IELTS Writing: Numbers and Pie Charts


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Study English – Series 2, Episode 17: Naturopathic Medicine

{“en”:”Hello. I’m Margot Politis. Welcome to Study English, IELTS preparation. Today on Study English, you’ll have the chance to practice your reading comprehension skills. These are important skills, not just for the IELTS reading test, but for general academic studies as well. Today, we’ll focus on the skills you need to answer the range of question types in the IELTS reading test. Let’s begin by taking a look at the text. So there’s our comprehension piece. It seems quite long. But let’s start at the beginning. Read the title. We know that the passage is about naturopathic medicine. Do you know anything about the subject? You know the word medicine, but maybe not naturopathic.

It’s OK if you don’t. You don’t need to understand every word. We can probably figure out the meaning by paying attention to the context the word is used in, or by looking closely at the parts of the word. We know that naturopathic is an adjective, because it qualifies medicine. Now, let’s break naturopathic down. The first part naturo- sounds like nature.

The ending is the suffix -ic. Do you know other words that end in -ic? How about photographic or historic? The suffix -ic means relating to or of. So we could guess that naturopathic means something like relating to nature. Then we can guess that the meaning of naturopathic medicine is something like medicine that heals in a natural way. Can you think of any words you know that might belong to this subject? How about: herbs plants health healing or disease Let’s look at the text again. After you’ve looked at the heading, look for some other clues as to what it is about.

Are there any illustrations or diagrams? What’s the layout like? All these things will help your understanding of the subject. What kind of text do you think this is? It doesn’t look like a newspaper article or an instruction manual. It’s not an advertisement or a timetable. It’s probably an article from a journal. We can tell by the style, the subject and the way it looks. Did you notice the asterisk near the end of the text? When an asterisk is used like this, extra information or explanation is given at the bottom of the page. What we’ve just done is to use the skills of previewing and predicting. We put together all the information we could about the text we are reading.

We looked for a title, a diagram or any other information set apart – like the asterisk at the end of the text. We also made some educated guesses about what is in the article, by predicting some common words we might expect to see. Previewing and predicting before you start reading can help you process information quickly, because you know what to expect. It can also help you to follow the author’s ideas better, because you’ve prepared yourself for the text before reading it. Let’s get back to the text. How is it organised? It’s divided into paragraphs. Here, we have 2 paragraphs: paragraph A and paragraph B. Usually, a reading passage would have an introductory paragraph, several body paragraphs and a conclusion. Each paragraph should have a topic sentence. The topic sentence will give the main idea or subject of a paragraph. The skill of skimming involves reading over a paragraph very quickly to get a general sense of what it is about.

When you skim a text, you just want to get a general idea of the content. You’re not trying to read every word. If you just read the first and last sentences, you can often get a good idea of the main subject of the paragraph. Let’s try with paragraph A. Naturopathic Medicine Since the earliest beginnings, every known culture has been treating disease with natural therapies. So what is the main subject of paragraph A? Well we read about: the early beginnings of cultures types of natural therapies and cultures and natural therapies Can you choose which one of these things tells us what the text is about most accurately? Number one talks about beginnings of cultures. The text is probably not about that. It’s a bit too broad to be the topic sentence. So you might think it’s number 2 – types of natural therapies. This choice is too narrow. The text is about more than just natural therapies.

It’s number 3 that covers the idea of the whole paragraph. It is about cultures and natural therapies. This is what the topic sentence is expressing. You will be tested on your understanding of main ideas, so it’s a good idea to practice matching headings to paragraphs. When you need to look for specific information, like a name, date or place, you can scan a text. When you scan, your eyes move across the page very quickly looking for specific information. You can then skip over less important words. Let’s try to scan over the text to find answers to some short answer questions. Here’s our question: The early books of which countries mention natural healing methods? We’re going to scan the text, looking for the key words. The first known medical books of China, India and Greece all mention formulas used in healing. So we can answer by writing: China, India and Greece Let’s try another short answer question. Who was the father of Western Medicine? Here are the key words. Let’s scan the text. Hippocrates is the father of Western Medicine.

You can also use these skills when you need to answer multiple-choice questions, label a diagram or complete a table. Let’s take a quick look back over the skills we’ve used today: We looked at using previewing skills to predict what the text was going to be about. We talked about looking at the title, diagrams and style of the layout for clues to what the text might be about. We practised predicting the topic and guessing vocabulary that might be in the text. Next, we practiced skimming to find the topic sentence of the paragraph. Finally, we talked about scanning for keywords. And that’s all for today, but you can try out these skills and more on the Study English website. I’ll see you next time. Bye bye.. “}

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Neuro Linguistic Programming in Brighton

Learn English Tenses: 4 ways to talk about the FUTURE

{“en”:”Hello. My name is Emma, and in today’s lesson, I’m going to teach you the four futures. Okay? A lot of you know two futures, I think. A lot of you probably know “will” and “going to”. I’m going to teach you two more futures today, and teach you how they’re different from one another. Okay? So let’s get started with the present continuous future. So the present continuous is when you have “be” verb, so “I am”, “you are”, “he is”, “she is”, “they are”, I don’t know if I said “we are”, “we are” plus the verb and “ing”. Okay? So we have “am”, the verb, “ing”. This is known as the present continuous. It’s usually one of the first things you will learn when you’re learning English.

So a lot of you know the present continuous, and you think: “Oh, present continuous, it’s taking place now.” You’re right, but we can also use it to talk about the future. We use the present continuous to talk about future that is going to happen very, very soon. So, for example, if you ask me: “Emma, what are you doing this weekend?” Well: “I’m hanging out with my friend, Josh, this weekend.” Okay? Or I might say: “I’m shopping this weekend.”, “I’m studying this weekend.” If you ask me: “What are you doing tonight?” Well, you know, I want to be a good student, so: -“I’m studying tonight. I’m studying tonight.” -“What are you doing next week?” -“Well, next week… I’m working next week.” Okay? So present continuous is very, very common for when we’re talking about the future that’s going to happen soon. Not future that’s going to happen 2,000 years from now or 50 years from now – no, no, that’s far future.

We’re talking about the future that’s going to happen in the next couple of days. Okay? So very, very soon future. We can also use the simple present to talk about the future. So, the simple present is when you take a verb and, you know, it’s in the basic form, usually you add an “s”. If it’s third-person singular, for example: “I leave”, “you leave”, “he leaves”, “she leaves”, “they leave”, “we leave”. So this is all simple present. In your classes, you probably learned we use the simple present when we talk about routine. We can also use the simple present when we’re talking about routines in the future. Okay? So, for example… And by this I mean timetables. We use this when we’re talking about a schedule event; something that is scheduled to happen in the future. So, this usually has to do with when we’re talking about transportation; trains, airplanes, we can use this tense. We can use it when we’re talking about TV shows. We can use it when we’re talking about restaurants opening and closing, or stores, when they open and close.

So we use this when we’re thinking about a schedule or a timetable. So here are some examples: “The last train leaves at 6pm today.” So 6pm hasn’t happened yet. It’s in the future, but because this is a schedule event, it’s a timetable event, it’s a schedule, we can use the simple present. Here’s another example: “The restaurant opens at 5pm today.” So this hasn’t happened yet. Right now, it is 2pm. This is going to happen in the future.

But still, I use the simple present because this is a schedule. Okay? Every day the restaurant opens at 5pm. Here’s a third example, I like watching TV, imagine I like The Big Bang Theory: “My TV show, The Big Bang Theory, starts at 4pm.” So again, it’s a routine, it’s a schedule that takes place in the future, but it’s still a schedule so we can use the simple present here. All right, so these two, even though they’re present tenses, they can be used for the future. Now let’s look at the two verbs we commonly use for the future or we commonly think of as future verbs. “Be going to” + a verb and “will”. So, “be going to” + verb: “I’m going to study.”, “I’m going to sleep.”, “You are going to watch a video.” Okay? These are examples of the “be going to” + verb future. So we use this when we’re talking about the near future. Similar to this… So it’s not a future that’s very, very far away; it’s soon, but it’s a future where we think something is going to happen, and we have evidence that something is going to happen. So, for example: “I’m going to study English next month in Canada.” This means you probably have your ticket already bought, you’re pretty sure about this.

There’s not a lot of confusion. This is almost going to happen almost certainly. So you’re pretty sure about this. “I’m going to study English next month.” Another example, imagine I watch the weather station. Okay? And the meteorologist has predicted the weather, but it’s a very good prediction because we see these clouds in the sky, there’s a lot of evidence it’s going to rain. Because there’s evidence, we could use this tense and we could say: “It’s going to rain all week.” So this is based… It’s in the near future, but it’s based on some sort of evidence. This is likely to happen, and we’re pretty sure it’s going to happen.

We have some evidence that makes us think it’s going to happen. So this is a bit different from “will”, which is one of the maybe easier futures to think about. We use “will” + a verb. For example: “I will always love you.”, “I will study hard.”, “I will do my taxes on time.” Okay? So we use “will” + a verb when we’re talking, first of all, in the far future. So this is all soon. This is very soon; whereas this, is very far. So for example: “In 50 years, everyone will speak Chinese.” We use this also when we’re not so sure about something.

This is my prediction, but I don’t have much evidence of this. I’m not very, very sure, so I will use “will” because I’m not sure; whereas if I’m very sure, there’s a lot of evidence, I know it’s going to happen, I do “be going to”. So this one, there’s not a lot of evidence, and it’s a prediction we don’t have evidence for. Another example: “Aliens will invade Earth.” Okay? In 25 years, aliens are coming, they will invade the Earth. I don’t mean to scare you. Luckily, I’m using “will”, which means I’m not really sure. If I said to you: “This week, aliens are invading the Earth”, you’d be very scared. If I said: “Aliens are going to invade the Earth. I know this. I have secret government documents.” I’d be using this, and you’d be scared, too. But with “will”, it’s “will” so you don’t have to be scared.

It might not happen. We also use “will” when we’re making promises. Okay? So if somebody ever gets down on their knee, and says: -“Emma, will you marry me?” -“I will marry you.” It means I’m promising to marry you. Okay? Or maybe I don’t really like the person, I might say: “I won’t marry you.” “Won’t” is the negative form of “will”. So I promise not to marry you. I don’t know in your culture, but in Canadian culture and many Western cultures, for New Years, we always make these resolutions. We think: “Oh…” When it’s New Years, when it’s January 1st, we make some sort of promise to our self that we’re never going to do something again, or we’re going to start doing something. We normally use “will” for these. So, for example, maybe you have had too many beers, and you’re thinking: “I don’t want to ever drink again”, you might make a promise to yourself: “I won’t drink again. I will never drink again.” Okay? Or maybe you want to stop smoking: “I will never smoke again.

I will never do this again.” Okay? Maybe your parents are angry at you because, you know, you did really bad on a test: “I promise I will work harder, I will study harder.” So these are promises. We use “will” for promise. Finally, we also use “will” for volunteering. Okay? When we want to volunteer for something, we want to offer our help. We want to help someone, we can use “will”. So, for example: -“Emma, can you clean the dishes?” -“I’ll do it.” -“Emma, can you vacuum the floor?” -“Sure. I’ll vacuum.”, “I’ll get the telephone.”, “I’ll help you with your homework.”, “I’ll help you learn English.” I’m volunteering, and so I use “I will”.

Okay? So just to recap, just to quickly go over everything: there are four futures I’m teaching you today. Present continuous can be used as the future if it’s very soon. Simple present can be used for the future if it’s a routine or schedule, something that’s like… If you look at a schedule in the future, we can use the simple present. We can use “be going to” if we’re talking about the near future and some kind of plan that… Or prediction we have evidence for. We are pretty certain it’s going to happen. And then we can use “will” and a verb for the far future for a promise or when we want to volunteer for something. Okay? So, there you have it, four futures. I invite you to come visit our website at There, you can actually practice these on our quiz. I hope you will do it soon. I hope, actually… I hope you’re doing it today or tomorrow. Okay? So until next time, take care.

I wish you the best of luck. And good day, sir.. “}

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Neuro Linguistic Programming in Brighton

Study English – Series 3, Episode 2: Writing Task Response

{“en”:”Hello, and welcome to Study English, IELTS preparation. I’m Margot Politis. Today we’ll look at the Writing Task in the essay section of both the general and academic IELTS tests. IELTS essay topics are of general interest and relate to current issues in society. You can expect to be asked about: The media, education, environment, health, communication, technology and society. Being familiar with issues in these general areas is important. Listening to English language media will help you develop a bank of ideas on topics like this. An issue in health could be about children eating too much and not exercising enough. You could be asked to discuss a statement such as: Children’s eating habits and lifestyles today are more likely to be harmful than beneficial. You should know the essay instructions. These tell you how much time you have and how much you need to write. You are instructed to spend about 40 minutes writing the essay, which has to be at least 250 words.

With practice you’ll know without counting what your 250 words look like. You will also be asked to give reasons for your answer and include any relevant examples from your knowledge or experience. This is one of the instructions, so you need to follow it. Reasons are saying why you think something is true or not. You could write: An increasing number of children are becoming obese because they are eating too much junk food. Reasons are supported by examples, like this: For example, aggressive marketing of such foods towards children is one of the contributing factors. Relevant examples are examples like this that are clearly connected to the question. Now let’s look at an essay question, and how to analyse it before you write your answer. How well you do this will help with your task response, which is one of the criteria used to assess the essay. Let’s look at a question topic. Here’s a typical statement: The ageing populations of more developed countries are going to cause social and economic problems for society in the future, especially for the younger generation.

With this is something called the question task: To what extent do you agree or disagree with this statement? The essay question is always presented in this way as a statement followed by the question task. First, let’s look at the statement. Read it carefully. The ageing populations of more developed countries are going to cause social and economic problems for society in the future, especially for the younger generation. You should ask yourself ‘who or what must I write about?’ Here, you have to say something about ageing populations, developed countries, society in the future and the younger generation. Highlight these and any other key phrases, such as ’cause social and economic problems’. Think about what these phrases mean. Thinking of synonyms or words that mean something similar can help you do this. And you will need these synonyms later in your essay. Synonyms for ageing populations are: the elderly, retired people, the aged and pensioners.

They’re the people living longer or ageing. Developed countries – refers to modern industrial societies that have to financially support retired people. Synonyms are: western countries, first world countries and advanced economies. Social and economic problems are two kinds of problems. Social problems are problems that affect people, perhaps in areas such as health and education. Economic problems are problems to do with the economy of a country and its ability to pay for the services it provides. Society in the future means the country or nation or state in the future. And the younger generation are younger people or people who work. They’re the people who are not yet part of the ageing population. So you can rephrase or paraphrase the question like this: The younger generation will experience social and economic difficulties because people are living longer. The next thing to look at is the question task: To what extent do you agree or disagree with this statement? ‘To what extent’ means by how much. Here you’re being asked to give your opinion about the statement. You might agree with it or you might think it is wrong.

It’s a good idea to reword this type of question into a ‘yes/no’ question like this: Do you agree that the younger generation will experience social and economic difficulties because people are living longer? Yes or no? You could think, yes, I agree completely or perhaps yes, I agree with some of this, but disagree with other parts of it. But keep in mind that asking how much you agree or disagree tests your ability to look at 2 sides of an issue and present a balanced argument. Even if you say yes and agree completely, you still have to look at the other side of the argument and think about why someone would disagree. You would need to write two body paragraphs in an essay of this type, one saying what you agree with and one saying what you disagree with. In the conclusion of your essay you would state your position on the topic.

Let’s look at another question. Internet access should be under government control to avoid any potential harm to children. Who or what must you write about? The internet, government and children. Now highlight other key phrases – under government control, avoid any potential harm. Let’s think of synonyms. We know what the internet is, but what other words can we use? – the net, the web, online, cyberspace.

Under government control means controlled by the government. Other words for government are the state or the administration. Potential harm means bad things that might happen. Synonyms for potential are possible or likely. And other words for harm are: damage and hurt. So we could paraphrase this statement as: The state should control access to the web to avoid possible damage to children. The same question task we looked at earlier can be used: To what extent do you agree or disagree with this statement? You are being asked for your opinion. What you need to do here is say what you think.

The state should control access to the web to avoid possible damage to children. Yes or no? Now you should think about reasons for your point of view and why you don’t agree with the opposite view. So, to recap. The way you respond to the question and the instructions is part of what you are being marked on. The examiners call it task response. Make sure you follow the instructions and write the correct number of words.

That’s all for now. Don’t forget to visit our website at: for more. I’ll see you next time on Study English.. “}

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Hypnotherapy in Brighton

Legal English Vocabulary VV 26 – Contract Law (Lesson 1) | Business English Vocabulary

{“en”:”You’re watching video vocab by business English pod dot-com in this lesson we’ll look at the key principles behind contracts and contract law if you’ve ever signed up for a mobile phone booked a hotel room or accepted a job offer you’ve made a contract and there are several key aspects of every contract beginning with the intent to make one an offer and consideration for both sides agreement on the specific elements of a contract leads to acceptance at which point the contract is legally binding to both parties of course the parties must have made truthful representations in the course of their negotiations a contract may also be threatened when one party does not fulfill its obligations which can lead to repudiation there is also a situation called frustration when a contract cannot be fulfilled for unseen reasons when two parties under contract cannot agree they may try to settle their dispute through a process of arbitration if this doesn’t work one party may attempt to sue the other in court hoping to be awarded damages in the case of a breach of contract now let’s look at the vocabulary in more detail with some definitions and examples contract to make a contract a contract is any formal agreement between people or businesses whenever we make a contract we are creating a legal relationship under John’s employment contract he gets three weeks of vacation every year intent intent having the intent to make a contract means that you actually want to make one without intent on both sides there can be no contract while tabatha wanted to make some sort of deal Ron had no intent you offer to make an offer when you propose a possible contract to a person or business you are making an offer that offer may be accepted rejected or amended and sent back as a counteroffer the company’s lawyers sent the offer to the competitors legal team consideration consideration every contract must include something of value however small for both sides this benefit or item of value is called consideration and felt that the deal didn’t include enough consideration for his party acceptance acceptance acceptance happens when both sides agree on a contract once the offer or contract is formally accepted the agreement becomes legal acceptance of a contract depends on certain facts being verified party parties to a contract the party’s in a contract are those who are agreeing to do something each party maybe a person a group of people a business or another type of organization because the two parties couldn’t agree on costs they fail to make a deal representation to make a representation anytime you make a statement of fact in a contract or in negotiating a contract you are making a representation the judge decided that oral inks representations were truthful and accurate repudiation repudiation if one party does not fulfill its obligations under a contract the result is repudiation of the contract repudiation may have consequences outlined in the contract or it may lead to a lawsuit repeated failure to pay on time led to repudiation of the contract frustration stray ssin frustration of a contract happens when the contract cannot be fulfilled for reasons beyond anyone’s control frustration is not the fault of either party frustration of the contract came about when it was found to violate trade agreements to settle a dispute when contracted parties can’t agree they have a dispute finding a solution to their disagreement is referred to as settling the dispute which they may do in or out of court it took the u.s.

And Canada years to settle their dispute over tobacco taxes arbitration to arbitrate contracted parties that have a disagreement will usually try to reach a solution out of court through arbitration wanting to avoid a costly legal battle the two companies agreed to arbitration damages to award damages if the contracted parties can’t settle their dispute through arbitration they may go to court in this case a judge may award damages usually in the form of money to the party that is able to prove their claim the judge awarded damages to the complainant after a lengthy court case now it’s your turn to practice some of the words we’ve studied in this lesson in a moment you’ll hear a series of sentences with a word replaced with a beep repeat each sentence including the missing word for example if you hear I met with the buyer in my lawyer’s office to sign the you can say I met with the buyer in my lawyer’s office to sign the contract we’ll play the correct answer after each question ready let’s give it a go we wanted to settle the out of court to save money answer we wanted to settle the dispute out of court to save money I decided to refuse there because the price wasn’t right answer I decided to refuse the offer because the price wasn’t right a contract becomes legal immediately after answer a contract becomes legal immediately after acceptance we celebrated when the judge decided to award us answer we celebrated when the judge decided to award us damages that’s all for this episode of video vocab the first in our series on contract law be sure to check out our website at nough Singlish vocabulary thanks for watching and see you again soon”}

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Hypnotherapy in Brighton

Learn English: The 2 ways to pronounce ‘THE’

{“en”:”Hello. I’m Gill from engVid, and today’s lesson is about the little word “the”, and how to say it, how to pronounce it. You might think: “What? I know how to pronounce that word”, but there are two different ways of pronouncing it, and this lesson is designed to show you how to work out which way to say it. Okay. So, the simple rule is: Before a consonant you say “thuh”, but before a vowel sound you say “thee”. So it’s either “thuh” or “thee”.

So, let me just go through some examples to show you how that works. So, before a consonant sound: “thuh”. “The banana”, “the dog”, but then we get our first exception, which is confusing because this word begins with an E which is a vowel letter, but the way it’s pronounced, it has a “ya” at the beginning: “Ya. European. European”, so we say: “Thuh European”, okay? So that’s a slight confusion to be aware of. Continuing on: “The flowers”, “the house”, “the man”, “the people”.

Another exception again because this word begins with a U, which is a vowel letter, but the actual sound when you say this sound is a “ya”, “university”, “university”. It’s not: “university”, it’s “university”. So: “thUH university”, okay? And finally: “The woman, the woman”. So that’s “the” before a consonant sound. So, let’s have a look at the other column. Before the vowel sound we say “thee”, so: “The apple”, “the elephant”, “the ice cream”, “the orange”, “the umbrella”. You can see here “umbrella” also begins with a U, just like “university”, but it’s not pronounced: “yumbrella”, it’s pronounced: “umbrella”, so: “thee umbrella, the umbrella”. Okay. And finally, here’s another funny one, it begins with an H, so you might think: “Well, that’s a consonant”, but it is actually a vowel sound because we don’t pronounce the H in this word.

You may know the word “heir”, which we had in another lesson about using “a” and “an”. The heir is usually, well, male, and the heiress, female; but often the word “heir” is used for female as well nowadays for reasons of equality. So, but: “the heiress”, “e”, so it’s an “e”, “heiress”, so that’s a vowel sound, so: “the heiress”. Okay? So that’s another one to remember, along with the “ya” sound here. So, it’s purely the way you say it which decides whether it’s “thuh” or “thee”. Okay? So now we’ll move on to a second screen, and we’ll do some sentences for you to work out how to pronounce each time the word “the” or “the” appears, so… Okay, so what I should have said at the end of the last section was the word “heir” and “heiress”, I didn’t explain what they meant. So, if you hadn’t seen the other lesson you wouldn’t… You might not know that, so “an heir” or “an heiress” is someone who inherits something, often money or property, something like that. So, okay. Right, so here is the test for you of how to pronounce the word “t-h-e”: “thuh” or “thee”, and as you can see, we have some sentences here.

And every time the word appears I’ve underlined it in red just to help you to see it. So, first sentence: “The ferry crossed the Irish Sea.” So, how would you pronounce the word there? Okay. So: “thuh” goes before a consonant sound, so “f” is a consonant, so: “Thuh fairy. The fairy crossed”, and what about this one? “I” is a vowel sound, so it’s “thee Irish Sea, the Irish Sea”. So: “The fairy crossed the Irish Sea.” Okay? Next one: “The right way is the only way.” Okay, so how would you pronounce those two? So, “r” is a consonant, so: “Thuh right way. The right way is”, “only”, that begins with an “o”, which is a vowel, “only”.

So: “thee only way. The right way is the only way.” Okay? Next one, we have three examples in this sentence, so: “The answer is at the back of the book.” So, what would you do there? “The answer, the back, the book”, so “answer” begins with “a”, which is a vowel, so it’s: “Thee answer. The answer is at”. “Back” and “book” begin with “b”, which is a consonant, so: “Thuh back of thuh book.” Okay. Next one: “The fire hasn’t reached the upper floor”. “Upper” means at the top of the building, up at the top. Okay, so: “fire” begins with an “f”, so that’s a consonant, so: “thuh fire. The fire hasn’t reached”, “upper” begins with “u” which is a vowel sound, so it’s: “thee upper floor. The fire hasn’t reached the upper floor.” Okay. Right. Next one: “The girl felt at home in the empty house.” So if you feel at home, you feel comfortable, you like your surroundings.

Okay. So: “girl” begins with “g” which is a consonant, so: “thuh girl. The girl felt at home in”, “empty” begins with “e” which is a vowel, so: “thee empty house. The girl felt at home in the empty house.” Okay. Next one: “I will join the union in the morning.” So, “union” is a… To do with your profession, for your employment rights and so on, and you pay a subscription to join. So: “I will join”, “union” begins with a “u” which is a vowel sound, so…

Ah, no, hang on. This is one of those exceptions. “Yunion”, so… I nearly caught myself out there. It’s a “ya” sound, so: “thuh union”. It’s not “thee” onion, because “onion” is a different word altogether, with an “o”, an onion is a vegetable, so this is the union. Okay, so: “I will join thuh union in”, “m” consonant, “thuh morning, the morning”. Okay. So that’s a funny little exception, there. Next one, say you’re in a big department store with lots of floors and they have escalators going up and down, and you can’t decide which department to go to first, so you’re with a friend, you might say: “Shall we take the up escalator or the down escalator?” Okay, so which one would you use? “Thuh” or “thee”? So, before “up”, “up”, letter “u” is a vowel sound, “up”, so it’s: “thee up, the up”.

“Shall we take the up escalator or”, then before “down”, “d” is a consonant, so: “thuh, the down escalator”. Okay? And then finally, here’s another one, a little exception because there’s an “h” here, which is not pronounced. So the word “honour”, “honourable”, it sounds like an “o”, we don’t pronounce the “h”, so: “It’s the honourable thing to do.” Which? Which would you use there? Okay, so: “It’s thee honourable”, this one. “…the honourable thing to do”. Okay, so I’m sure you got those all right, and we also have a quiz for you to test that a little bit further on the website,, so do go to that and try that, see how many points you can get. And see you again soon. Okay. Bye for now.. “}

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English Conversation Study in COLORADO – American English

{“en”:”In this American English pronunciation video, youu2019re going to come with me and my parents to Colorado. Youu2019ll get to see some of the natural beauty of this state, and study American English pronunciation in real life. Todayu2019s topics: How to pronounce u2018riveru2019, gorge, the noun and the verb, the idioms u2018to keep your eyes peeledu2019 and u2018keep an eye outu2019. Also, the pronunciation of u2018mooseu2019 and u2018elku2019. >> One neat feature of Colorado is the Colorado river. Now, it might not look like too much here, but this is the river that carved out the Grand Canyon in Arizona. I was lucky enough to visit the Grand Canyon on my Epic Road Trip Across America this summer. >> The word u2018riveru2019 is a two-syllable word with stress on the first syllable. DA-da. River. It begins with an R consonant.

When the R comes at the beginning of a word, the lips to make a tight circle for that, rr, and the tongue is pulled back. For me, the middle part is touching the roof of the mouth about here, rr, the tip isnu2019t touching anything. Then we have the IH vowel, so the jaw will drop just a bit and the tongue will come forward. Riv-. >> Then for the V, the bottom lip will come up and make contact with the bottom of the top front teeth. Riv-er. Then we have the schwa-R ending, so the tongue will come back into position for the R. The jaw doesnu2019t need to drop.

River, river. River. >> Weu2019ve stopped here to take a look at the Byeru2019s Gorge. A gorge is a deep, rocky ravine. And, as you can see, we have these nice, beautiful rock faces going up on either side. And I think itu2019s just beautiful. In this case, the Colorado river is whatu2019s flowing down, uh, in the middle. I suppose it is what has worn the edges of the mountains down. >> Gorge is sort of a tricky word. It starts with the G consonant, then it has the AW as in LAW, but the tongue must pull straight back for the R consonant, gor-, gor-, -ge.

And it ends with the J as in JAR consonant sound. Gorge. Itu2019s gorgeous! >> Well gorge also has the meaning of eating too much food, when you gorge out. >> Thatu2019s true. >> On a bunch of food. >> Thatu2019s true. So this is the noun gorge, and the verb gorge: stuffing your face, basically. >> Thatu2019s right. >> Yeah. >> And itu2019s sort of funny in that, in the one, gorge is hollowing out, cutting away >> Right.

>> u2026this big ravine >> Yeah. >> u2026 in the mountains, and on the other, gorge is filling up. >> Right. Stuffing! >> Way too much. >> Thatu2019s interesting. So, gorge the noun is a narrow valley, like you saw, typically with rock walls and a river or stream running through it. The verb has a completely different meaning, to eat a lot of food, to stuff yourself. The word comes from a word meaning throat. Next we drove to Rocky Mountain national park to see elk and moose. >> Okay, so keep your eyes peeled for both elk and moose. Keep your eyes peeled means to watch for something. We use it with u2018foru2019, which you know we like to reduce. Keep your eyes peeled for moose and elk. >> So keep your eyes peeled for both elk and moose. >> Dad, whatu2019s the other idiom we came up with for this? >> Uh, keep an eye out for elk and moose.

>> Yes. As we drive, weu2019ll keep an eye out for moose and elk. >> Keep an eye out for elk and moose. >> Yes. Keep an eye out is not the same thing as keep an eye on. >> No. Thatu2019s correct. >> If we had some elk here, we could keep an eye on them. But since we donu2019t have any and weu2019re looking for them, weu2019re keeping an eye out for them. Keep an eye on means to watch or pay attention to something. For example, keep an eye on the time so youu2019re not late. >> Elk has the EH as in BED vowel. A lot of jaw drop. Then the Dark L, so the back part of your tongue has to pull back, el-k. Then the K. So lift your tongue to the soft palate, and release. Elk. >> Itu2019s fun being able to get so close. Thereu2019s two here, which brings me to the point that the plural of elk is elk.

You donu2019t add an S or anything. One elk, two elk. We got lots of good views of elk. But I really wanted to see a moose. I only saw them at a distance, sitting down. We had been looking the whole day, and I was starting to think I wouldnu2019t see one. Then, just before it was dark outu2026 >> I feel very luck to be seeing my first moose. Moose is an easy pronunciation. Itu2019s the M consonant sound, the OO as in BOO vowel, and the S consonant sound. Plural, just like u2018elku2019, adds no s. Itu2019s still just moose. One moose, a herd of moose. Isnu2019t it beautiful? This is a female, so it doesnu2019t have the antlers. I hope you enjoyed this study of real life American English in the beautiful Rocky Mountain National Park.

Thatu2019s it, and thanks so much for using Rachelu2019s English.. “}

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Job Interview in English #2: Highlight your skills & experience

{“en”:”- Hi there, and welcome to Speak English with Christina, where you’ll have fun becoming fluent in American English. And welcome back for bonus lesson number two. I’m really happy to see you back for this lesson on how to win more professional opportunities in English, so let’s go ahead and dive in. First, a quick review of lesson number one in case you didn’t see it. We learned that opportunities can come anywhere, anytime, so you always must be prepared so that you avoid last-minute cramming and stress. Cramming is where you try to prepare quickly for something in a short period of time, and generally it creates stress and not very good results. We learned also how to introduce yourself in a professional way. So if you missed that lesson and you need to do this, go back and watch lesson number one. And we also saw that clear structures and simple sentences give you confidence and credibility when you’re speaking English. Now, when you do all of that, you stand out, meaning you are remarkable. People notice you compared to the other candidates or the other people that they talk to.

You become credible and convincing, even in English. This means that you get more opportunities, perhaps a better quality of life, a better salary, and just more excitement in your life because you have better opportunities. Maybe even the possibility to work in a different country if that’s what you want to do. Some people it’s work in a different country, but some people it’s get a job that is closer to their home. But doesn’t matter, you get a better opportunity. You get interesting projects, better opportunities, better career prospects. Even if you’re doing a job interview to change companies, to get a new job, or just trying to get a promotion inside your company or to be chosen for a really exciting mission, maybe in the U.S., I don’t know.

But if you’re credible with your English, you’re clear, you’re convincing, all of these opportunities become possible. And the online course Get The Job, you’re gonna get some more details about this later, but this course gives you the English that you need to get those new opportunities. Like this woman in the photo, maybe you want to go to New York, but maybe you just want to get a better job in your own country. Now, are you the right person for the job or for the mission? This is what the interviewer is asking themselves.

If I choose this person, am I making the right decision? Which means that even in English, you need to show your personality, to be yourself, to be friendly, and sometimes this isn’t easy. I learned French, and for a long time I felt like I wasn’t myself in a different language. I didn’t have as fun of a personality. It’s really frustrating, that feeling, when you’re not yourself in a different language. And in a different language, it does take extra effort to show that you’re a nice person, to show that you’re pleasant to work with, to show that you can make jokes, things like that. And your confidence level is important here. You can’t be terribly shy. You don’t have to be very talkative all the time, but you need to have confidence when you’re speaking in English. And we’re gonna help you to get a little confidence today.

But first, two secrets that I like to call secrets because a lot of people don’t know this about job interviews in the U.S. First, the recruiter expects a thank you note. And next week in fact, the regular Speak English with Christina episode is going to be all about thank you notes after an interview, so be sure to catch that. And also, surprise telephone interviews are common practice, so you always must be prepared.

What sometimes happens is the recruiter or the interview receives applications, they want to pre-screen before they choose who they meet, so they might call you, surprise, and ask you a few questions. So you want to be prepared for this and not wait until you have an appointment for an interview. Because if you’re not prepared, you might not get that appointment.

So, little hint, join this list. Go to this page on the website on the screen before Tuesday, November 7th, and you’re gonna get some extra bonuses about this coming up in the next week or so. So, go there, sign up, get the bonuses, and get the job. Now, if you don’t know me, let me introduce myself. I’m Christina. I’m an English coach since 2004, and I coach students around the world online, in France, Italy, Brazil, Taiwan, Japan. I really love my job. I love helping people become more confident and more fluent in English, and that’s why I created Speak English with Christina TV. And today there are more than 80,000 Speak English Ambassadors, these are my students, who are learning English with me. So it’s a really fantastic community of learners, and I encourage you to go to and see what it’s all about and join us if you like it. Now, solid structures make you more convincing and easy to understand when you’re speaking English, especially when you’re talking about yourself and your experience.

And one super useful structure, it’s the S.T.A.R. structure. It stands for situation, tasks, action or approach, and the result. And we’re gonna see how you can apply this structure in different situations. The situation at the beginning, this is the context of your story. Then the task is the challenge that you faced. The action is what you did to overcome that challenge. And the result is, well, the result or the lesson that you learned from the task and the action. And you can use this in a lot of different situations that we’re gonna look at later, but first we’re going to look at one specific situation at a networking event, and someone starts a question with “Have you ever?” Like, “Have you ever used Agile “to manage any of your projects?” Because maybe they want to find out if you would be a good person to work with and they want to know about your experience with this.

So you start with the situation. “Yeah, I have. “It was in my last job. “I was working on a software development project.” Okay, context. Then the task. “And we needed to find a way to streamline everything “and distribute the work more evenly to project members.” Then action, what you did. “So, with our team, we decided to try out Agile. “We even did special training in Agile “so we could be sure to do it right.” And the result.

“And it was really helpful. “Our project went a lot more smoothly, “the work was better distributed, “and we could keep track of our progress better. “I really liked the approach.” So you see how those structures help you to be clearer, easier to understand. And what’s good about the S.T.A.R. structure is that it’s very flexible. You don’t have an answer to memorize, because that doesn’t work, but you have a flexible structure with strategies to answer similar questions in different contexts more easily, which boosts your confidence, boosts your fluency, and makes it easier for you to get more opportunities. Here’s a few examples in a job interview. “Tell me about a time “when you had to face a difficult situation.” Use the S.T.A.R. structure. For example, the situation. “I was supposed to have training before beginning a new job, “but finally I didn’t have the training.

“It wasn’t easy because my team was almost completely new “and had no experience at the company. “They didn’t know the company’s processes, and me neither.” Okay, there’s your context. Your task. “I had to teach myself the process “because no one trained me. “I had to adapt myself to the situation “and find solutions to learn the process quickly. “I also had to stay credible in the eyes of my team. “And this was important for me as a new manager.” So your action, what you did. “Each day, I studied the process “in the company documentation. “I spent a lot of time doing this, “but finally I succeeded in learning everything “to feel comfortable in my new position.” And the result. “So, thanks to my persistence, I overcame this difficulty “and could teach the process to my team. “We advanced without waiting for the training, “which finally happened three months later.

“But because we were all familiar with it, “the training was quick and easy for the entire team.” So, that’s one very common job interview question, but here are some other questions where you could use the S.T.A.R. structure for different contexts. In a job interview, “Tell me about a time “when you had to handle an unhappy customer. “What did you do?” At a networking event, “What’s the most interesting project “that you’ve worked on?” Or at a meeting, “Patrick,” or whatever, “Patrick, you’ve had experience with this.

“Why don’t you tell us what you did? “Maybe that can help us find some ideas for solutions.” So, like I said, this is a very versatile, practical, useful structure in a lot of different contexts, and it will help you sound clear, credible, convincing, and structured. Now, this is also part of the Get The Job course. You actually have a completely module on how to structure answers to questions like this. And here’s what one past student said. “Christina’s program,” the Get The Job course, “helped me so much. “She’s very oriented professional life, “with a modern approach. “At the end of the program, I felt more prepared “for a job interview in English and I was comfortable “with answering questions about my experience.” So Muriel saw this change, and you can see this change as well, and the Get The Job course is going to help you make that change.

Now, last time we had some hesitations, and I want to address those, because they are important. If you’re thinking, “I can find resources on the internet for this.” Yes, you can, yeah, but you’ll lose time searching for them, selecting the resources. There’s no structure, there’s no guidance. You don’t know if what you’re finding, if it’s good or not, because there’s so much out there. So, yes, you can, but you’re gonna lose time that would be better spent preparing and improving your English. Like I said, take the energy and use it to improve the way that you present yourself, the way that you defend your profile. It’s a better use of your time. And as we say in English, time is money, so use your time wisely.

For example, with the Get The Job course, which accelerates your process, because everything is chosen, everything is structured. You just have to do the work to increase your chance of success. “I can’t memorize answers by heart.” I totally agree with you. Life is not memorized answers by heart. And the course doesn’t give you answers to memorize, no. It gives you a step-by-step guide to create your own answers in correct English. So it includes grammar, vocabulary, and the system to guide you to create your own answers so that you learn to talk about your experience, your skills, and your strengths in a natural way that shows that you are the right person for job or the project.

And maybe you’re thinking, “I need to practice with someone.” I agree. I’m a big fan of practicing to learn to speak English. And there are also opportunities for speaking practice in the course with a special coaching option. But if you want to learn about these opportunities, you have to join the list at the address on the screen before Tuesday, November 7th so that you get your invitation to join the course and to join those speaking opportunities as well. Now, a little preview in lesson number three. Next time, you’re gonna see some tips from a international recruiter on what to do and what not to do to succeed in an interview. It’s not so easy to pronounce, that one. You’ll also see how to conclude your interview or networking discussion positively, which is very important, and how to increase your chances that the other person remembers you as motivated, easy to work with, and someone that they want to follow up with for the next step in the process, whatever that is.

Now, I have a question for you. What is the most difficult thing for you about selling or promoting your profile in English? What are the things that you’re worried about when you do this? Tell me in the comments below, because I can make some lessons about it to help you with those things. And I would love to read your stories about this. All right, so that’s it for bonus lesson number two. Bonus lesson number three is coming in a few days, so be sure to come back and check for that. And of course go and get your bonuses and join the list to get your invitation to join the Get The Job course before November 7th. All right, you guys, I’m Christina, and I’ll see you next time.. “}

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English Lesson 2 – What’s this? School English. | Learn English for kids with Gogo.

{“en”:”What’s this? Look, Gogo! What’s this? It’s a box! Open it please, Gogo. What’s this? It’s a plate. What’s this? It’s a bowl. This is a knife. This is a fork. Gogo! Look! A shark! What’s this? It’s water. Hello! Watch new Gogo lessons with Erick and Nicole. Click here. Page 9. Unit 2. What’s this? Conversation. Listen and look. Page 10. Vocabulary. Listen and say. Page 10. Target. Listen and say. Page 11. Practice 1. Listen and number. Number 1. Number 2. Number 3. Number 4. Page 11. Practice 2. Your turn! Listen and answer. Page 12. Chant. Listen and chant. Book, pen, desk, chair. Page 12.

Activity 1. Listen say and circle. Page 14. Alphabet. Number 1. Listen, point and say. Page 14. Number 2. Listen and chant. Duck, egg, fish. Page 6. Unit 2. What;s this? Number 1. Listen and circle. Page 9. Number 3. Listen to the chant and mark. Page 7. Point to the picture and say the word. Page 8. Point to the words that start with letter c. Now point to the words that start with letter d. Now, point to the words that start with letter c. Let’s do coloring pages. D Duck. Diver. Dog. E Eraser. Elephant. Eagle. F Fish. Fan. Flamingo. Book Skype English classes for children at WWW.ELICLASS.COM. “}

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Intonation in Long Sentences – English Pronunciation with JenniferESL

{“en”:”In this lesson, we’ll focus on intonation patterns within longer sentences. Like the one I just said about boots. [title] My model sentences are getting longer now, so I’m using thought groups or intonation groups. Remember what those are? Sometimes our sentences begin with a longer thought. It could be a phrase or a whole clause (with a subject and a verb). We can use low-rise intonation to signal that we’re not done yet.

There’s more information that we’d like to add. There’s more than one intonation pattern we can use in longer sentences. – Either in that first thought group or a middle thought group. So I’ll share a second. It involves dropping our voice and then rising again. Some call it a fall-rise intonation pattern. We can use this fall-rise in many of the same places as the low-rise. You try. Let’s practice the fall-rise intonation pattern. Repeat after me. So what’s the difference between the low-rise and and the fall-rise? I don’t believe there’s a significant difference. Both patterns end with a rise, and that signals incompletion. You’re not done with your thought.

There’s more coming. Here’s where I think there could be a difference. Stating lists. Listen and compare. I have one pair of sneakers, a few pairs of boots, two pairs of sandals, and…several pairs of dress shoes. I have one pair of sneakers, a few pairs of boots, two pairs of sandals, and several pairs of dress shoes. When I used low-rise intonation the first time, I needed time to think. My statement sounded more hesitant, less certain. The second time I used fall-rise intonation. It sounded more certain. Perhaps even more authoritative. See if you can understand the difference when I count. First, I’ll use a low-rise.

1…2…3…4…5. Now I’ll try a fall-rise. 1, 2, 3, 4, 5, and 6. Sounds more certain. I can make it even more certain and perhaps authoritative if I use that “angry parent” voice. 1, 2, 3, 4… Do you see how the meaning…and the expression changes? We can even put these two intonation patterns together in the same sentence. I did this at the beginning of the video when I said, …and then I add on. We might also use a fall-rise when we need to pause because we’re hesitating to add on. To finish our thought. We know what we’re going to say, but perhaps what we’re going to say is surprising or disappointing in some way. You’ll hear statements like, You could try, but it may not work. They’re good, but expensive. Let’s put everything together. We’ll read a short text. I’ll mark the thought groups, show the focus words, and also show where we rise and fall. If you want, I’ll tell you where I got these leather boots. Do you want to know? I got them in Texas. That’s all for now. Thanks for watching and happy studies.. “}

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