Shadowing Practice: How To Speak Like The 1% Elite - Learn English Speaking with Video

Many of you want to get band 9 in IELTS speaking, so I decided to show you what the 1% of elite IELTS students do differently

from everybody else in the IELTS speaking test.

So the IELTS speaking test has three parts.

So I divided this page into three.

We're going to compare what band 5 and 6 students do very, very differently from band 7, 8, and 9 students from parts 1, parts 2, and parts 3 of the test.

So let's start off with part 1.

This is your opportunity to create a great first impression with the examiner.

And also, and I think more importantly, it allows you to relax into the test.

If you relax into the test in part one, you're going to be much more relaxed and more fluent in parts two and part three.

So it's very, very important that you nail part one and get it 100% right.

So there are three things that band five and six students do differently from the band seven, eight and nine students.

I'd like you to look at this clip of two students answering the same question in part one.

And I want you to think about which one might be at a band five or a band six level, and which one is at a band seven, eight or nine level.

I'm from the Philippines.

In Cebu, to be specific, Cebu is the queen city of the South, by the way.

We were colonized by the Spaniards for so long, like for 333 years.

I'm from India.

To be specific, I am born and raised in Delhi and my mom is from Bombay and my dad is from Kerala.

But I've grown up my entire life here in Delhi and I went to school here, went to university here.

So the first student is doing something that examiners are trained to spot.

This problem creates the worst first impression.

But more importantly, it could even get you a band zero and that is memorized answers.

So why is this such a big problem?

Well, first of all, the IELTS test is not a memorization test.

It is testing your ability to communicate clearly in English, not to memorize a bunch of sentences and just repeat them to the examiner.

It's also considered cheating.

That's why they'll give you the band zero.

Think about it this way.

If you really knew how to speak English to the level that you're trying to get to, would you need to memorize answers?

No, certainly not a band nine student would never have to memorize answers.

And it also lowers your score in two very, very important ways.

First of all, it just makes you sound worse.

Listen to this clip and think about how memorization might have led to this student sounding so bad.

I'm from Mumbai.

It's a city in India.

India is known for its culture and vibrant nature.

Also for their movie industry.

It's located in Mumbai, where I'm from.

It's called Bollywood.

It's also known for its food.

We have really delicious food, which is known worldwide.

And people call it their favorite food, as I've heard.

So did you spot it?

I want you to think back to when you were a little kid.

And most teachers get students to read from the book.

So you're literally looking at the book and reading every word.

Think about how you and the other students sounded.

Do you think that you sounded very fluent?

Not at all.

This is exactly how students sound when they memorize answers.

They sound robotic.

It sounds like a robot reading from a script.

But don't worry, there's an easy way to fix that.

And I'll tell you how to fix it in a second.

So did you spot any other issues?

Let me explain here what the other issues were.

So I want you to imagine this is the destination that we're aiming for.

You're trying to get to a band nine.

And we have here student A and we have here student B.

So the examiner asks them, tell me about your hometown.

Student A talks about the history of their hometown, the culture of their hometown, famous things there, the food,

the weather, the nightlife, and on and on and on.

Student B just directly answers the question.

And this is what band five and six students often do.

They go off topic.

And this is why many of you complain that examiners stop you mid-sentence or mid-answer.

It's not because the examiner is rude or they're not doing their job properly.

The examiner has to ask you about 12 to 15 questions in part one.

And if you keep going off topic and just rambling about things that have nothing to do with the question, they have to stop you.

They're actually trying to help you.

But many students who are not prepared think

that they just have a bad examiner and they get really nervous

and they get annoyed and this destroys the rest of their test.

And there's an easy way to fix this problem.

Band seven, eight, and nine students do something very, very simple, but very, very different.

I discovered this simple technique when I was teaching in Ho Chi Minh City in Vietnam.

If I was teaching speaking, I would go in maybe 10 or 15 minutes before the class started

and just talk to the students normally about their day or their weekend.

Just normal, every day, getting to know you, small talk, chit chat questions.

And many of the students during that 10

or 15 minutes just spoke to me like they would speak to a friend or a relative.

And many of them gave band nine answers.

And then I played a little trick on the class.

I would get one of the students who spoke to me at a band nine level before the class started, maybe about what they did at the weekend.

And I would say, okay, let's do a formal mock speaking test.

And the first question would be, tell me about your weekend.

And they would go from a band nine level to saying something like, At the weekend, I went to Vongtao.

Vongtao is by the sea.

I ate seafood.

Seafood is nice.

So they went from a band 9 level down to a band 5 or 6 level in 10 minutes.

And I increased the score of the entire class by just asking them one question.

Why don't you speak like you did 10 minutes ago?

You see, in the 10 minutes before class, it was a normal conversation.

They were speaking to me like they would speak to any other human being.

They spoke naturally like they would speak to a friend or a work colleague.

And they answered every question directly and kept on topic.

And I call this test mode.

Great students who can speak naturally at a very, very high level.

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As soon as the test starts, their score dramatically drops.

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But there is an easy way to overcome this.

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And this is something that we hear about nine students using all of the time.

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Watch these clips and try and think of what they do differently.

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Have you ever received flowers as a gift?

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Yes, I have.

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Actually, recently I did receive flowers.

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And I can't talk enough about flowers.

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I love everything about them, like the variations that you find, the different types and colors.

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As simple as like roses to, let's say, tulips.

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I love everything about them.

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Is there anything that you dislike about your job?

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Me personally, no. But if you ask my fiance, she will tell you that my job takes up a lot of my time.

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And I think she hates that about my job.

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Do you have lots of friends?

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I do have quite a few friends.

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I feel like I have more acquaintances than friends.

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But the people who I really care about, I think I can definitely count them on my fingers.

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So did you spot it?

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In part one, band nine students normally just directly answer the question in the very first sentence.

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And then they add a little bit more detail.

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This detail could be an explanation.

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It could be an example.

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Or it could be something like a personal story.

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And if using a strategy or a framework like that is a little bit confusing, use this technique instead.

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It's called the coffee shop method.

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Imagine you're not speaking to an examiner.

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Imagine you're talking to a friend in a coffee shop and they're asking you these questions.

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How would you answer those questions?

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You definitely wouldn't give a memorized answer or try and insert lots of high-level structures and fancy vocabulary.

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You would just answer it naturally.

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So let's move on to part two of the speaking test.

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Before we continue, I wanna tell you about our gift PDF.

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I took all of the band 7, 8, and 9 speaking tests that we've ever done, and I analyzed them for the most useful phrases and the top vocabulary.

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And I've included all of those in a list in this PDF for you.

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If you want it, all you have to do is just go to the description or the pinned comment, click on the link, and this is my gift to you.

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So part two is often the most feared part of the IELTS speaking test

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because it requires you to do something that you're not used to doing, or many students just have never done what it requires you to do.

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So in part two, you'll get a cue card that looks like this, and they'll ask you to speak about this topic for up to two minutes.

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This can be quite scary for many students because it's difficult to speak about anything for two minutes, especially in a foreign language,

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in a test where your whole future is at stake, and you have a scary examiner like me staring at you.

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But what if I told you it's not part two that is scary?

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It's not part two that leads to lower scores.

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It is the strategy that most students use that leads to it being scary and leads to lower scores.

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And the interesting thing is once students stop using the same old strategies

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that most band five and six students use and switch to the techniques that we teach our students, not only does this fear of part two go away,

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but our students actually look forward to part two of the speaking test

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because it will give them a chance to show the examiner how great they are.

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First, listen to the student and let me know if you can spot any problems with what they're doing.

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So I'll describe the house of my grandma.

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So who lives there?

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My grandma lives there.

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And my grandpa used to live there.

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Where the property is, it's in the mountain in Beirut, in Lebanon.

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What it looks like?

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It looks like a castle for me.

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it's not a castle

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but for me it's like a castle we we have a

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lot of memories there that's why I decided to talk about this house

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if you like it definitely I do I like this house as I mentioned

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because it reminds me of my childhood and the best days we spent there

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and we're still spending

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when we go to see her we have a lot of

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memories we had good food she used to cook a lot for us The house is simply like, I feel like home.

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I just love it.

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So what most students do is they look at the cue card, they look at the topic, and then they talk about bullet point number one, then they talk about bullet point number two, then three, then four.

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But why is that a problem?

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So first of all, there might be one

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or more of these bullet points where you just don't have much to say about them.

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You know, for example, how you learn to prepare this and you pick toast and you can't remember, or there's not much to say about making toast.

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Or there might be something that you just feel very uncomfortable talking about that.

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For example, explain how you felt.

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You're like, how do I feel about toast?

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I don't have any feelings about toast.

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Or you're just not the type of person that likes talking about their feelings like me.

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So remember what the task is.

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The task is to speak fluently about this topic for up to two minutes.

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If you follow that strategy of just bullet point number one, two, three, four, you're going to run out of things to say after about 30 seconds,

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and then your brain goes into panic mode or your brain just goes completely blank and you don't know what to say.

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To make matters worse, when this happens, and it happens to a lot of students, they can destroy the rest of their test because part three is coming up.

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They're going to ask you more and more difficult questions and you're just going to be like, I've just ruined my life or what am I going to do?

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And you know, your test success is over.

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So I want you to listen to this student who got a band nine in the real test.

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And I want you to listen to their answer

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and look at the cue card and think about what they're doing differently with the cue card?

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Food that I learned to prepare.

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I'm pescatarian, so I don't eat meat, but I love food and I have a gluten intolerance, so I can't eat a lot of the Indian food.

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So this is a little recipe that I learned how to make, which is basically paneer.

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We call it cottage cheese in English.

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It's like a it's like a spiced tomato base with cottage cheese with paratha,

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roti, but it's made out of ragi flour, which is gluten free and super rich in calcium and very good for people with diabetes,

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although I don't have diabetes.

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It's very nutritious, basically.

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Together, it's the perfect meal.

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It keeps you full.

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I love being healthy.

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I try to be as healthy as I can.

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So yeah, that's probably my go-to meal in the evening because I don't have to think about, I have all the ingredients.

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I don't have to think about how to make it.

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It's kind of automatic and it's delicious, which is the most important part.

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It's not compromising on the taste because I can't eat salmon and rice every day.

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I want to eat something that's more flavorful and nutritious.

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Sometimes when I'm feeling adventurous, I like to eat it with yogurt,

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either Greek yogurt or regular yogurt and add a couple Indian spices into it and mix it up.

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So the spiciness of the paneer, cottage cheese, the texture, like a drier,

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stiffer texture of the and the creaminess and coldness of the yogurt is match made in heaven.

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So hopefully you spotted that they don't stick to the bullet points.

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Instead, what they do is they focus on the main topic.

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So they're always talking about the main topic at the top of the cue card, but they're not necessarily using all of the bullet points.

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What they do instead is we give them the freedom to add other bullet points.

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This strategy allows them to talk about the main topic, but it gives them the freedom to only talk about things

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that they feel comfortable talking about at length related to that main topic.

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For example, if you got this cue card, you might feel very comfortable talking about these two bullet points,

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but this third bullet point is only going to take maybe a few seconds to discuss.

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And this fourth bullet point might be on something that you know nothing about, or you don't feel very comfortable talking about that.

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But there might be other things related to the main topic you feel more comfortable talking about.

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It's easier for you to talk about those things, such as a description, a story about that main topic, how you feel about that main topic, or the past or the present or the future,

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or anything that you find easier to talk about as long as you're talking about that main topic.

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Now, should you talk about all of those ideas?

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No, only the things that help you speak fluently for up to two minutes about the main topic.

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only do things that help you do what the examiners are looking for.

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Now let's move on to, in my opinion, the most difficult part of the whole speaking test, part three.

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So why is it so difficult?

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Listen to these students and focus more on the questions being asked.

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Listen to their answers, of course, but think about how the questions being asked are different from part one and part two.

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For bonus points, think about how you might respond to each question.

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Are there any important festivals in your country that celebrate a change of season or type of weather.

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I'm not sure about this.

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What role does natural talent play in mastering a skill?

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I'm sorry, can I have the question again?

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Yeah.

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What role does patience play in achieving long-term goals?

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So as you just heard, part three questions can be a lot more challenging than typical part one and even part two questions.

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But like everything with the IELTS test, the problem is not the questions.

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The problem is the common strategies that most students use to answer them.

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So let's start off by telling you the things that you should not do.

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The number one thing that you should never do in part three is give no answer at all.

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So this has happened thousands of times.

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I've asked a question in part three and a student has just been like, literally nothing has come out of their mouth.

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I've had other students who just burst out laughing for some reason.

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But what you are saying to the examiner, if you give no response or burst out laughing in their faces, I don't have enough English to answer this question.

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That's very, very important because it is an English test.

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But don't worry, I understand many of you are probably thinking, but what if I get a question I literally cannot answer?

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I don't have anything to say.

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Don't worry, we'll give you a strategy in a second for how to deal with those types of questions.

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The next thing you should never do in part three is give a very, very short answer.

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Now, the reason why students give very, very short answers is often nothing to do with their English in part three.

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It's often because speaking for 15 minutes in a foreign language, in a test that is going to determine which country you live in in the future is very, very stressful.

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A lot of students are just fatigued, they're tired, and they want the whole process to be over.

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So even subconsciously, they will give very short answers because they want the examiner just to say the magic words.

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That's the end of the speaking test.

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So you should never give short answers and you should never give up.

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And we call this surrendering.

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It's just people putting their hands up saying, Please, I give up.

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Just let me go.

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You must never do this.

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Because again, how the examiner interprets this is you don't have enough English to answer this question.

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And how we stop our students from surrendering is we give them this little trick that not many people know about.

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During the test, the examiner is looking down and they have a range of different questions.

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And when they get to part three, they have some questions for the students who are at a band five, band six level

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and then they have more difficult questions for the students that are a band seven, eight, and nine.

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This is so that they can separate out the different bands.

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If they are asking you one of the very, very difficult questions, you should be happy, all right?

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Because that means they think that you are capable of getting a band seven, eight, or nine.

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So our strategy is to try and get the examiner to ask more

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and more difficult questions and the more difficult they get, the happier you should be.

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And how you will get there is by always giving an answer and always developing your answer.

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So how can we do that?

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The first and most important thing is always attempt an answer.

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But what if you have no idea?

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What if it's about a topic you know nothing about?

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You could do something like this.

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I'm not too familiar with the topic of AI and its relation with education.

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However, in my knowledge, I do know that AI is developing more and more.

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and it might be able to replace some teachers' jobs or tasks, but it will not replace the trait of empathy.

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Remember, it is not a knowledge test.

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It is not a test of your knowledge of that topic.

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It is a speaking test.

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If you don't give an answer or a very, very short answer, you're saying to the examiner, my English is not good enough.

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But if you attempt an answer in the way we showed you, you're saying my knowledge of that topic is not high enough.

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And that indicates to the examiner that they need to switch topics

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in order for you to show how good your English actually is.

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Believe it or not, the examiners want you to do well, but you must signal to them that this is just not a great topic for you.

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But if you say nothing, then what you're really saying is I'm not good enough to answer any question on any topic.

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But even though it is this huge fear of students about what if I get a topic I know nothing about,

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it is far more likely that you will get a topic you can speak about, that you do know a little bit about.

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So how can you show the examiner how great your English level is with a topic you know a little bit about?

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Watch this clip and think about what the student does in terms of how they structure their answer.

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What skills does a person need to be a great chef?

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Interesting.

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I think, I mean, from what I've heard, I've never worked as a chef or worked in a kitchen before, but I think it takes a lot of trial and error.

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So for that reason, I would imagine that the person would have to be very patient.

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And with that patience, you need to have an inherent passion for the food that you're making.

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I think chefs usually specialize in one or more cuisines.

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so just having an understanding of the background of the spices

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where it comes from of the meat where it comes from

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if you're not passionate about that it can probably tire you out to be that

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invested in learning so patience passion

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and a good environment like access to good teachers access to

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good books access to good produce would probably help you hone your craft a lot more

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Don't forget to download our PDF with the list of vocabulary and phrases used by band 7, 8 and 9 students.

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Link in the description and in the pinned comment.

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So they did four things.

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A, they directly answered the question.

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They then explained why they think that or why other people think that.

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They then backed it up with examples or you could use a personal story.

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And then they developed the answer even more by showing the other side of the argument.

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Often for part three, they will ask you questions where there are two sides to the answer.

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Or you could give a new point.

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But here's the key lesson for the entirety of the speaking test.

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What do all of these band 7, 8, or 9 students have in common?

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Well, when you're speaking to a band 7, 8, or 9 student, it doesn't feel like a speaking test.

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It feels like having a normal conversation.

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These higher level students answer questions naturally.

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And one way they do that is to steer the conversation to things they feel comfortable talking about.

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It's easy for them to talk about these things.

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They don't use tricks or hacks to try and cheat the test.

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The test cannot be cheated.

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Instead, they use the English they already have to clearly communicate with the examiner

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and to show the examiner the score they truly deserve.

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And how they got to that stage is not just doing lots of practice, but perfect practice.

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This video is not only going to give you a huge number of practice questions so that you can practice at home, but it is going to show you how to practice.

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So you can cut down your preparation time and get the score that you need.

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Click on this video next.

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Vocabulary and speaking notes for this lesson

This B2 speaking lesson is built on the video “How To Speak Like The 1% Elite”. The speaker keeps coming back to these words: student, answer, test, band, topic. This video has 323 sentences and 4218 words to shadow. The speech runs for 23:12. The speaker talks fast, about 182 words per minute, so expect linked and reduced sounds. 88% of the words are among the 3,000 most common in English, so the vocabulary is easy to follow.

Key vocabulary in this video

The 15 most advanced words in the video, with pronunciation and meaning:

Word	Pronunciation	Meaning
examiner noun	/əɡˈzæmɪnɚ/	A person who investigates someone or something.
memorize verb	/ˈmɛm.əˌɹaɪ̯z/	To fully learn so as to have entirely available to the memory; to learn by heart, commit to memory.
yogurt noun	/ˈjɒɡ.ət/	A milk-based product stiffened by a bacterium-aided curdling process, and sometimes mixed with fruit or other flavoring.
toast noun	/toʊst/	Bread that has been toasted (cooked lightly by browning).
vocabulary noun	/vəˈkæb.jə.lə.ɹi/	A usually alphabetized and explained collection of words e.g. of a particular field, or prepared for a specific purpose, often for learning.
hometown noun	/ˈhoʊmˌtaʊn/	An individual’s place of birth, childhood home, or place of main residence.
spice noun	/spaɪs/	Aromatic or pungent plant matter (usually dried) used to season or flavor food.
cottage noun	/ˈkɒt.ɪd͡ʒ/	A small house.
cheat verb	/ˈt͡ʃiːt/	To violate rules in order to gain, or attempt to gain, advantage from a situation.
patience noun	/ˈpeɪ̯.ʃəns/	The quality of being patient.
fluently adverb		In a fluent manner, as expressing oneself easily, especially in a foreign language.
memorization noun	/ˈmem(ə)ɹaɪˌzeɪʃn̩/	The act of committing something to memory or memorizing.
nutritious adjective	/nuːˈtɹɪʃəs/	Providing nutrients; healthy to eat or drink.
paneer noun	/pəˈniːɹ/	A soft, non-matured, Indian cheese.
fluent adjective	/ˈfluənt/	That flows; flowing, liquid.

Phrasal verbs you will hear

Word	Pronunciation	Meaning
burst out verb		To appear suddenly from within something else.
give up verb		To surrender (someone or something); to inform on (someone).
go off verb		To explode.
come up verb		To emerge or become known, especially unexpectedly.
cut down verb		To cut downward.
go away verb		To depart or leave a place.
grow up verb		To mature and become an adult.
hands up	/hæn(d)ˈzʌp/	Put your hands up (if you wish to participate).

Sentences worth repeating

Short, complete lines from the video that you can reuse in everyday conversation:

Do you think that you sounded very fluent?
Have you ever received flowers as a gift?
Is there anything that you dislike about your job?
You're like, how do I feel about toast?
I'm sorry, can I have the question again?

Grammar in this video

The structures the speaker uses most, with the exact words from the video:

Structure	In the video
“Used to” used to + verb — a past habit or state that is no longer true	used to doing · used to live · used to cook
Conditional sentences if + clause, will/would + verb — a condition and its result	If I was teaching speaking, I would go · if you ask my fiance, she will tell
Passive voice be + past participle — the focus is on what happens, not who does it	were colonized · are trained · is memorized
Relative clauses who / which + clause — extra information about a person or thing	food, which is · students who are · students who spoke

Pronunciation to watch

The speaker uses 82 contractions and reduced forms, such as don't, you're, I'm. Say them the short way, as you hear them.

The “sh” and “zh” sounds: patience /ˈpeɪ̯.ʃəns/, memorization /ˈmem(ə)ɹaɪˌzeɪʃn̩/, nutritious /nuːˈtɹɪʃəs/, specialize /ˈspɛʃəˌlaɪz/, variation /ˌvɛəɹiˈeɪʃn̩/
Long words — get the stress right: examiner /əɡˈzæmɪnɚ/, vocabulary /vəˈkæb.jə.lə.ɹi/, memorization /ˈmem(ə)ɹaɪˌzeɪʃn̩/, importantly /ɪmˈpɔɹ.tənt.li/, adventurous /ædˈvɛn.t͡ʃɚ.əs/

How to practise with this video

Listen to the whole video once without speaking and note the words you do not know.
Start at 0.75× speed, shadow it sentence by sentence, then go back to normal speed once it feels easy.
Record yourself and compare with the original, paying attention to words like examiner, memorize, yogurt.

What is the Shadowing Technique?

Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.

Shadowing technique: read the full step-by-step guide →

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SPEAKING PART1 DAY2 PART1

Vocabulary and speaking notes for this lesson

Key vocabulary in this video

Phrasal verbs you will hear

Sentences worth repeating

Grammar in this video

Pronunciation to watch

How to practise with this video

What is the Shadowing Technique?