Shadowing Practice: IELTS Speaking Test - Almost Perfect Band 8 - Learn English Speaking with Video

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Let's start off by talking about your job.

Do you work or do you study?

I work now.

I'm a dentist.

Yes, I've been working as a dentist for almost six years.

And what do you enjoy about your job?

I like when most of people come to my office, come to the clinic, and they start with, I don't like going to the dentist.

I hate going to the dentist.

It's the worst trip ever.

But then I start slowly by talking to them, explaining how this doesn't have to be a bad experience.

So this is a big part of the appointment which I enjoy.

Did you always want to be a dentist?

Not really, no. When I joined the university I wasn't sure whether I wanted to be a dentist or an engineer.

Later on I was sure about my decision

when I started actually working on patients because we do that during the first few years in our studies.

Do you think that you will always have this career or might you change careers in the future?

I think I will always have it

because with time I'm liking it more it's becoming more more of my personality

but I might not change it I might just add to it since I like different hobbies

so I might add to it now let's talk about food what's your favorite food I might be biased

but I like Arabic food I like homemade food the food

that you put effort in it that you take hours to make and some kind of dishes you prepare one day before.

That's the food I like.

And if I visited your country, what dish would you recommend that I try first?

I have a dish as an appetizer, main course, and dessert.

So I will give you a full like a meal, a full experience.

We'll start with wine leaves, for example, as an appetizer.

Then main course, there is a special dish that we prepare the meat the night before.

It's put in a special oven in a certain degree with rice.

Then as a dessert, we also have something else with ghee and butter.

And if you visited my country, you'll be happy.

What was your favorite food when you were a child?

A lot.

I like food, so I have to think of a full list now.

But the one that came to my mind now is the wine leaves.

Are there any famous foods from your country?

We have kibbeh, we have wine leaves as I said,

mansaf, fattoush, tabbouleh, things like that.

So it's a mix of vegetable, meat, rice, special sauce.

That's basically it.

Now let's talk about languages.

How many languages do you speak?

I speak two, but I'm trying to learn a third one.

Since I'm Arab, the Persian language is very close to Arabic language.

So now I'm in the phase of learning Persian.

Before I studied Spanish for a while, I took a beginner's course.

I took a beginner's course in German.

I like the process of learning languages because it makes, it rewires your brain to learn something completely new.

And I believe when you learn a different language or when you speak in a different language, your personality changes.

So I like to explore that part.

How do you think your personality changes depending on the language you're speaking?

Every language has something special about it, especially when it comes to words.

For example, the way you express yourself, you use words that don't exist in another language.

So if you can't find a word to express yourself, you don't.

You find another way.

So I might have, for example, in Arabic, you have a specific word for each feeling.

So if I don't know how to say that word, I don't know how I feel so that I will affect my personality.

That's how it is, I guess.

Are languages important in your day job?

Yes, of course.

I meet a lot of people and I work in a clinic where people from different nationalities come.

So we all speak English, but each one is affected by their mother tongue.

So I see the way they compose phrases and the way they choose certain words.

I might find it interesting or, for example, find it rude or find it too polite.

But then I will say in my head that, OK, they are translating from their mother tongue.

So sometimes miscommunication happens or misunderstanding happens because of the different languages.

Now let's talk about sleep.

How many hours per night do you normally sleep?

Do I normally sleep or do I wish to normally sleep?

You can both.

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And we analyzed the vocabulary.

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I sleep around six to seven hours, but I wish to sleep eight hours.

And I try to sleep as early as I can.

Do you ever nap during the day?

If I sleep around six hours, no. But if less, maybe five or four for like some circumstances, yes, I nap.

I try to nap.

Have you tried anything to help you sleep longer at night?

Herbs.

So I drink some herbs whenever I cannot sleep.

But usually I'm happy that I sleep well very easily, very fast.

So I rarely use these drinks.

What do you do if you can't fall asleep at night?

I try to calm my mind because usually I don't fall asleep.

If I don't fall asleep, it's because I'm overthinking or there's a lot of things going on.

So I try to focus on one thing, for example, breathing or look at a certain point until my mind calms down

and it filters out all these extra thoughts then I just fall into sleep

so when my mind calms down that's it so describe a time

when you met someone who you became good friends with I will start with who I met

now we're very close friends we met four years ago I was at work

and at work we had this event

it was during a very hot summer day very hot like 40 degrees 40 45 it was ranging

and six I said yeah

so 6 a .m it was 30 something around noon it was 40 something it was very hot but

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when I started the day I came to work with a very positive mood mood everyone else was still sleepy

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but I saw this girl she was new she was friendly

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and she looked familiar I have never met her before

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but since she looked familiar I thought okay

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so maybe we can be friends maybe I'll have someone to talk to and I like meeting new people.

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I don't know how the conversation started but it was very easy, very smooth.

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We started with small talks then

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moving from one topic to another it felt very comfortable especially

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when the weather was getting extremely hot and we were still outdoors.

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Our personalities did not change so the ease of communication during difficult weather was a plus

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and after we finished work we kept in touch

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i think yes that was exactly four years ago and with time we became closer

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we come from very different backgrounds i also found that interesting

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that since we were raised in different countries different traditions

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and different ways of communication we could still manage to find the mutual point or mutual way to talk.

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We've been talking about a time where you met someone new

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and we're going to continue to talk about friends and making friends.

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Do you think it's important that children have lots of friends at school?

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Yes, of course.

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I believe this is how their personality grows when they talk more, when they meet different people,

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when they know who they are and how they react with people

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and they become more intelligent they start observing different children the way they behave

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and they learn they learn the good things or sometimes the bad things

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but they learn something from each child they meet

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so it's very important that they always keep interacting with people their age do you think

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that parents should decide who their children become friends with?

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Decide is a big word.

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They should definitely have an opinion, maybe guide, maybe recommend, but I wouldn't say decide as enforce because whenever you force something,

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especially as a child, they will have the opposite reaction.

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They would be more stubborn and they will still be in contact with the person

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that their parents decided not to be with.

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So I think they should have an opinion, not forcing it.

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Why do you think that as people become adults, they rarely keep the same friend group that they had when they were children?

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That's an interesting question.

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As people became adults, everything changes.

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They don't, they even lose contact with their siblings sometimes or with their parents.

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life life makes you very busy puts you in different situations sometimes your brother

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or your sister turns out to be a very different person

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from who you are even though you grew up in the same house

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so there's a lot of factors your personality the situations you were in

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and sometimes when people travel or for example

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if they go to different settings if I have a childhood friend who went to different universities,

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the people who they meet will be influenced by the people who they met.

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And all of that helps make a new personality or changes the way they are.

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And do you think that it is more difficult for someone to make new friends as they get older?

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They get more selective, yes.

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Because they become aware of the things that they agree with, the things that they can,

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cannot communicate, but their interests.

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For example, they know more what they want and they know more what they don't want.

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So they become very selective, but the friendships they make when they are adults is way more stronger than when they were young people.

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And if someone was to move to a new city, what would be the best way for them to make new friends?

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Decide what kind of friends do they want.

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So if they want, like for example, active friends, maybe join a sports club, a gym.

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If they want friends who are more into literature, go to the library, meet people there.

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if you want friends who are passionate about the movies, for example, go to the cinema, any events related to the people you want to meet.

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So it depends on what you want.

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That's the end of the speaking test.

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Well done.

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How do you feel?

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I'm good.

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How do you think it went?

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Do you think you did well or was it what you expected?

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I think if you would like your speaking assessed one on one,

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we do offer that as part of our VIP package to thank you for watching the video.

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I'll offer you 10 % off.

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All you have to do

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Just go to the description, click the link, and you can get 10 % off today.

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I didn't have any expectations.

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I think it went well, except like sometimes I was struggling to find the right word.

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Oh, you're struggling to find the right vocabulary?

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Vocabulary.

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Really?

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Yes.

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Okay, that's interesting.

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Okay, so let me give you some feedback.

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We're going to go through part one, part two, and part three.

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And then we're going to talk about your vocabulary, your grammar, your pronunciation, and your fluency and coherence.

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Part one, I think you did really well.

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In part one, you were very comfortable with all of those questions.

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I always say the best performers, it doesn't feel like a test.

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It feels like a conversation.

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It feels like we're getting to know each other.

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And that's what it felt like.

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You had really nice development.

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You answered every question and then you developed it really nicely.

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So your answers weren't too short.

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They weren't too long.

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They were just giving me enough information to judge your grammar, your grammar, your grammar, your grammar, your grammar vocabulary,

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your pronunciation, your fluency, which was excellent.

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You stopped sometimes, but it was obvious to me that you were trying to

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collect your thoughts and think about what is the next thing that I'm going to talk about.

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There was no, at no point in part one did I think this person is stopping because their English is bad.

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They don't have enough English.

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It was that you were thinking, OK, what's the next thing that I'm going to talk about?

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I don't think this is a huge problem for you.

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But what I always suggest to people is pick the thing as easiest for you to talk about.

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So if I ask about your favorite food, pick the one that you eat all the time and you can

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or you cook all the time and you can talk about that very, very easily.

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I really liked your answers on languages.

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I thought that was really nice.

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That's why I was struggling to find the correct vocab.

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Right, right, right.

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But I really liked what you were doing there.

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Thank you.

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But again, it's not a test of your knowledge of language learning or it's not a test of your knowledge of food.

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So pick the thing that is easiest for you to talk about or,

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you know, use personal stories or things like that to help you with that.

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Often we find it easier to talk about real things that we have done in the past.

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Some people don't like that.

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Some people, maybe myself, I like talking about things in a more academic way using more concrete examples

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and personal stories but that's just me whatever you find

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and then different topics like

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if we were to talk about dentistry you would probably talk about things in a more academic way

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because you've studied that if we were to talk about food it would be more conversational

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and personal stories because that's more your experience of day -to -day life

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but overall very very good for for part one part two was also very good you did

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reformulate where you were talking about something and then you said, let me start again.

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And again, that was fine because it was obvious to me that that was not because you lacked the grammar,

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the vocab, the things that make up the language.

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It wasn't like I am struggling to talk about this because of a lack of language.

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It was just like, oh, I'm talking about this this way.

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I actually want to reformulate and talk about it a different way.

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That's absolutely fine.

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You clearly indicated that to me.

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That is much better than what happens to a lot of people is they get stuck

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and they kind of fall apart because they're like, oh, oh, my God, I can't.

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I can't go back.

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I can't start again.

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I'm going to I'm going to fail my test.

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And from then on, their fluency just goes really downhill because the nerves and stress take over.

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So I really like the fact that you've never done the speaking test before, but you had the confidence to do that.

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You had the confidence to go, ah, let me say that again and that's fine.

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It's not a lot of people think that the speaking test or the IELTS test in general is a perfection test.

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And if you make one mistake and but you know when you're working in the in the clinic, if you say something slightly wrong,

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the person doesn't misunderstand you or be like, oh, how dare this person make a tiny little error.

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That is how everybody speaks when you're speaking Arabic to people, you will do exactly the same thing sometimes.

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You're like, oh, actually, let me go back and say that again.

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So it's totally normal.

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And it shows that you do have a good command of the language, not the opposite.

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So it's actually good.

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You did stop at one minute 43.

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So you're only about 17 seconds before you should have.

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So it's not a huge deal most examiners will at

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that point you know you're

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so close to the two minutes they'll just be like thank you very much

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that's the end um however on test day students get very nervous

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and stressed and when people are stressed time can do strange things on um test day

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because you're under so much pressure and stress you might think

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that 60 seconds is two minutes and you will just stop and be like, oh, that fell for so long.

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I must be at two minutes.

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The tactic we always give people is just keep talking until the examiner stops you.

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So you're more than capable of talking for two minutes, but you stopped yourself.

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For one minute 43, not a problem.

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60 seconds because of the stress, that would be a problem.

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Part three, again, really liked your development.

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So you had no problem answering any of those questions.

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You were answering the question and then you were developing it really well with explanations

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and examples and things like that is really, really good.

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Talking about friends, I think, is not too challenging.

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In part three, in the real test, you might get more challenging questions.

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So just be prepared for that.

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And if they do ask you a question, you seem very comfortable talking about friends.

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It's like something you thought about, but they might ask you about topics that you've never thought about before.

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If that happens on test day, try your best.

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Don't just say, I don't know say like I don't really know much about

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that topic but if I had to guess or I had to give an answer here's what I would say.

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The examiner will be judging you on have you attempted the question even

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if it is very very hard because if they ask you a hard question

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and you're just like I don't know what you're saying to

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the examiner is I don't have enough English to answer the question.

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So remember it's not a knowledge test so even

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if you try to explain why you don't know about

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that it's a speaking test so it's fine to say I have no idea about

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that but here's my guess here's what I what I would think I just keep speaking

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and that's much better than I don't know which happens a lot

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so let me give you feedback on your vocabulary your grammar your pronunciation

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and your fluency and coherence those are the four things

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that the examiner will be thinking about let's talk about your strengths

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and then we'll talk about your weaknesses and what band scores you might get.

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So fluency and coherence, I think your fluency and coherence is excellent.

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I think that's the thing that is a big strength for you.

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Thank you.

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Fluency doesn't mean speaking quickly, it means speaking naturally, a natural flow to your converse, smoothly, yeah.

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So not slow, not fast, smooth.

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And that is excellent.

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That is big.

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And your coherence means did you answer the question

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and did you develop it enough and you did

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that as i said you you reformulated a little a little bit in part one

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you stopped a little bit short um in um in part two

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and you you started again in in part two and

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that might bring you down slightly but not that much

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so i'd be confident that you would get at least a band eight

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which the band nine is the top one i think you get at least the band -aid for your fluency and coherence.

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And similarly with vocabulary, that is a big strength of yours.

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The thing I really like about your vocabulary is you're not trying to use words

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you don't understand for the sake of trying to sound fancy.

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You're not trying to throw in very advanced vocabulary that is above your level.

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Now, you're not saying that your vocabulary is simple or standard or it's not, it's not.

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Your vocabulary is very appropriate for everything that you talk about.

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You have enough vocabulary to talk about all of these different topics, and it's very, very accurate as well.

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If you wanted the very top grade,

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a band nine, I would say that you need to expand the range of your vocabulary a little bit.

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One thing that you could do is kind of steer some of your answers towards your areas of expertise.

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So medical terminology, dentistry, language.

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When I was asking about languages, you were using more high level vocabulary and things like that.

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I mean, obviously you can't do that for every question, but just show how much more higher level vocabulary you have,

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especially those very comfortable topics you have.

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I don't want to say do that in general for every question because when we say that to people,

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they're thinking about like what high level word can I use?

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So it affects their fluency because you're like, what is that word?

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So that lowers their fluency.

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And you were saying that sometimes you were searching for the correct word.

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And so I don't think that, again, I don't think you would be ban nine for fluency.

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About 1 % of test takers get a ban nine.

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So it's, don't worry about it.

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Band -8 is very very high.

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So I think

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Band -8 for fluency, I think

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Band -8 for vocabulary as well.

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To go from a Band -8 to a Band -9 for vocabulary,

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it means that you have to learn new words and then use those words effectively.

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So it's not about learning a list of words because it'll go in one ear out the other.

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So it's the best strategy that I would.. you seem as

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if you're the type of person that reads a lot and watches a lot of...

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I read books in English.

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Yeah.

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So what you do is when you're reading books in English, when you see a word that you don't know how to use,

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underline it and then look at the words around it.

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Guess the meaning of that word.

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And then you can have a notes app or even better, a physical notebook.

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Add that new word to a notebook.

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Add the meaning, collocations, synonyms of that word.

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Write an example sentence and then if you do

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that every day um you would have like maybe 10 new words a day yes yes

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and then after six months a year you go back

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and you look at that book and there's all this new vocabulary

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and maybe once a week or once every couple of weeks open your book

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and try to use those in a sentence or try

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and use them in practice speaking tests or things like

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that i think you're more than capable of doing that if you really wanted to do that but as a dentist

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Band 8 is enough to become a dentist in any country in the world.

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So you can become a dentist anywhere at a Band 8 level.

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You don't need a Band 9 level.

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So it's up to you.

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It depends on what you want to do.

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People at a Band 9 level, it's only if they want to become IELTS teachers or some people just want to, for example, they want,

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a dentist might want to open their own clinic that's aimed at English speakers

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and they want to be fluent and really show not sound American or sound British or anything like that.

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But, you know, you're sounding as if you're from the Arab world,

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but as sounding extremely fluent and clear at a native English speaker level.

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That's what a band line is.

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Okay.

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All right.

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So you're very, very good for an English learner, but you're not quite there.

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You're super close though.

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So pronunciation is not speaking with a British accent or an American accent or sounding like that.

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It's not about that at all.

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It is about clarity.

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So what the examiner is thinking, can I understand the words that you're saying?

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Or are there times when I have to really strain and think about it?

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So if you had some people from the Arab world have a very strong accent when they're speaking English.

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And that interferes with my ability to understand.

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You don't have that.

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So it's clear that you're from the Arab world, but it is extremely clear.

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I can understand everything that you say.

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So I would not try to sound American or sound British.

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Some people, that's their strategy.

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Everyone has the freedom to do whatever they want.

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I think it's a complete waste of time because you're spending

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so much time and mental resources on sounding like you're from California

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or London when you could be spending that time working on your vocabulary, your fluency and speaking in your natural accent very, very clearly.

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I think that's a much better strategy, but it's up to you.

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You wouldn't be at a band nine level because you still do have a little bit of accent interference at times.

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It's very, I understand every single word, but the more important thing is that you are using intonation,

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your voice going up and your voice going down

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And and sentence stress and word stress effectively, but not like a native English speaker would use it.

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You are using it effectively, very effectively, but there are times when your intonation or your word,

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you can tell that you're translating a little bit from your native language.

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And it just, if someone was to listen to you on a speaker, they wouldn't say, oh, that's definitely a native speaker.

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You know, they would say like, okay, she has a very high command of, of her pronunciation is excellent,

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I understand every word, but it's not quite there yet in terms of sentence stress, intonation.

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So you would be at a band eight, a very solid band eight for pronunciation.

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The one thing that I think is a little bit of a weakness is grammar.

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Again, so the way that the examiners will think about it is there's two different things, major things they will think about.

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One is how serious are your grammar errors?

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So a serious grammar error means that you're making mistakes that stop me understanding you.

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A minor grammar error, like, for example, you said...

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As people became adults...

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Instead of as people become adults, I know exactly what you mean.

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So that is a minor grammar slip.

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It's not a serious one.

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All right.

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So that's the first thing they're going to think about.

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So the second thing is, okay, they're making minor mistakes.

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How frequent are they?

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So if you were to make, for example, every sentence had a minor grammar error, that makes it difficult.

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That's like, okay, I have to really focus on what you're saying.

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I don't have to do that because you're not doing it in the majority of sentences.

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It is infrequent.

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So I would have to listen back, but I think it's in about 5 to 10%.

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Did I make any serious?

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No, you didn't make any serious.

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You made some tense mistakes and then you made some article mistakes.

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Very close to Arabic language.

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Very similar to the Arab language.

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You know, so little things that you probably don't even know you're making.

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Yeah, exactly.

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The problem, not the problem that you have, but the situation that you live in is you live in a place where

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lots of people are speaking English as their second language and lots of people are making these minor mistakes all the time,

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but nobody is correcting anybody.

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It's totally acceptable.

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So it's kind of an international form of English that is being spoken.

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And I'm very hesitant to say that that's wrong because it's not affecting meaning.

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If you are making serious mistakes or very frequent minor mistakes, we would have a completely different conversation.

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You are making minor mistakes, but infrequently.

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To get a band nine for grammar, it would need to be little slips like once or twice in the entire 15 minute test.

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It's a little bit more than that, but it's not bad at all.

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So I think you are a very solid band eight across the board.

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You are someone who is capable of getting a band nine, definitely capable of getting 8 .5 in many things.

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But it really just depends on your life goals.

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Because to go from eight to nine requires a significant amount of time and effort.

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Do you want to actually put that in for nothing?

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You know, so for most dentistry applications, it's about, it depends on the country, but it's about 7 .5.

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So you're above that.

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And the reason why they want at least 7 .5 is because below that you could start making mistakes.

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Like you could say the milliliters of the drugs

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and the nurse wouldn't hear you correctly

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or you could give advice to a patient to do something

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or don't do something and they don't understand you you can imagine

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if you can't communicate clearly in a medical setting serious problems can happen

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which is why medical professionals require the most help um have the highest standards you are above

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that standard in everything so you don't have any worries very well done

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Woordenschat en spreektips bij deze les

Deze spreekles is gebaseerd op de video “IELTS Speaking Test - Almost Perfect Band 8”. Deze woorden komen het vaakst terug: word, language, band. Deze video bevat 432 zinnen en 4985 woorden om na te spreken. Het gesproken deel duurt 29:28. De spreker praat in een natuurlijk tempo van ongeveer 169 woorden per minuut, dicht bij een alledaags gesprek. 87% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is goed te volgen.

Belangrijke woorden in deze video

15 woorden uit de video die het leren waard zijn, met uitspraak en betekenis:

Woord	Uitspraak	Betekenis
vocabulary zelfstandig naamwoord	/vəˈkæb.jə.lə.ɹi/	woordenschat, vocabulaire
grammar zelfstandig naamwoord	/ˈɡɹæm.ə(ɹ)/	spraakkunst, grammatica
dentist zelfstandig naamwoord	/ˈdɛntɪst/	tandarts, dentist
topic zelfstandig naamwoord	/ˈtɑpɪk/	onderwerp, thema
pronunciation zelfstandig naamwoord	/pɹəˌnʌn.siˈeɪ.ʃən/	uitspraak
accent zelfstandig naamwoord	/ækˈsɛnt/	accent, klemtoon
clinic zelfstandig naamwoord	/ˈklɪn.ɪk/	kliniek
dish zelfstandig naamwoord	/dɪʃ/	bord, taloor
depend werkwoord	/dɪˈpɛnd/	afhangen
asleep bijvoeglijk naamwoord	/əˈsliːp/	slapend
mood zelfstandig naamwoord	/muːd/	humeur, stemming
rarely bijwoord	/ˈɹɛəɹli/	zelden
smooth bijvoeglijk naamwoord	/smuːð/	vlot
feedback zelfstandig naamwoord	/ˈfiːdˌbæk/	terugkoppeling
phrase zelfstandig naamwoord	/ˈfɹeɪ̯z/	uitspraak

Phrasal verbs die je zult horen

Woord	Betekenis
go back werkwoord	teruggaan
calm down werkwoord	bedaren
fall apart werkwoord	uiteenvallen, uit elkaar vallen
get off werkwoord	van ... afgaan
go down werkwoord	afdalen
take over werkwoord	overnemen

Zinnen om te herhalen

Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:

Do you work or do you study?
Did you always want to be a dentist?
Are there any famous foods from your country?
How many languages do you speak?
Are languages important in your day job?

Grammatica in deze video

De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:

Structuur	In de video
Voorwaardelijke zinnen if + zin, will/would + werkwoord — een voorwaarde en het gevolg	if you visited my country, you'll be
Present perfect continuous have/has been + -ing — iets dat eerder begon en nog bezig is	I've been working · We've been talking
Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt	We've put · Have you tried · have never met
Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding	someone who you · friend who went · people who they

Uitspraak om op te letten

De spreker gebruikt 125 samentrekkingen en verkorte vormen, zoals don't, you're, I'm. Spreek ze kort uit, zoals je ze hoort.

De “th”-klanken: smooth /smuːð/, breathe /bɹiːð/, smoothly /ˈsmuːðli/
De klanken “sh” en “zh”: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, dish /dɪʃ/, explanation /ˌɛkspləˈneɪʃən/, friendship /ˈfɹɛn(d)ʃɪp/, passionate /ˈpæʃənɪt/
Lange woorden — let op de klemtoon: vocabulary /vəˈkæb.jə.lə.ɹi/, examiner /əɡˈzæmɪnɚ/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, communicate /kəˈmjuːnɪkeɪt/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/

Klanken die Nederlandstaligen lastig vinden:

Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: depend /dɪˈpɛnd/, mood /muːd/, phrase /ˈfɹeɪ̯z/, selective /səˈlɛktɪv/, analyze /ˈæn.əˌlaɪz/
/æ/ — opener dan de Nederlandse “e”: vocabulary /vəˈkæb.jə.lə.ɹi/, grammar /ˈɡɹæm.ə(ɹ)/, examiner /əɡˈzæmɪnɚ/, accent /ækˈsɛnt/, feedback /ˈfiːdˌbæk/
/g/ — een harde plofklank, geen Nederlandse “g”: grammar /ˈɡɹæm.ə(ɹ)/, examiner /əɡˈzæmɪnɚ/, ghee /ɡʰiː/

Zo oefen je met deze video

Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
Begin op 0,75× snelheid, spreek zin voor zin na en ga terug naar normale snelheid zodra het makkelijk gaat.
Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als vocabulary, grammar, dentist.

Wat is de Shadowing-techniek?

Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.

Shadowing-techniek: lees de volledige stap-voor-stap-gids →

Shadowing Practice: IELTS Speaking Test - Almost Perfect Band 8 - Learn English Speaking with Video

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Woordenschat en spreektips bij deze les

Belangrijke woorden in deze video

Phrasal verbs die je zult horen

Zinnen om te herhalen

Grammatica in deze video

Uitspraak om op te letten

Zo oefen je met deze video

Wat is de Shadowing-techniek?