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DAN GORDON
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00:00Lely, can you hear me?
00:08Thanks, I'm very good. So, we're gonna study today the grammar aspects related to was and were going to, which is a grammar function that we use to talk about plans that we couldn't complete in the past, you know, things that we could actually regret of not doing.
00:26So, we're gonna work on that. So, we have was and were going to to express plans from the past. Remember to have your notebook available so that you can take notes and if you have any questions, please do it so I can explain to you in detail and so we're gonna begin with these grammar aspects of this lesson.
00:48So, what is past with going to? So, while be plus going to, which is the grammatical structure here to structure these type of statements, is more commonly used to talk about the future in English.
01:03It can also be used to express intentions or plans in the past. That's the main function or the main description that we have here. So, despite the fact that we generally use going to to talk about the future, it could also be used to talk about the simple past, you know, about the simple past, about plans that we were about to do, that we were going to do.
01:28But for some reason or for some reason or for some other situation, we couldn't complete or we couldn't achieve or we couldn't do. So, that's the main aspect that we have there.
01:41So, in this case, specifically, it is used to talk about a plan or intention that did not happen or come true. Yesterday, we were studying a little bit of the indefinite pronouns. As you remember, these type of pronouns are very useful, so we will continue checking more examples about them so that we can clarify about the possible options that we have and that we can do with them, as they are very useful.
02:10So, you know, all of the different pronouns categories that we have, you know, all of the different pronouns categories that we have are very useful to describe different aspects related to English and to people and to situations or to objects even.
02:23But, in this case, today, we are going to focus on the past form of using going to, which is very useful because we are really used to always make function of going to or to always use going to by doing the future, you know, the future context.
02:45For example, when we say, for example, when we say, I am going to buy a new desk next month. So, this is future, future plans with going to, with going to, but the advantage here is that this structure can be used in the past and that's what we are going to see today.
03:07So that we can see today, so that we can see how it is used and how we have it. For example, here we have a picture. We have a picture in which we have a man that apparently is trying to fix his car or is getting some issues or some problems with his car and he is rather confused and stressed and probably anxious.
03:33And he is thinking about another possible situation here. That he is having a dream with a girl, with his woman, perhaps she could be his sister or his couple or his co-worker, we don't know.
03:50But apparently this event that he is experiencing with his car, but apparently this event that he is experiencing with a car, conflictuated the other event, you know, made problems with the other event, so perhaps he wasn't able to be on time and so on, you know.
04:07So, in this case, the grammar rule, the grammar rule, it's going to be, you know, the subject, then we have was and where, plus going to, then the verb and the complements.
04:23So, this is going to be a rule here, so that we can describe this. Let me set this in green. This is going to be for the affirmative, obviously.
04:36This is going to be for the affirmative here, so that we can describe it properly.
04:44So, for example, here we can have a series of examples. Let's say that this man is called David or Henry or Steve, you know, so we're going to use Henry in this case.
04:58So, Henry is really upset and stressed today because he was going to, in this case, we have the structure of this best form of going to, which is the one that we need and the one to which we have to, to which we must pay attention to.
05:18So, he was going to have a date with Lauren. Let me rearrange here my devices today because he was going to have a date with Lauren, with the woman that we have on the picture, for example, and we can add further information.
05:48So, that we can have, we can be clear on what the context is about. It's about to have a date with Lauren and due to the problems, due to the problems with his car, we might not be able to be there on time, right?
06:07So, that we have, so that we have a nice example here related to the picture, related to the picture that we have here, which is Henry struggling a little bit with his car and that he is thinking here of a possible situation or of a possible meeting or event that he had arranged with these women, right?
06:35So, so, so that's the description here. So, as we can see here, this man, Henry, is really upset and stressed today because he was going to have a date.
06:51So, so that's the events or the situation that he had agreed with these women, right? So, he was going to have a date with Lauren and due to the problems with his car, he might not be able to be there on time, you know?
07:10So, so that's, so that's how we are doing. Welcome today, Alondra. Here we are studying was going to, was and were going to, to express situations related to the past. If you have any questions, let me know.
07:23So, so in this case, let me know. So, in this case, let me know. So, in this case, we have another example here. For instance, we're going to simplify a little bit more the statement that we have here, which is, Henry was going to have an important job appointment and he is late due to the problems,
07:43due to the problems with his car. So, that's another, another example here, which is mainly the same as the previous one, but a little bit more simplified than what we usually have.
08:01So, that's, that's according to the picture that we have here. Perhaps this woman, she might as well be his boss at the office or at the company and there are,
08:13having a job appointment, having a job appointment. So, that's what the example is about. Henry was going to have an important job appointment. That was, that was what, uh, it had been pre-established, you know?
08:30And, for some reason, basically for the problems that he's having with his car, he may not be able to attend that appointment. So, that's another, another example here.
08:41So, for example, we are going to make some other instance, some other statements here. For instance, we can say,
08:49I was going to go to the bank when I received a phone call. I was going to go to the bank when I received a phone call, we can say, from the office. So, the intention, in this case, the context is that the agent is going to go to the bank.
09:03So, the intention that I had established at the beginning in order to go to the bank suddenly changed for another event or because of another event, you know?
09:31So, that's, that's the context that we're trying to describe and that we're trying to explain here according to how to use was going to, you know?
09:41I was going to go to the bank. I had already decided to go to the bank. However, I received a phone call from the office or when I received a phone call from the office that interrupted me from doing what I actually had planned to do at the beginning.
09:57So, that's mainly the context. So, the secondary events. So, the secondary events actually interrupted me from doing the first event that I had already planned.
10:15You see? So, this is, this is like a very good tool that we have to express all of these functions related to this grammar function that mainly is used in the future but it could also be used in the simple past by adding once where and going to, right?
10:33So, good evening everyone. So, here we are explaining the functions of was, where and going to. Do you have any questions?
10:40Okay, so we continue there. So, the intention, I was going to go to the bank when I received a phone call from the office. Remember that this could actually be easily mistaken for the past continuous because in the past continuous we tend to use a similar structure.
11:00For example, I was going to go to the bank when I suddenly witnessed an accident. So, this is, we have to be very careful here and we have to be clear on adding the secondary verb in infinitive in order to express the purpose of our main verb that we have in the statement.
11:15So, in this case, for instance, for instance, if we say I was going to the bank when I suddenly witnessed an accident on the first avenue, for instance, right?
11:30So, in this case, even though the structure is quite similar, we have to clarify here that the main statement that we are writing here as a secondary option is based on the past continuous tense, you know?
11:44On the past continuous tense. So, even though it looks similar, it is completely different, right? In the second one, we are describing consecutively action that is occurring, that is taking place in the course of activities that we're doing, in the course of the situations that we're doing.
12:03So, for the reason it says, I was going to the bank, I was driving or I was walking or I was going towards the bank when I suddenly witnessed an accident on the first avenue. So, witness it in the simple pass, you know? The complementary statement is in simple pass.
12:23But, the one that matters here is the first one, but the one that matters here is the first one, which is, I was going to the bank, so I was going. That's progressive, you know? So, the secondary event interrupted the first action that was taking place in this case.
12:39So, this is past continuous tense. It is completely different from this. And, how do we see the difference? How can we be aware of what the difference is? Well, in the first case, we have that we are adding a secondary verb as a purpose of the main structure.
12:56So, in this case, so in this case, so in this case, I was going to go. So, the infinitive, the infinitive by adding, we're gonna write here by simply adding the infinitive to the main structure, which is, was going to, tells you, tells you that, you're describing, you're describing an action that you have done.
13:26It depends from the past, but that you had to change, that you had to change for other reasons, you know? So, that's, that's a good example of describing it here, and to differentiate it from the secondary, from the second example.
13:45So, in this case, so in this case, in the first example, we're using, the V was going to, was going to structure, to express, and events in past that didn't, that didn't conclude, you know? So, that's, that's, or that didn't have a conclusion. That's the explanation here.
14:10So, as you can see, the difference is very minimal, but you can notice it, right? The second one, it's completely in the progressive course of the action, whereas in the main example, we're adding a secondary verb to express a purpose to it, to the main action, which is, or to the main structure, which is, I was going to go to the bank when I received a phone call from the office, right? So, that's, that's what it is here.
14:39So, then we have, for example, remember that, in this case, the word suddenly, the word suddenly, and that's related to our vocabulary, suddenly, it's an adverb to describe the amazement or surprise that you could experience out of something that you didn't expect.
15:04So, that's what it, that's what it means, you know? So, remember that, in this case, it's an adverb, as most of the words that end with a, with a suffix, ly, most of those are adverbs, you know?
15:16So, so, so, so, so, so, so, so that's the point, so, so, so, so, so, let's make another example here, we're gonna write, I was going to attempt a meeting at the bank when, when I was called
15:37to provide information to a new client.
15:47So I was going to attend a meeting at the bank
15:49when I was called to provide information to a new client.
15:57So the secondary structure that we have here
15:59is related to the causatives and to the passive voice,
16:02which is a grammatical structure that we will study in the future
16:05in the last few weeks that we have ahead.
16:10But in this case, I was going to attend.
16:12It means that you had planned to attend something in particular.
16:17You were going to attend.
16:18You were going to do something.
16:20But due to another event,
16:23so another important issue that required your attention,
16:27you couldn't succeed on completing the first action
16:31that you had planned on doing.
16:33So that's another example there.
16:36So remember to always follow me on the pronunciation.
16:41That's rather important so that you can practice a little bit more.
16:45So we're going to practice here in our pronunciation.
16:49Alondra, repeat after me.
16:50Alondra is really upset and stressed today
16:53because he was going to have a date with Laurent
16:56and due to the problems with his car,
16:59he might not be able to be there on time.
17:10Alondra, are you there?
17:11Alondra, can you hear me?
17:21Alondra, can you hear me?
17:42Alondra, can you hear me?
17:44Alondra, can you hear me?
17:49Okay, so who else cannot hear me?
17:55My internet is failing.
17:57My internet is not working, you may say.
17:59Okay, so Adele, help me out with the pronunciation here.
18:03Henry is really upset and stressed today because he was going to have a date with Lauren and
18:08due to her problems with his car, he may not be able to be there on time.
18:14He may not be able, he may not be able to, continuously, he may not be able to be there
18:37on time.
18:38Do not hesitate, do not make pauses.
18:41Try to be sure and secure and confident in your pronunciation, do not make, like, stubborn
18:49pauses or insecure phrases.
18:52He might not be able, no, listen to me, listen to me, all continuously, you have to pronounce
19:00continuously, you have to remember how to link the words properly, how to link the phrases,
19:06so in this case we have, he might not be able to be there on time, repeats.
19:19He might not be.
19:21That's good, well that's better, it's important to practice there.
19:28That's good.
19:29So as we can see here, once and we're going to, it's going to serve us, it's going to help
19:34us to describe these plans that we actually had the intention to complete at the beginning,
19:42but for some reason we couldn't, right?
19:44So in this case, for instance, if we make a plural example in which we may want to use
19:50a where, right, so we're going to like to make another plural example here, for example, let's
20:00say Robert and Paul were going to play baseball these weekends, this weekend, however, Robert
20:11may not be able to, as he's got an important appointment at the dentist, you know?
20:24So Robert and Paul were going to play baseball this weekend, however, Robert may not be able
20:30to, as he's got an important appointment at the dentist.
20:34So whenever you have these services, like medical services, like the dentist, the doctor,
20:42or any other medical service that you may want to refer to, you might as well use it,
20:48you know, because it's a specific location and a specific purpose for which you are going
20:54to that place to talk about your health and, well, to attend a specific problem that you
21:02may be having, you know, or that you may be struggling with, so that's another example.
21:08So in this case, we also have the negative, you know, the negative possibilities here,
21:13just remember that in this case for the grammar, we have subject plus was and were, going to,
21:23so in this case we add not, right, plus going to, then the verb, and then the complement
21:30here.
21:32So there we have it, so we have subject was where, plus not, plus going to, plus suburb,
21:37and our complement, so in this case, for instance, we could actually say that she was going,
21:45she was going to, she was not going to teach an Spanish lesson today, she was not going
21:57to teach an Spanish lesson today, however, one of the teachers, one of the teachers,
22:04one of the teachers got, one of the teachers got sick, and she was, she was cold, she was
22:13needed, or she was required, we have different options to describe when you are required to
22:19be, a present at your job, for instance, one of the teachers got sick, and she was required
22:26to cover a class, you know, or to supply a class, so that we have, so she was not going
22:34to teach an Spanish lesson today, however, one of the teachers got sick, and she was required
22:40to cover a class just for today, you know, but she was not going to, however, the plan changed,
22:47so the context is that the plan had changed due to an unexpected event that this woman had,
23:00you see, so that's mainly how it works, right, so we're going to write an important description
23:09here that could actually provide you with further information and more insight on how this actually
23:18works, so we have was and were going to, you know, describe, this describes here a past intention
23:27or a plan that did not happen, so we have, we have to be very attentive here and very cautious
23:35on how we actually want to describe the plans that we, that we had in our minds to actually
23:43complete, but for some reason we couldn't, right, so in this case, followed by a base verb, that
23:51these are usually followed by base verbs, so for instance, we have, I was going to call you,
23:58but I forgot, but I forgot, but I forgot it, or I forgot it completely, you know, or but
24:06I totally forgot, another useful expression to replace I totally forgot is to say it totally
24:16slipped off my mind, it totally slipped off my mind, you know, so that's another way in which
24:24you can express, I totally forgot, in a more native and a more advanced English aspects of
24:29your vocabulary, right, so that's, that's, that's how we do it, so explains Ms. Colts, you know,
24:39so for example, another instance here would be, for example, they were going to get married,
24:46they were going to get married, but they called it off, you know, but they called it off, so
24:53what does this mean, what does this mean, so it means that the couple wasn't ready to get
25:00married, or they had certain issues, or they had some discussions, or some disagreements,
25:06and that's the main cause for which they decided to cancel the wedding, you know, so the context
25:12context is that they actually decided to cancel the wedding, you see, so that's, that's what
25:19it is, so in this case the structure can also be used for past predictions, you know, the,
25:25let's add a further note here, the structure, the structure can also be used for past predictions
25:35that did not occur, for instance, such as, let's say for example, in this case, I knew you were
25:47going to be successful, I knew you were going, I knew you were going to be successful, I knew
25:56you were going to be successful, I knew you were going to be successful, so this is something
26:06that I knew, and that eventually happened, or, as the description above said, for past predictions,
26:12that this, that did not occur, for example, we could say, I knew that an earthquake, and that an earthquake was not going to occur,
26:25this year, so that's a prediction that I did, and that eventually did not occur, you know, so I knew that an earthquake was not going to occur this year, so we knew, we knew that you were not going to be, let's say, the first place in the competition, right, so that's another example there, that's another example in this,
26:54example, in this case, in this case, we can actually explain that it's past prediction, that in the first, in the first place, we could have inferred for some other aspects, or for some other information that we could actually have in our mind, or in our knowledge, but it's related to something that it did not occur, you know, so we knew that you were not going to be the first place in the competition,
27:20or that you were not going to be the first place in the competition, or that you were not going to be the first place in the competition, that's why we didn't buy the medals, you know, and that's why we didn't prepare a party for you, right, for example, and, well, that's another instance here,
27:37instance here, let's say, she was, she realized, so we can also use realize, not only know or name, you know, she realized that she, she was not going to, she was not going to be elected as the president of her community,
28:05right, so she realized, right, so she realized that she was not going to be elected as the president of her community, as there was another candidate, as there was another candidate, who actually had a better project, for example, right, so as you can see, there are plenty of examples here, to complete here, so what else do we have?
28:31what else do we have? For example, we also have the question, you know, interrogative statements, so for the interrogative statements, we have to place the birth to be in the first place,
28:46you know, the past conjugation of the birth to be in the first place, before the main subject that you have, so in this case, you have was and where, you know, then you have,
28:54then you have the subject, then you have the subject, you know, and then we have the structure, the classical, the useful structure here, which is going to, which is the main, the main tool that we have here to, to complete our grammar expression,
29:15so, then we have the question, so, then we have the verb, the compliment, and of course, our question mark, which is always necessary, you know, in questions, you can also use this symbol, it could also be used in English, it's not very common, but it's useful too,
29:32it's mostly common when you want to emphasize, when you want to emphasize a question, or when you want to give more attention to a question that you have written in a description,
29:44or in a novel, or in the dialogue between two characters, you know, that's a main function for the opening question mark, you know,
29:52but, yeah, commonly in English, you can, you can make all your questions by simply adding the last one, you know, which is a great advantage, you can put it in Spanish,
30:04so, there we have it, right, so, in the interrogative statements, we have this rule,
30:13and we can make certain examples, for instance, was he going to get married with Susie,
30:22was he going to get married with Susan?
30:28So, in this case, well, you can actually add, as well, was he going to get married to Susan, because the objective of your intention,
30:38in this case, your action to get married to someone, goes directed, or goes, the objective is the other person,
30:45so, that's why you add to, you can also use with, you know, but with, it could be ambiguous, you know,
30:51with, the meaning could be a little bit more ambiguous, as it could also describe that you are getting married
30:56at the same time, at the same time of that, at the same time of that person will, you know,
31:07so, that's why it's marketing to use two here, he was going to get married to Susan.
31:14Was he going to get married to Susan, and how do we answer this?
31:26We can actually say, yes, he was, unfortunately, that's a difficult word to write,
31:36unfortunately, they had some disagreements before the actual wedding, for example,
31:49so, as you can see here, the answer is, for example, because you continue using, yes, he was, you know,
31:55so, that's, that's the aspect we'd, uh, interrogative, right, so, let's make, uh, another example here,
32:02were they going to work in the garage these weekends?
32:09So, no, they weren't, they have mentioned they were rather, rather busy to work these weekends,
32:20as they had already planned to go to watch, uh, soccer match at the stadium, you know,
32:32it's always useful that you can make new examples, uh, that you can describe, uh, as much as you can,
32:39so, in that way, you may not get lost, you know, so, that's necessary,
32:46and you can understand, and to have better control of these, uh, grammatical structures,
32:53so, what else do we have here, uh, let's make a couple more of examples here,
32:58uh, were you, were you going to, to work with your classmates,
33:05to complete the final project, you know,
33:12so, what answer could we actually add here, for instance, we could say,
33:18no, I wasn't, in fact, the teacher led me to work on my own,
33:25we had a simple comma there, you see, so, that's, that's good,
33:33so, were you going, were you going to, to go out, for dinner, with your family, with your family last night,
33:46were you going to go out, for dinner, with your family last night,
33:52remember that you could also be plural, you know, you could actually refer,
33:55to a single person, or, to a group of people, because you, it could also be plural,
34:02so, were you going, to go out, for dinner, with your family last night,
34:07so, this answer, could also work, not only with,
34:13no, I wasn't, but also, it could be possible with,
34:18no, we weren't, as, we, do not, we are not clear, on the context,
34:26how many people, we are referring to, you know, we could be actually talking,
34:32or, we could be actually having a conversation, where, with two or more people, you know, so,
34:37where are you going, to go out, for dinner, with your family last night,
34:42no, we weren't, no, we weren't,
34:46we were, we were going to go, we were going to go bowling,
34:53bowling is like, to play, bowling, you know, that's really common,
34:58so, no, we weren't, we were going to go bowling,
35:10though, my sister felt, quite sick,
35:16so, we had, to postpone it,
35:20you know, to postpone it,
35:22so, that's, uh, another example,
35:26you see, were you going, to go out, for dinner, with your family last night,
35:30no, we weren't, we're gonna go bowling,
35:33though, my sister felt, quite sick, so, we had to postpone it,
35:36that's another example,
35:38what else can we say, for example,
35:40what's she going,
35:42what's she going, to rehearse,
35:45what's she going, to rehearse, before,
35:48the play,
35:49so, that's the point,
35:52so, Nathalie, do you remember,
35:53what's the meaning of the verb, rehearse,
35:56how would you describe, to rehearse,
36:00do you know,
36:01a play, or what,
36:20a work,
36:25what do you mean, by a work,
36:26you mean, like, work, like,
36:33W-O-R-K,
36:34like, a work,
36:36uh, no,
36:38no, work is, it's a verb,
36:40you know, it's not a noun,
36:41so, rehearse,
36:43rehearse is, as you mentioned,
36:45you know, to practice,
36:46but, uh, referring to a more, uh,
36:49artistic discipline,
36:50that's what it means,
36:52so, was she going, to rehearse,
36:53before the play,
36:55so,
36:56you can actually add a work,
37:00but, as a complementary verb,
37:02as a complementary action,
37:03but not work as a noun,
37:05because you do not rehearse work,
37:08I mean, that's not possible,
37:09you rehearse,
37:10you rehearse for a play,
37:13you rehearse for an exposition,
37:15you rehearse for,
37:17a dancing lesson,
37:19I don't know,
37:20you rehearse for,
37:21uh, for a conference,
37:25you know,
37:26those are the events,
37:27where you can actually rehearse,
37:29but, uh,
37:30where you can actually rehearse for,
37:32but not for work,
37:33you know,
37:34for work now,
37:35that's not possible,
37:36so,
37:36was she going to rehearse,
37:38before the play,
37:38remember that the play,
37:40the play is not the verb,
37:41in this case,
37:42in this case,
37:42the play is referring to,
37:44play refers to a group of people
37:48performing on a scenario
37:53for an audience,
37:56you know,
37:59that's,
38:00that's what play means,
38:01in this case,
38:02you know,
38:02in this case,
38:03it's a noun,
38:03so,
38:04in this case,
38:04we're using it as,
38:06you know,
38:06not as a verb,
38:08so,
38:08refers to a group of people
38:09performing in a scenario
38:10for an audience,
38:12what,
38:12uh,
38:13what,
38:13what,
38:14what a couple of actors,
38:15what a bunch of actors,
38:16would do,
38:18uh,
38:18as acting,
38:20you know,
38:20in a theater,
38:22in particular,
38:22so,
38:23that's the point,
38:24so,
38:24was she going to rehearse,
38:26before the play,
38:27no,
38:27she wasn't,
38:29no,
38:30she wasn't,
38:31she was going to rest,
38:33for a couple hours,
38:35for a couple hours,
38:39however,
38:40however,
38:42her sister asked her,
38:45asked her,
38:46for help,
38:49in order,
38:50to complete,
38:52her homework,
38:53that's the context,
38:56you know,
38:57was she going to rehearse,
38:58before the play,
38:59no,
39:00she wasn't,
39:00she was going to rest,
39:01for a couple hours,
39:03however,
39:03her sister asked her,
39:05for help,
39:06in order to complete,
39:07her homework,
39:08so,
39:08those are the questions,
39:09you know,
39:10so,
39:10for example,
39:11why was she going,
39:14to help,
39:15her sister,
39:15to complete,
39:17her homework,
39:18we can actually,
39:20create more questions,
39:21based on the previous information,
39:22that we already have,
39:23so,
39:24why was she going,
39:24to help her sister,
39:26to complete,
39:27her homework,
39:28why was she,
39:28so in this case,
39:30we are asking,
39:30for a reason,
39:31and that's,
39:32an excellent tool,
39:33because,
39:33we are at,
39:35we can ask,
39:36other,
39:37wh words,
39:39for example,
39:40why,
39:40where,
39:41what,
39:42how,
39:43for instance,
39:45you know,
39:45so in this case,
39:46we are adding,
39:47why,
39:47so that means,
39:48that,
39:49in our answer,
39:50we have to,
39:51elaborate a little bit more,
39:53before we can actually,
39:54proceed to adding,
39:55further details,
39:56to our answer,
39:57you know,
39:57so that means that,
39:58in this case,
39:59when we have,
39:59why was she going,
40:00to help her sister,
40:01to complete her homework,
40:03we can actually answer,
40:04she was,
40:05going to help her,
40:06we can not answer here,
40:09yes I was,
40:09or yes she was,
40:10or no she wasn't,
40:11because it's not possible,
40:13in this case,
40:14we are being asked,
40:15to add,
40:16further information,
40:17so she was going,
40:18to help her,
40:20as she saw,
40:22that her sister,
40:23was struggling,
40:25with it,
40:26you know,
40:27she was going to help her,
40:28as she saw,
40:28that her sister,
40:29was struggling with it,
40:30so that's,
40:31the context,
40:32that we're adding,
40:33right,
40:33so we're going to practice,
40:34a little bit,
40:35our pronunciation here,
40:36we're going to go,
40:37all the way up,
40:39and we have here,
40:40Henry is really upset,
40:42and stressed today,
40:43because he was going,
40:44to have a date,
40:45with Laurent,
40:46and due to the problems,
40:47with his car,
40:48he may not be able,
40:48to be there on time,
40:50so,
40:51that we have,
40:51Adele,
40:52repeat after me please,
40:54Henry is really upset,
40:55and stressed today,
40:57because he was going,
40:58to have a date,
40:58with Laurent,
40:59and due to the problems,
41:00with his car,
41:01he may not be able,
41:02to be there on time,
41:03try to link,
41:04the words,
41:05as better as you can, you know?
41:23Okay, you have to shorten this expression.
41:26He was gonna have a date.
41:28No, he was gonna.
41:35He was gonna have a date.
41:37He was gonna have a date.
41:39He was gonna have a date with Lauren.
41:45Altogether, he was gonna have a date with Lauren.
41:53It's complicated.
41:54You have to work on it.
41:55You have to practice because you need to learn.
41:58How to connect.
41:59Because if you don't know how to connect,
42:02the step that will require to get more fluency
42:06is gonna be, it's gonna take some time, you know?
42:10So you have to repeat more times
42:13so that you can succeed, right?
42:16So that's the idea.
42:19In the example number two we have,
42:21Henry was gonna have an important job appointment
42:23and he's delayed due to the problems with his car, you know?
42:26So, Carlos, repeat number two, please.
42:37No?
42:38Okay, well, remember that it's important
42:40that you can check your microphone before entering the class
42:43because, well, it's necessary for the fluency of the class, you know?
42:48If you don't have your microphone,
42:50then I cannot warranty you
42:52that you can improve your linguistics and your pronunciation
42:56because if I don't hear you, if I don't listen to you,
43:01obviously I cannot correct you
43:04and I cannot show you or explain you
43:07what are the aspects that you have to improve, right?
43:10So it's important that you check your microphone
43:13before entering to class.
43:16So, Nathalie, number two, please.
43:18Henry was gonna have an important job appointment
43:21and he's delayed due to the problems with his car.
43:24Okay, that sounds great, excellent, very good.
43:40You see?
43:41So it's really simple as we have here, you know?
43:44So that's a little bit of our pronunciation that we have here
43:47and that's the points that we have with going to.
43:51So we had some other questions,
43:54some other questions that we can emphasize,
43:57that we can emphasize a lot better.
44:00For example,
44:03going to was in where questions.
44:10For example, in this case,
44:13if we have what were you going?
44:17to do after class.
44:20What were you going to do after class?
44:22So in this case,
44:24if you compare it to the going to structure
44:27that we generally use in the future,
44:30you know,
44:31in the future we generally say
44:32what are you going to do after class?
44:35You know, like this.
44:41Like that, you know?
44:42That would be the future.
44:44However, in the past,
44:46well, we simply change the verb to be for where.
44:50But we have to be clear that
44:52this is used to describe
44:56a past plan, you know?
44:59So we have to be clear on that
45:00because sometimes there are certain confusions
45:04and we end up saying that
45:06we end up saying something
45:08that is not logical, you know?
45:11So for example,
45:13what time?
45:14What time were you going to go to bed last night?
45:20What time were you going to go to bed last night?
45:22And I could actually say
45:24I was going to go to bed
45:27before 11.
45:33Let's say, for example,
45:34at 10.30.
45:3710.30 actually.
45:38What time were you going to go to bed last night?
45:40That's my bed time.
45:43My bed time, you know?
45:44That's my bed time.
45:46Bed time is the time
45:48or the hour
45:49in which you go to sleep, you know?
45:51So these structures
45:53are really important
45:54because they will provide you
45:55to have more fluency,
45:58to have more control
45:59on your English
46:00and to be able to
46:02have more possibilities.
46:04Remember that
46:05as much as you master these structures,
46:08not only affirmative, negative, or questions,
46:10you will be able to have more interactions
46:12and more fluency
46:14in the conversations
46:15that you can actually experience
46:17in the professional or academical world
46:19that you are getting ready to face, you know?
46:23So it's really necessary.
46:25And not to mention that
46:26these are basic questions
46:28that you will require
46:29in the Cambridge interview.
46:32Remember that
46:33before we had a chance
46:34to watch a little bit
46:36of what a Cambridge interview is,
46:39you know?
46:39If you remember
46:41some of the details
46:44that we watched
46:45in a certain video
46:46where there were actually
46:48two students,
46:49there were actually two students
46:51talking about
46:52different topics
46:55in their Cambridge evaluation
46:56and they had to make
46:59they had to make
47:02like,
47:05questions and answers
47:07to their
47:09to their classmate
47:13in order for the conversation
47:15to flow.
47:16You know,
47:17in order for the conversation
47:18to flow.
47:19So that's
47:20that's an important detail
47:21because
47:22that is going to be
47:23a tool
47:23that will give you
47:25the chances
47:25to have
47:27more logical interactions
47:29and to feel
47:30more confidence
47:31to feel more confidence
47:34or to feel
47:35confident
47:36with yourselves
47:37and with your English
47:38at the moment of
47:39speaking
47:40and
47:41making
47:43questions
47:43to other people,
47:45you know?
47:46And that is going to be
47:47that's going to give you
47:48more secureness
47:49and confidence
47:50at the moment
47:50of the interview
47:51because you will be
47:52like,
47:54you will be more
47:54in control
47:55before your
47:57before your
48:00actual interview
48:00or in the course
48:01of your
48:03actual interview.
48:05You know?
48:06So in this case,
48:08for example,
48:09we have
48:09Cambridge Interviews 1.
48:15Let me see,
48:16we have a
48:17B2 example here
48:18so that we can
48:19we can see
48:21that
48:21this one is good
48:22this one is good
48:23because it's not
48:24as advanced
48:25as the first
48:26one that we saw
48:27so this is a B2
48:28you know,
48:29this is a B2 level
48:30so let's check it out
48:32a little bit
48:32let me
48:33let me provide you
48:37with the recording
48:38here
48:39so that we can
48:42check it out
48:43and Google Meet
48:52perfect
48:52so you may not
48:54listen to me
48:55for a couple seconds
48:56but you will be able
48:57to listen to the video
48:58so let's do it
48:59and then we can
49:01cook
49:16and this is my colleague Jill Budgie and your names are my name is Victoria Bessie my name
49:38is Edward Blanco can I have your mark sheets please thank you where are you from Victoria
49:52I'm from Germany I'm from the north coast of Germany and it's very nice there because I
49:58have lived close to the sea and Edward where are you from I'm from Peru I live in the capital Lima
50:06is near the coast first we'd like to know something about you Victoria how do you
50:14like to spend your evenings in Germany I like to go to my horse and now I go to the gym or do
50:23something else or spend time with my friends and Edward tell us about a festival or celebration
50:31in Peru well in Peru there is a lot of festival there is one called mistura it's about food it's
50:41because in Peru we have a lot of very different kind of foods so all that is better chefs and
50:48plates goes there and there is a big festival Lima like a bit Victoria do you use the internet much
50:56at home not really but now I'm in England so I used to Skype very often and to go yeah and look
51:07films at the internet or listen to music more because I have more free time now yeah Edward tell
51:13us about a film you really like well I really like cars and action so maybe fast furious this was quite
51:27interesting for me in the last one six I find it really good because there is a quite expensive cars
51:35the things I like thank you in this part of the test I'm going to give each of you two photographs
51:45I'd like you to talk about your photographs on your own for about a minute and also to answer a short
51:53question about your partner's photographs Victoria it's your turn first here are your photographs they
52:02show people who are helping other people in different situations I'd like you to compare the photographs
52:09and say how important it is to help people in these situations okay all right yeah in the first picture
52:17I see a sportsman I'm a footballer and somebody I think he has a cramp or something like this and
52:24somebody helps him and the second picture there's a policeman and the lady I think she asked for the
52:31direction because she is confusing in the city he's new or a tourist I think both are very important
52:40persons because one has in the first picture he has pain and the second picture she is she needs help as well so
52:52we can see a little bit of what a conversation what an interview you know level two is you know we can
53:06see a little bit of what an interview on level two is and what are the linguistic patterns that are being
53:12used and that sometimes that well they they struggle a little bit to make certain descriptions or there are
53:20some grammar errors that they say for example when this woman said there are two persons in and generally
53:28you say there are two people right so so the word persons also exists but it's used in a different
53:36context in which is more related to communities and civilizations or groups you know but not in the daily in the
53:46daily life vocabulary that we tend to use so in the daily life you may what you might as well use person for singular and
53:54people for plural you know but those are minor mistakes are very common to see in B1 and B2 level but with practice can be corrected and
54:02eventually you get the fluency that you actually are aiming for and that you actually are required for your job or for your
54:09professional or your academic life right so that we have a little bit with this conversation we will continue
54:15studying this topic tomorrow and a little bit more of these conversational details so do you have any questions for today
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