind us what we were doing this day or how we can be feeling in this in this moment. They also a record off our lives visually and, for example, four to serve you as a baby and then as a child. And nothing is an incredible thing. Like a virus. I think it can act as a trigger for memory as well. What about written records? Can they also encourage us to remember past events? Written records by written MacOS? Do you mean writing things down like diary? So let us. Yes. Well, yes. I think that write things down can definitely help us to remember the bus. But also, the reality is that people no longer write things down in the same way. Like, don't let this sword, Iris. Something will do. But I think that we are less time. And I'm patients now with a son, right. Things more eLuxury. I suppose if I kind of remember the last time that I put pen to paper. Apart from this example, I think I can just about stress to a postcard. Our my mom tells me that she get a daily diary. I throw her childhood recording everything that she did. She rolled us on lost during the school holidays especially. And I like the idea of doing that, but I would never get around to actually sitting down, putting my thoughts on a page, and which do you think is better recording important moments by taking photographs or by writing them down? Well, I'm not sure that I can come down on one side or the other, but on balance I would say that visual images is more powerful. I'm trying to think of a good example here. So many famous photos capture a moment in time. That one particular for the stands out for me is the image of the war coming down in Berlin , in Germany in 1989. When you look at the photos, you can imagine the place on the time in the moment very, very clearly. I think it's amazing that one image can do that. Some people think that it's more important to be concerned about events in the future than events in the past. What do you think? I'm not sure that I can agree with that because I do not believe we can make sense off the future unless we understand what happened in the past. Where do you say that when in Spain we are very proud off culture and identity, and I'm sure that that's true for? Maybe we'll cross the war. Maybe that's why so many people spend a lot of time researching back into their family history. I know that from traveling around to other countries like the UK how important history is and how important celebrating the past this enables people to understand where they came from and where they are going. So in that sense, that person on the future are linked. Um, so we cannot forget the past, even if we do want to concentrate on the future. Thank you very much. That's the end of the speaking test. Thank you. 53. Live Example: Full Speaking Test (Band 8.5): Hello. Please take a seat. Thanks. This is the speaking test for the international English language testing system held on the 25th of March at the Kent Institute. The candidate is Forest Ahmadi. Candidate number 012458 on the Examiner is Jane Smith. Number 555687 Good afternoon. Hello. My name is James Smith. What's your name? My name's Faris Hamadi. You can call me Forest. Can I see your identification, please? Shorris? You are. Thank you. That's fine. Thank you. Thanks. Now, in part one of the test, I'm going to ask you some questions about yourself First. Do you work or are you a student's? I'm a student. What do you studying? I'm studying. Ah, Engineering. Why did you choose to study this subject? I don't really know. My parents thought it would be Ah, good thing for me to study. And Ah, I did well at mathematics at high school, so I thought it might be interesting. It's OK, I guess. Have you made many friends on the course? Yes. Yes, I have. There's some great guys on my course. Sometimes we get together and study off the class drink, coffee, chat, that kind of thing. Let's talk about keeping fit and healthy now. What do you do to stay healthy? Well, I tried to watch my diet. I try to eat healthy foods, you know, fruit, vegetables. But I really love meat, too. I think my diet is pretty good. Do you do any exercise? Yeah, sure. From time to time. What kind? Well, I tried to go to the gym once or twice a week on, and I like going for walks in the evening when it's a bit cold. How active were you when you were a child? Very active. Yes. I was always playing with my brothers, fighting wrestling, playing games, you know. How important is it for Children to be active? Oh, very important. Now these kids just play video games all day. They don't get enough exercise. In my opinion, they're just couch potatoes. Now let's talk about the weather. What kind of weather do you like Best? Rainy weather? Definitely. Why? Oh, because it rarely rains in in my region. So when it does, everyone is really happy and it cools down the temperature to have you noticed any changes in the weather recently in your country. Any changes? Like climate change? Oh, well, I guess it's changed. The little people say it's hotter than it used to be, but I'm not really sure if that's true. What do you like to do in winter? Well, the winter in my country is quite short. It's nice to get outside and go for a walk. You can in winter because it's not so hot. I sometimes go host writing toe. I belong to a club and I go there. Ah, bit at weekends. That's really fun. Thank you. That brings us to the end of part one. Now, Faris, I'm going to give you a topic. Andi, I'd like you to talk about it for 1 to 2 minutes before you begin. You have one minute to think about what you want to say. You can make some notes if you wish. Do you understand? Yes. Okay. You can make some notes on this paper. Here is your topic. I'd like you to talk about a building that you like. Thank you. All right. Now, remember, you have 1 to 2 minutes for this. So don't worry. If I interrupt you, I'll tell you when the time is up, you can begin now. Okay, Uh, I'm going to tell you about building. I know quite well, and I really like it, actually. Actually, it's in my hometown, Abu Dhabi, and the the name of this building is the Capital Gate building. It's It's quite new billing only a few years old, but already it has become an important landmark because it's really unusual in its appearance. Uh, the first thing you notice is that it leans over to one side. It's like the building in in Italy, the Leaning Tower of Pisa. Only that building is leaning because it's too old. This one is leaning because it was the architects design. Actually, it's very strange. It's, Ah, skyscraper. It's It's very modern looking, really cut against design, you know, and it doesn't really have any sharp corners. It has lots of curves on da. It is all glass on the outside. OK, moving on to what it's used for. Well, there is a hotel inside on maybe some apartments, too, and I think there are some offices as well, but I'm not exactly sure. Finally, the reason why I like it is Well, I guess it's because it's unique. It's special. Also. I'm interested in architecture, especially modern architecture, and I'm quite fascinated by how the building stays up. I mean, it doesn't fall down. I think it's because the building has a steel frame, and I heard it's also has a very deep foundations. So, uh, if you visit my city, I would recommend that you see this building. That's all, actually, thank you. Do other people like this building? Yes, Everyone likes it. It's a really landmark of the city now. Thank you. Can I have the task card on the paper and pencil, please? Sure you go. Thank you. So we've been talking about a building you like. Andi, I'd like to discuss with you one or two more general questions related to this. First of all, let's consider traditional and modern buildings. Do you think it's important for the government to preserve traditional buildings? Or should the money be spent on essential services such as hospitals and schools? That's, Ah, tricky question to answer which one is more important? Well, I'd have to say both. First of all, off course, the government should try to maintain traditional buildings today our our heritage, and they connect us to a past in a way that looking at the photo in a book cannot. Personally, I don't enjoy looking around old buildings such as castles. But I know in some countries tourists flock to these type of buildings. So I can imagine that many people in those countries want to see them preserved. But on the other hand, we shouldn't be spending so much money on them that we have poor health and education service. Educating our Children and treating sick people has to be a priority toe. Andi, is it possible for a government to fund all of these things? Can I just check what you mean by fund? Is that pay for yes, painful? Can a government pay for all of these things? My Suppose it depends on the country. My country is fairly wealthy, So, yes, I think it can afford public services and money for preservation. But in poor countries, I can imagine that the majority off people there would want better schools and good hospitals. Many people like living in modern buildings. Why do you think that is? Well, I think I'm one of them. Um living in, ah, modern home. It's much easier on the whole. I think you don't have to worry about, um what's the word? Ah, you know, fixing them up all the time. Oh, renovating. That's it. You don't have to renovate new homes there in perfect condition, and this probably saves a lot of money. I imagine repairing and maintaining a home is very costly. And another reason off course is that modern homes have all the mod cons. You know, modern conveniences. And I think most people these days are looking for ways to save time. What do you think homes of the future will look like homes in the future? That's a good question on. Let me see if you mean 10 or 20 years from now, I don't think they will be that different to what we have now. But perhaps 50 years from now, I think it's likely that will see some changes. I think cities will get then, sir, than they are now. I mean, there'll be more people living in the same area took hope with this. I think homes will get the smaller and perhaps taller in order to fit more people in in the major cities in my country. This has already happened. But 50 years from now, I think most cities and towns will be the same. Very tense. Well, thank you very much. That's the end of the speaking test. Thank you. 54. Live Example: Full Speaking Test (Band 9): Hello, Helen, please take a seat. This is the speaking test for the international English language testing system held on the 25th of March of the Kent Institute. The candidate is Lena Richter. Candidate number 012459 on the Examiner is Jane Smith. Number 555687 Good afternoon. My name is Jane Smith. Good afternoon. Can you tell me your full name, please? Yes. It's Lynn. Arista. Thank you. On what shall I call you? Please call me Lena. Where you from? I'm from Germany. Can I see your identification, please? Lena, Here's my passport. Thank you. In this first part of the test, I'm going to ask you some questions about yourself. Now, do you work or are you a student? I'm a student. What you studying? I'm doing a masters degree in museum studies. Why did you choose that course? I'd like to work in a museum or art gallery one day on. And I hope that this course will help me find a job in that sector. Do you think you will remain friends with the people from your course in the future? Yes. Uh, I probably will it's ah very small cause Onda, we spend a lot of time together doing group assignments and studying. Okay, Now let's talk about your favorite place. What is the place that you most like to visit? Um oh, uh, let me see now. Well, I really like going to the local library. Why do you like it? That, um I suppose because it's quiet on that has a nice election off, newspapers on and magazines Onda. The range of books is really good to Andi. There's a cafe next door. How often do you go there? Probably about once a week. Is it easy to travel that? Yes. It says I can catch a bus from my place to the shopping centre where it's located. Is it a popular place for other people to visit? Yes, it is a lot of Children go there on did. It's very popular with students and every people. Now let's talk about your daily routine. Tell me about a typical week day for you. My daily routine. Well, I'm a student, so my classes started eight. Andi, that means so during the week. I usually get up about 6 30 Um, have a quick shower addressed. Catch a bus to university. I I'm always running late, so I don't have time for proper breakfast. I just grab a coffee. Um, I have classes all day and get home at about 5 p.m. Onda. After dinner, I usually try to do some study. Do you work or study better in the morning or the afternoon? The afternoon? Definitely. I'm not really a morning person that takes a while for me to wake up properly. What would you like to change about your daily routine change? Um, I suppose I should try to make more time for a proper breakfast in the morning, because by mid morning, I get really hungry. Is there a balance between your work time and your leisure time in your daily routine? Do you mean, like, is equal? Um, yeah, I suppose so. I've been studying a lot recently because of the aisles exam, but I have a week's holiday coming up on, and I'm really looking forward to that. Um, I'd like to do some more exercise because I think it's important to take some time out from study every day. Thank you. That brings us to the end of part one. Now I'm going to give you a topic. Andi, I'd like you to talk about it for 1 to 2 minutes. Before you talk. You'll have one minute to think about what you're going to say. You can make some notes if you wish. Do you understand? Here is some paper on a pencil for making notes on Dhere is your topic. I'd like you to talk about a meal you have had that you really enjoyed. - All right. Remember, you have 1 to 2 minutes for this. So don't worry if I stop you, I'll tell you when the time is up. Can you start speaking now, please? Sure. I'm going to talk about a lovely meal that I had while I was on holiday in Greece. I'm vegetarian, so it is sometimes hat for me to find something to eat when I travel. This meal was very simple, but it was delicious. It was a Greek salad made off lettuces, cucumber, tomatoes, olives and cheese. And it's just had a very simple um so So I mean, dressing pored over it, made from olive oil and lemon juice. My next point is who prepared them you? Well, I don't really know, but I can tell you about the restaurant. I remember it was very small, and we sat outside in a lovely court. Yet there were plants and flowers all around and a nice, cool priest blowing. Anyway, I decided that the safest option for me to order waas a salad I wasn't really expecting very much. But when I took my first mouthful, I was in heaven like everything just tasted so fresh and full of flavor. The tomatoes that's so sweet. And to see the cucumbers crisp and the chiefs creamy. When the waiter came to take our plates, he said that the secret was in the ingredients. All the vegetables had been grown in the family, Scott. And so that's why I will always remember that you thank you. Have you told other people about this meal? Yes, if I have. Thank you. Can I have the task card on the paper and pencil back, please? Thank you. So we've been talking about a meal that you enjoyed. Andi, I'd like to discuss with you one or two more general questions related to this. First of all, let's consider Children and food What's the best age for a child to learn to cook? Um, I don't know. Let me see. Maybe about 809 Why? Because I think it might be dangerous if the child is very young, you know, using a knife or cooking things on the stove. You know, that sort of thing? Whose responsibility is it, in your view, to teach Children to eat healthfully? Oh, the parents. Definitely. It's old stops with, um, parents must teach their Children to eat well. They shouldn't give them junk food all the time. Otherwise, Children can get addicted to it. Do you think Children will eat more healthily in the future? Well, sadly, I don't think they will. Fast food is so common nowadays on, and people are so busy, so it's an easy option for families. I think there will be more health problems in our society in the future cost by poor diets . Moving on now to talk about eating habits. Does food play an important role in your culture? Yes, I I think it does when we have family get togethers. There's always a lot of food, and we have a big meal when we celebrate religious holidays. I guess it's the same in most countries who usually is connected to big cultural or religious festivals. Would you say people in your country have a healthy diet thes days? Or did people eat more healthily in the past? That's a difficult question. I think both diets could be healthy. You see, traditionally, in Germany, people ate quite plain food like potatoes, meat and bread. But the age vegetables, too. So in my view, I think the diet was quite healthy. And now our society is so multicultural, especially in the cities that we have many other Christians to choose from, such as Indian or Turkish, so we can have a very healthy diet. So, yes, I think both the traditional and the modern German diet could be healthy. Just the people need to make the right choice. Do you think it's important for a family to sit together to eat a meal in the evening? Yes, I dearly, um, if it's possible. I My family lives in another town, so I cant have a meal with them very often. Thank you. That is the end of this being king test. Thank you