Shadowing Practice: The 3 Speaking Tricks That Get You Band 9 - Learn English Speaking with Video

Choose a practice mode

Each mode opens a full-screen practice room.

245 sentences

If sentences are too short or too long, click Edit to adjust them.

Imagine walking into the IELTS speaking test knowing no matter what topic comes up, you'll get the score that you need.

Now picture walking out of the test center knowing you've got the score that is going to change your life forever.

This might sound impossible, but it's not.

I know this because I've helped thousands of students who were worried about the test get a band 7, 8 or even 9 in IELTS speaking.

And I did this by sharing two things with them.

Number one, I gave them five key speaking frameworks that anyone can learn.

And number two, I gave them samples of other successful students using them

so they could model those frameworks and learn from successful students.

So in this video, we're going to share the exact same things with you.

The five frameworks and show you successful students using them.

And also, I've included all five strategies and samples in one PDF download for you.

Plus, at the end of this video, I'm going to tell you something that you should never do

using these strategies so let's start off with the three most common frameworks

that our band eight and nine students use again

and again these are the pell framework the one two three framework

and the triple a framework

and i'm also going to give you two advanced bonus frameworks too

and i'm going to put those in the pdf download for you

but let's start off with my favorite framework the pell framework this is easy to remember

because it's my name chris pell p-e-l-l so

if you're stuck on test day just think of me and you'll be absolutely fine.

So I asked this student this question.

Do you think that it's better to buy a property or rent a property?

We then gave her this framework, the Pell framework, and asked her to try her best.

Listen and see if you can spot what she did.

I personally think it's better to buy a property.

So from my personal experience because I bought a property.

I feel like if you have a property, if you buy a property,

you are investing somewhere rather than just giving the money to the landlords.

Like every month you would pay a certain amount from your pocket which goes towards the mortgage or whatever, the loans.

And by the end of five years

or 10 years you would have yourself a house or an apartment

but if you do rent I think it's you're just wasting money

so let's look at each sentence

that she said together I personally think it's better to buy a property

so she started off by making one simple point

so instead of her thinking of all the different ways

that she could answer this question

which often causes students to freeze there's just too many ways

you could answer it We asked her to pick one point of view, but importantly, pick the point of view that was easiest for her to talk about.

So remember, it's not a knowledge test or an IQ test.

It's a speaking test.

So if you're asked a question like this and, you know, 20 different possibilities come up in your mind, that's like opening 20 tabs in your browser on your computer.

Your computer is going to slow down.

Your brain is going to slow down.

Just open one tab and pick one point of view, which is the easiest for you to talk about.

Then she followed the main point up with this.

From my personal experience, because I bought a property, I feel like if you have a property, if you buy a property,

you are investing somewhere rather than just giving the money to the landlord.

So all she's doing here is just taking that main point and then elaborating.

Elaboration means you talk about it more.

So this could be an explanation to help the examiner understand the main point, or a reason why you chose that point, or an example or a personal story.

The key here is to elaborate with the purpose of helping the examiner understand, not just talking for the sake of talking.

Now, many other structures and frameworks will tell you exactly what type of sentence to use, like they will force you to use an explanation or an example.

We don't do that because this limits you and it can often cause more problems than it solves.

So instead of thinking I need to use an explanation or an example, just think what would be the best way to help the examiner understand my point of view?

And it gives you the freedom to talk more naturally.

Let's move on to the next point, level up.

Every month you would pay certain amount from your pocket, which goes towards the mortgage or whatever, the loans.

And by the end of five years or 10 years, you would have yourself a house or an apartment.

So we've elaborated our main point.

Next, we need to level up our answer.

We level up by again focusing on how can I help the examiner understand my main point even more?

This could be a further explanation, an example, a personal story, or a new point to your main point or a contrasting point.

Now that might sound a little bit confusing.

I'm giving you so many options, but it is actually better in the speaking test if you have more options because you have more freedom.

It's like giving you more tools in your toolkit

because you're going to be asked a range of different questions on different topics.

But instead of thinking I must use an example or I must use a personal anecdote or something like that, it's just like, how can I level up this answer?

How can I help them understand and pick the right tool for the job?

So in this answer, she decides to talk about the long-term benefit of owning a house.

If you do rent, I think you're just wasting money.

So what she does there is she links it back to the question by restating the question and contrasting it with renting.

This means the examiner is 100% certain that you have answered the question fully.

Now let's look at a different student

and think about how she used the same framework but for a very very different question.

Do you believe that all museums and art galleries should be free?

So I would say my first instinct is to say

that yes I believe that art galleries and museums should be free

because what's inside them all the artifacts and historical paintings and books and whatnot, they belong to the people,

they belong to the human race.

However, I also understand that upkeep is expensive, maintenance is also very costly,

so I think maybe charging a small fee is very reasonable.

I like what they've done in France especially,

because they allow people to go to museums for free every first Sunday, I believe, of the month.

Something like that.

That's probably the first time you've heard that framework.

So what I've done is I put it in here with examples in the PDF download

so that you can review it later and fully understand it.

And there's practice questions in there and lots more.

So if you want that, it's in the description and in the pinned comment.

So let's move on to our next framework, which is the one, two, framework.

Often you'll get a question where there's no clear answer.

So there may be two or more valid viewpoints.

There might be some people think this, some people think that.

Many students struggle to answer these questions because they see multiple pathways.

And similarly to when there's too many ideas,

this causes confusion and it feels like you are at a crossroads and you're unsure about where to go.

But with the 1-2-3 framework, this actually turns this problem into an opportunity.

100

So listen how this student deals with a very difficult question and try to spot what the 1-2-3 framework means.

101

Some people think that the best way to help other people is to be as empathetic as possible, while other people think that you should be brutally honest

102

with people which do you think is the best approach oh tough one

103

can you just repeat the question again

104

so did you notice what he did there he asked me to repeat the question that's

105

because he was struggling to really structure the answer in his head

106

but asking me to repeat the question gave him the time to think of the one two three framework

107

that we taught him

108

and he was able to give this answer okay uh it's a tough one but i think both

109

they both go hand in hand let's say being an empath

110

or having empathy towards someone it's really good especially

111

if they are having like a major problem in their life or they are trying to to solve it,

112

let's say you can't be brutally honest with someone because you might end up pushing him or her to .

113

So in this case, you have to be really empathetic or trying to choose your words wisely.

114

But in terms, let's say someone who is actually rude

115

or not a nice person and someone who is a boy or trying to attack someone.

116

You have to be brutally honest and strict with them and tell them you are doing something wrong.

117

You can't be like that or you can't act this way.

118

So it depends on the context or the situation that this person is in.

119

So let's break down what he did there.

120

Okay, It's a tough one, but I think both, they both go hand in hand.

121

So number one, the first thing he does is acknowledge that there are two sides to the answer.

122

And you can remember this by thinking number one is the first thing to do.

123

Then number two, he speaks about both sides.

124

Let's say being an empath or having empathy towards someone.

125

It's really good, especially if they are having like a major problem in their life or they are trying to solve it,

126

let's say you can't be brutally honest with someone because you might end up pushing him or her to.

127

So in this case you have to be really empathetic or trying to choose your words wisely.

128

But in terms let's say someone who is actually rude

129

or not a nice person and someone who is a boy or trying to attack someone.

130

You have to be brutally honest and strict with them and tell them you are doing something wrong.

131

You can't be like that or you can't act this way.

132

And you can remember this by thinking two, there are two sides to every story.

133

And then number three, he finishes his answer by repeating that there's no clear answer.

134

It really depends on the context.

135

So it depends on the context or the situation that this person is in.

136

And you can remember that by three is the third thing that you should do.

137

But also this is known as the third way.

138

It's used in politics and debates.

139

But in many, many issues, there is one side on the left and one side on the right.

140

But the third way is to say neither of them is right or wrong.

141

It totally depends on the circumstances.

142

And this in itself is an opinion.

143

This is especially useful for part three questions

144

because there will normally be two sides to the argument

145

and it requires you to speak at length and fully develop your answers.

146

So instead of just talking about what you think or talking about one side, you are fully developing your answer and talking about both sides of the argument.

147

Take a look at this student and think about how she used this strategy for a very tricky question.

148

Is it better to visit a city alone or with other people?

149

I think it depends.

150

It's both.

151

A lot of people, they like to travel solo and a lot of people, they need to have people around them.

152

For example, if you're going to watch a show, maybe if you are with somebody and you're watching a show, you'll enjoy it more because you have a company with you.

153

For some people, they would prefer to be alone and watch it

154

because they can probably consume an intake and really soak in the experience.

155

So it depends.

156

It's up to, it's very subjective, I guess.

157

So hopefully you were able to see how she was able to take a very, very difficult question and just apply that framework to really develop an answer and impress the examiner.

158

I've also included the 123 and the Pell framework inside, plus all the other frameworks and the bonus frameworks inside the PDF for you,

159

showing you exactly what it is.

160

So if you're confused about them, you can go back and look at them.

161

And we've also included bonuses and practice questions, all the things you need to actually use these on test day.

162

Just go down to the description or the pinned comment, click on the link and you can download it for free.

163

It's my gift to you.

164

But even with these two frameworks, some students still struggle, which is where our next framework comes in, AAA.

165

AAA is easy to remember because AAA often refers to the highest grade of something.

166

It also refers to anti-aircraft guns.

167

So you can remember this by thinking that this framework allows you to shoot down any question the examiner throws at you, even the difficult ones.

168

AAA is especially useful in part two of the test, but it can be used in any part of the test.

169

Listen to the student giving her answer and see if you can spot what AAA means.

170

The first time I met a new friend, so I'm going to go way back.

171

It was my first day of school, kindergarten, and I met a girl named Amanpreet Kar.

172

She, we were about, I think we just turned four years old.

173

We met obviously in kindergarten, first day of school.

174

What I liked about her when I first saw her, I mean, we were sitting together with the teacher made us sit next to each other.

175

And she had this long hair and it was like sectioned into two parts

176

and it was just braided all the way down.

177

And she had the cutest face I've ever seen.

178

She had this little fluffy marshmallow like face.

179

I guess that's all it takes when you're a kid to want to be friends with somebody.

180

And then I tried to.

181

So there's like this little thing

182

that kids do where they put their thumb out to show other kids that I want to be your friend.

183

And then if you don't want to be friends with them, you do this.

184

It's like a silly little thing.

185

So I did this to her.

186

I put my thumb out to say, hey, do you want to be friends?

187

And she was like this.

188

And I was heartbroken.

189

I was like, how can she know who want to be my friend?

190

And then I saw her again the next day and the next day after that and the day after that.

191

And then eventually we ended up becoming best friends.

192

She did it back to me, obviously, at some point.

193

So let's go through her answer and see what she did here.

194

The first time I met a new friend.

195

So A, answer the question.

196

It can be short and simple, but it's really important to tell the examiner, I've understood the question and I've answered the question.

197

More importantly, it helps your brain to focus on answering the question.

198

So starting off by directly answering the question aligns your thoughts

199

and makes sure that the rest of your answer is relevant to the question asked.

200

It was my first day of school, kindergarten, and I met a girl named Amanpreet Kar.

201

She, we were about, I think we just turned four years old.

202

We met obviously in kindergarten, first day of school.

203

The second A is add detail.

204

This helps you develop your answer, which is very, very important, especially in part two and part three of the test.

205

But it also gives the examiner enough information to understand what you are talking about.

206

Think about facts like dates, places, times, or who, what, why, where, how.

207

It doesn't have to be those, but if you're really, really stuck, you can think of those.

208

Again, they're tools in your toolkit.

209

And remember, you will have one minute to prepare during part two of the speaking test.

210

So those little things, you can add it and write it down on the cue card

211

and that could help you fully develop your answers on test day.

212

What I liked about her when I first saw her, I mean, we were sitting together where the teacher made us sit next to each other.

213

And she had this long hair and it was like sectioned into two parts

214

and it was just braided all the way down.

215

And she had the cutest face I've ever seen.

216

She had this little fluffy marshmallow like face.

217

I guess that's all it takes when you're a kid to want to be friends with somebody.

218

And then I tried to.

219

So there's like this little thing

220

that kids do where they put their thumb out to show other kids that I want to be your friend.

221

And then if you don't want to be friends with them, you do this.

222

It's like a silly little thing.

223

So I did this to her.

224

I put my thumb out to say, hey, do you want to be friends?

225

And she was like this.

226

And I was heartbroken.

227

So after giving all of those details, the third A is anecdote.

228

Anecdote just means to tell a story.

229

This could be a story from your own life or a story about someone you know or a story that you heard.

230

People often find it easier to speak at length using stories.

231

They're the most natural way that people speak.

232

But don't worry if you can't think of a story.

233

Just pick one of the other frameworks.

234

Some people are natural storytellers and can talk all day telling stories like me.

235

Download App

Everything you need to speak fluently

AI PronunciationScore every sentence

IPA PracticeMaster every sound

VocabularyBuild your word bank

Vocab GameLearn while playing

Scan QR

Download on theApp Store Get it onGoogle Play

📺 Same Channel

295

✨ Recommend Video

139 sentences

How to Keep Talking in English Without Getting Stuck

IELTS PrepInterview EnglishDaily Conversation

111 sentences

IELTS Speaking Test band score 7 l Amazing Candidate 2026

IELTS PrepInterview EnglishUniversity Students

214 sentences

BAND 9 IELTS SPEAKING SECRET:THE PEEL METHOD

IELTS PrepInterview EnglishUniversity Students

205 sentences

My 10 Best Idioms for IELTS Speaking

IELTS PrepCambridge Exam PrepHigh School Students

295 sentences

CELPIP Speaking Practice | Comparing and Persuading

IELTS PrepTOEFL PrepInterview English

160 sentences

IELTS Speaking Practice with Shadowing | Sound Fluent & Confident

IELTS PrepInterview EnglishUniversity Students

267 sentences

The BEST Way to Improve English Speaking (with IELTS Questions)

IELTS PrepInterview EnglishHigh School Students

106 sentences

Advanced Speaking Practice (Persuasive Techniques)

Interview EnglishDaily ConversationHigh School Students

323 sentences

How To Speak Like The 1% Elite

IELTS PrepInterview EnglishUniversity Students

165 sentences

CELPIP Speaking Task 4 - TIPS!

IELTS PrepCambridge Exam PrepInterview English

183 sentences

IELTS Speaking Part 2: Band 9 TEMPLATES - #2. PEOPLE

IELTS PrepCambridge Exam PrepHigh School Students

Why Practice Speaking with This Video?

Learning English with YouTube videos like this one is a game-changer for IELTS speaking practice. It gives you real, test-like scenarios where you can observe how top scorers structure their answers—something that’s hard to get from textbooks alone. The video breaks down proven frameworks that help you avoid freezing up, stay focused, and speak fluently. Whether you’re new to IELTS or aiming to boost your score, these strategies make complex questions feel manageable. Plus, practicing with the dialogue using the shadowing technique (repeating phrases aloud as you hear them) helps you mimic natural rhythm and intonation, key for sounding confident on test day.

Grammar & Expressions in Context

The video’s sample answer is packed with useful structures. Let’s break down a few:

"I personally think...": This simple phrase clearly states your opinion, a must for IELTS speaking. It’s direct and sets the tone for your answer.
"From my personal experience...": Adding a personal example makes your answer relatable and extends your speaking time—critical for higher bands. It also shows you can connect ideas to real life.
"rather than just giving...": This contrast structure ("rather than") helps you compare ideas, making your argument stronger. It’s a great way to show complexity without overcomplicating your speech.

These expressions are easy to learn and work for almost any topic, making them perfect for shadow speech practice.

Common Pronunciation Traps

Notice the pronunciation of words like "mortgage" (MOR-gij, not "mor-TAGE") and "landlord" (LAND-lord, with a clear "d" sound). The speaker also uses natural contractions, like "you're" and "it's," which make speech flow. A common trap is over-enunciating every word, but the video shows that relaxed, conversational pronunciation is key. When using the shadowing technique, focus on matching the speaker’s pace and stress—for example, emphasizing "investing" and "wasting" to highlight contrast. These small details can make a big difference in how your speech is perceived.

Grammar in this video

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

Structure	In the video
Present perfect have/has + past participle — a past action that still matters now	I've helped · I've included · we've elaborated
Relative clauses who / which + clause — extra information about a person or thing	students who were · view, which is · framework, which is
Passive voice be + past participle — the focus is on what happens, not who does it	be asked · is known · was just braided

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 →

Shadowing Practice: The 3 Speaking Tricks That Get You Band 9 - Learn English Speaking with Video

Choose a practice mode

Download App

IELTS Speaking Interview - Band 9 Example

What Makes a Band 9 Speaking Answer?

How Do I Get A Band 9 in IELTS Speaking?

Can You Fix This IELTS Speaking Answer?

IELTS Speaking Test- Perfect Band 9

69 Advanced Words (C1 + C2) to Get a Band 9

ELEVATE Your Speaking Answers With This Trick!

IELTS Speaking Test- Band 6.5

IELTS Speaking Band 6 vs Band 9 Answer

Simple vs. Advanced IELTS Speaking Words

How Do I Improve My Reading and Listening?

"What is your name?" IELTS Speaking Band 9 Answer

Band 9.0 IELTS Practice Speaking Exam

IELTS Speaking Band 5 vs. Band 9 – See the Difference!

STOP Answering IELTS Speaking Questions Like This

IELTS Speaking Test- Perfect Band 9

Band 9.0 IELTS Practice Speaking Exam [+ Free Speaking PDF]

This Is What Band 9 IELTS Speaking Actually Sounds Like [+ Free Speaking PDF]

IELTS Speaking Mock Test - Band 8 [+ Free Speaking PDF]

Shadow This Band 9 IELTS Speaking Test (Word for Word)

How to Keep Talking in English Without Getting Stuck

IELTS Speaking Test band score 7 l Amazing Candidate 2026

BAND 9 IELTS SPEAKING SECRET:THE PEEL METHOD

My 10 Best Idioms for IELTS Speaking

CELPIP Speaking Practice | Comparing and Persuading

IELTS Speaking Practice with Shadowing | Sound Fluent & Confident

The BEST Way to Improve English Speaking (with IELTS Questions)

Advanced Speaking Practice (Persuasive Techniques)

How To Speak Like The 1% Elite

CELPIP Speaking Task 4 - TIPS!

IELTS Speaking Part 2: Band 9 TEMPLATES - #2. PEOPLE

Why Practice Speaking with This Video?

Grammar & Expressions in Context

Common Pronunciation Traps

Grammar in this video

What is the Shadowing Technique?