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00:00of creating examples, you know, in terms of creating examples so that we can, that we can
00:07take advantage of this structure, you know, if you have any questions, let me know. So that's the
00:14point, good evening everyone. So then we have the negative, the negative rule here, we're going to
00:21begin with this, then we continue with the video that we were watching last night about the Cambridge
00:26interview that we had featuring two students related to the B2 level, which was really
00:32interesting to watch so that we can see what are the kind of expressions that are commonly
00:35used in the Cambridge expression and that may, that might be of good use for you, you know,
00:42in your interview. So in this case, in the negative, we have the subject plus was and where, then
00:51not and going to, verb plus the complement, and in the questions, we actually have the
01:00was and where in the first place, then the subject, then the subject, going to and the verb and
01:12complement and the question mark. So those are the two rules, remember that we also have
01:16the negative questions, you know, negative interrogative. So in the negative interrogative,
01:21it's mostly common to use wasn't or words, wasn't or where, plus the subject, then we have going to,
01:29plus verb, plus the complement and question mark. You know, so all of these rules are necessary for you
01:37to have in your notebook or, I don't know, in a poster or whatever you want to put them, but it is really
01:46important that you have them at hand so that you may never forget about these, you know, so we're gonna,
01:54we're gonna share this scheme right here in our group. So there you have it, you know, so you have to study
02:03those rules, you have to memorize them, you have to practice them, and you have to learn how to use them
02:08properly, so that's, that's what, what is the, the, the assignment for you, you know, that's the activity
02:15that you have. So in this case, remember that we can also add, in order to make more detailed questions,
02:25words, you might always add an interrogative, an interrogative pronoun, such as the following ones,
02:34for example, what, where, why, when, how, which. You know, there we are, Alondra, good evening,
02:51welcome to the class, here we continue studying our grammar structures related to was and were going
02:58to, so as to express past plans, you know, we're gonna practice today a little bit about this so
03:04that you can get a grip on this structure, you know, which is mainly necessary to, to express the past
03:13situations, you know, the past plans, that, that didn't succeed, but that didn't success here.
03:20So in this case, we have interrogative pronouns, for example, what, where, why, when, how, which, what's the other one, who, right, for example,
03:40who is really practical to use, because you can create, who were you going to invite to your birthday party,
03:47were you going to invite your cousins from New Jersey, for example, weren't you going, weren't you going to invite your aunt Sarah, your aunt Sarah too,
04:05your aunt Sarah too, there are so many examples that you can create, you can even combine it with the auxiliary,
04:10for example, didn't you say, didn't you say that you were going to invite your classmates from elementary school to the party, you see,
04:24you see, so there are so many possibilities that you have to learn how to create and how to use simultaneously, you know, effortlessly,
04:34so that's, that's the required practice, that's, this is what you will need in the Cambridge interview, to know how to improvise,
04:42to know how to make examples consecutively, progressively, and without hesitation, so that you may feel more comfortable in your interview, you know, so that's, that's necessary.
04:54So do you have any questions with any of these rules?
04:57Do you have any questions with any of these rules?
05:04No.
05:05Okay.
05:06So that's the point, so we're going to practice today, we need to make an idea that, that connects logically with the context.
05:18that you have in the statements.
05:34So for example, in number one we have blank space, you know, this is where you have to complete the idea,
05:41and the context of the idea is, but then, but then I remembered, but then I remembered that he speaks, that he speaks English quite well.
05:57So in this case you have to create a statement using was and were going to, so as to make sense with the rest of the context.
06:04You don't have more than ten seconds to create it, you know, you have to improvise really quick.
06:09So go on, Arely, start with the first one, go on.
06:16I was going to the school?
06:22No.
06:23No, I was going to the school, that's past progressive, that's past progressive, and it looks very similar, you know, because you said,
06:29I was going to school, I was going to school.
06:33Yeah, yeah, sorry.
06:34No, listen to me.
06:35No, listen to me.
06:36In this case, you forgot here to add the verb, because you don't have a secondary action that expresses the purpose of the main auxiliary.
06:44So in this case, even though it looks really similar, you are missing something, and that case is the verb, because in this case, if you say, I was going, I was going to school, I was going to work, I was going to school, I was going to work, I was going abroad, for example, you know, I was going abroad.
07:09This is past progressive, you know, past progressive, and the difference with using this structure is that, in was going to, you need to add a secondary verb, to express the purpose of the main auxiliary, which is in this case, going to, you know.
07:26So in this case, you are missing something, I was going to, you need a verb, right there.
07:31So what is the verb that you are going to use?
07:34Call?
07:35Sorry?
07:36Can't?
07:37What do you mean?
07:38Um, talk me.
07:39Complete the statement, I don't understand, please get closer to your microphone.
07:41Get closer to your microphone, and repeat please, with a good intonation, because I don't understand what you are trying to say at any time.
07:46Sorry, I am speaking, I don't know, oh, you don't know, ok, so I told you that, you have 10 seconds, as a limit, you know, 10 seconds, because the idea is that you know, that you use your mind to improvise, and you can't do it.
08:04Oh, you don't know. Okay, so I told you that you have 10 seconds as a limit, you know, 10 seconds, because the idea is that you know that you use your mind to improvise as fast and efficiently as you can, you know, so in this case, the example could be, I was going to take a taxi, for example, I was going to take a taxi to school.
08:30So, that's a possible statement, but we have the problem that it doesn't connect properly with the context, because it doesn't make a logical statement, because you say, I was going to take a taxi to school, but the compliment is, but then I remember that he speaks English quite well, so the context is not logical, you know, context is not logical.
08:52So, we need to find, for a statement, that creates logic with the rest of the idea. Do you understand?
09:04Yes.
09:04Okay, so that's what we need. So, Alondra, give me an example here, of an idea, I was going to, or you were going to, or he was going to, whatever pronoun that you want to use, but try to make the idea logical, and, uh, try to make the idea logical, and that connects properly with the context.
09:25Don't worry, I hope that you get better soon. So, what do you think, Alondra, what could be a possible idea here?
09:45Alondra, can you hear me?
09:49Yes, it is.
09:50Okay, do you understand the activity?
09:54Yes.
09:55So, what do you think?
10:00Um, if they complete the sentences with the context, no?
10:08Something like that? Weren't you paying attention? Where were you? Watching TV, or what?
10:17No, I'm paying attention.
10:18Okay.
10:19Okay, so give me an example that connects logically with the context, you know? Please.
10:24Eh, do you send it? Do you send it?
10:28Uh-huh, number one.
10:29Um...
10:35In this case, in number one, you have to use, you have to use the structure going to, you know?
10:40I, yes.
10:41I was going to study.
10:45Study?
10:45Mm-hmm.
10:46I was going to study.
10:50English?
10:51Mm-hmm, but...
10:56No, that's good. You know, that's good. That's a good statement. But the problem is that this idea does not make sense with the rest of the statement.
11:05Because what is telling you? What does the rest of the statement say? Can you read?
11:10Mm-hmm, I was going to study English, but then I remembered that I speak English with the one.
11:19Quite. Quite well.
11:20Quite.
11:21So...
11:22In this case, the context is different, you know? So...
11:25Yes.
11:26The idea that you have here is good. It's a good example. It's correctly written. It's perfect. But the problem is that it doesn't have coherence with the rest of the statement. It's like, for example, if I say...
11:39If I say, for example, if I say, I was... I was going to make... to make pizza, and then you say, but then I remembered... I remembered that I was in class, you know?
11:53So that doesn't make... that doesn't make sense, because one... in one example you're saying that you were going to make food, you were going to make a meal or lunch, in this case pizza, but in the rest of the context you're saying that...
12:08You were in class, you know? Which doesn't make sense at all. So in this case, the most appropriate way to complete this would be...
12:17I was going to answer... to answer my phone call... or I was going to answer a phone call that I received on my phone, but then I remembered that I was in class, you know?
12:29And when you're in class, you're not supposed... or you're not supposed to be allowed to answer phone calls, you know? Or... or... or new phone calls that you could receive on your phone, you know?
12:39So that... that context makes logic. Or for example, if you say, I was going to... I was going to... let's say...
12:49I was going to... I was going to... watch... I was going to... let's say...
13:02I was going to call... my brother... I was going to call my brother... to decide what to eat, but then I remembered that I was in class.
13:15And again, in class, you are not allowed to use a cell phone, you know? In theory, you know? Theoretically. But... but that's another example.
13:25I was going to call my brother to decide what to eat this afternoon together. Perhaps we have agreed on meeting us... or on meeting each other at a mall to eat something, for example.
13:37But I remembered that I was in class and I'm not allowed to use my cell phone in class, you know? So... or I was going to fall asleep, but then I remembered that I was in class, you know?
13:49So that's another example that... that makes logic. So... in these ideas, you have to make...
13:55Could be I was going to study English alone, but then I remembered that I speak English quite well. Quite, quite well.
14:05Okay, but what would be the intention of interrupting your English session just because somebody else speaks English quite well, you know?
14:13I mean, that doesn't make sense. I mean, you study for the sake of it. You study because you need it.
14:18You don't study because of other people, you know? I mean, that's... that's the point that I'm telling you.
14:22You know, to make a statement that... that makes sense. I mean, you can say... of course the example works because you're using the correct...
14:30the correct function in the grammar. But you need to think in a logical example that connects properly with the rest of the context.
14:38Because if you say, I was going to study English, but then I remembered that he speaks English quite well.
14:44So, you know, so what... what are you... what are your intentions on expressing this?
14:48That... that is not necessary to study because somebody else speaks well, you know?
14:54So it doesn't make much of a sense. So... so what are we gonna do here?
15:00In this case, the idea is to be, you know, creative but logical as well, you know, which is what we need in our...
15:10in our Cambridge interview, right?
15:14Okay.
15:16Okay.
15:26Just think about an hypothetical situation, you know?
15:32Okay.
15:40How's it going?
15:42Okay.
15:52So that's... time's up, you know? That's... that's too long.
15:55That's too much time to think and an idea, so you just need to come up with a... with a simple example, you know?
16:02I mean, those were like 15... 15, 16 seconds in which you were thinking what to say.
16:09And that's the problem.
16:10In an English conversation, and most especially in a Cambridge interview or in a job interview, you have to think fast.
16:18You have to come up with examples, you have to come up with the required expressions that the other person is requiring from you.
16:25Because, of course, in a job interview, you won't have much time to think much of your answers.
16:31Actually, you have to prepare your answers before going to that job interview because you will have to provide as much and as precise information as possible to that interviewer so that you may have higher chances to be hired.
16:43So that's necessary, you know? That's necessary.
16:48So in this case, for example, when you say, I was... I remember that he speaks English quite well.
16:55I was going to hire a tour guide, for example.
16:59I was going to hire a tour guide that speaks English, but then I remember that he speaks English quite well.
17:07And who are we referring with he?
17:09Well, it could be somebody else, for example.
17:11I remember that my brother speaks English quite well.
17:14So we may not need a tour guide that guide us through a country or that guide us through a particular culture because my brother already knows how to speak English properly.
17:24So you see? So that example makes logic.
17:27So another example.
17:28I was going to use my translator, but I remembered that my brother speaks English quite well.
17:49So there you have another example.
17:51Or I was going... I was going to... let's make...
17:57I was going to consult... consult my dictionary to know the meaning of these words.
18:08But then I remembered that... let's say that my parents speak English quite well.
18:18So I could better ask to them.
18:21You know, I could better ask to them.
18:24So that's another example.
18:26You know, so you need the practice to create.
18:29You need a practice to create.
18:32You need a practice to invent.
18:34Right?
18:35Because if we are not creative, we may be stopped in the middle of the conversation and we don't want that.
18:41You know, we don't want that.
18:42You know, we don't want that because that may be a problem.
18:45That may be a serious problem in a conversation.
18:48So that we want... we don't want that.
18:51Yeah.
18:52So that's the point.
18:53So in this case, we're going to make another example here.
18:55We're going to make a couple of examples here so that you can... you can see how it is.
19:01You can see how it works.
19:03And these examples may help you to practice and to improvise a little bit more.
19:09Let me see if we are recording.
19:12And then we continue watching the video that we were watching yesterday.
19:17Right?
19:18We watched rather interesting.
19:19So for example, in this case we have...
19:21But I lost...
19:22But I lost...
19:23But I lost my bank card.
19:26So what possible...
19:28Um...
19:29What possible contexts could we add to this statement?
19:34Well, when I lost my bank card is...
19:37Is...
19:38Is...
19:39That we are expressing a serious problem.
19:40A serious issue there.
19:42So we might as well say...
19:44For instance, um...
19:46Let's say...
19:48I...
19:49I...
19:50I was going...
19:51You know...
19:52We have to add...
19:53I was going to...
19:54I was going to...
19:55Uh...
19:56Withdraw...
19:57I was going to withdraw...
19:58Money...
19:59From the ADM...
20:01But I lost my bank card.
20:03You know...
20:04So you see?
20:05My bank...
20:06So the ADM is the automatic teller machine.
20:08That's the...
20:09The common machine that you usually access to whenever you go to a bank and you put...
20:14Your credit code...
20:15Your credit code...
20:16Into it...
20:17So you can get cash from it.
20:19That's what an ATM is.
20:20You know...
20:21ADM is...
20:22Automatic...
20:23Teller machine.
20:24You know...
20:25Which is...
20:26The cashier...
20:27The automatic cashier...
20:28That gives you the cash...
20:29Whenever you go to the bank...
20:31So that you can...
20:32Buy some stuff...
20:33You know...
20:34In the market or something...
20:35Without the necessity of having a credit card.
20:37So that's good.
20:39So that's the point.
20:40You know...
20:41That's an ADM...
20:42An automatic teller machine.
20:43Here we are...
20:44You see?
20:45So as we...
20:46As we can see...
20:47It's...
20:48Like really...
20:49Practical here.
20:50So I was going to withdraw money from the ADM...
20:51But I lost my bank card.
20:52Or you can actually make as well...
20:53I was going to transfer...
20:54Some money...
20:55To your...
20:56Account.
20:57Or you can say...
20:58To your...
20:59To your...
21:00Uh...
21:01Brothers...
21:02To your brothers...
21:03But...
21:04I lost my bank card.
21:05That's why I couldn't.
21:06You know...
21:07That's why...
21:08I couldn't.
21:09That's why...
21:10I couldn't.
21:11Or I wasn't able to.
21:12You know...
21:13So...
21:14I was going to withdraw money from the ADM...
21:16But I lost my bank card.
21:18That's why I couldn't.
21:19You know...
21:20That's why...
21:21I couldn't.
21:22able to, you know, so that's another example. So, remember that before the Cambridge interview
21:30it's really important that you practice this because in the interview you will be provided
21:34with some pictures, with some pictures related to random, to random topics, for example,
21:40let's say, for example, let's say that in the Cambridge interview they may show you like
21:53a picture like this. Let me see. What can we see here? Let me find a good picture.
22:10Let me find a good picture here. So you could actually be provided with a picture as the
22:18following one, which is, which is this one, you know, like this picture. And you need
22:24to be prepared to describe this picture because it's what can you see on the picture, you know,
22:30you're going to be asked what can you see on the picture, what's, what do you see, what's
22:35the main problem that is presented here. So you can say, well, I can see that there's
22:40a landscape which is very, completely drought, you know, completely drought, it is waterless,
22:46it's completely dehydrated, the soil is rather exposed to the sun and for that reason it may
22:53be completely gapped and drought, you know. So you have to know how to describe this. So
23:02it is a serious problem that we're having these days as we are going through a difficult
23:07process of challenging the global warming issue. And this is a very common, it's a very
23:15common problem not only in Africa or in southern Asia, but also it's becoming a constant problem
23:21in European countries such as Spain, Portugal, France or even England, you know. England has
23:28been through some droughts recently where they have had scarce water and didn't have enough
23:33water to provide to their citizens. In order to, in order to improve some inventions that could
23:41actually fight back against this, this problem, we have Israel. Israel have created, Israel has created
23:54a machine that provides water, you know, that is extracted from the ocean and that that water
24:00in fact can be purified. So that could be a solution. But still not many countries have access to that
24:07technology. So we have to wait. What are the improvements or the plans that the United Nations
24:15and the United Nations and the United States or Israel are going to make against this problem to help other
24:23problems, to help other countries, you know. So that's an example of how you can provide information
24:31based on that picture. So we need to be prepared for that. And the way to be prepared for that
24:36is to practice in a written format, as we're doing here, in order to make as many creative ideas as possible.
24:47It's like what we saw in the interview yesterday, you know. What we saw in the interview yesterday,
24:55we saw that there were two people talking about different topics and the interviewer provided different
24:59pictures to discuss and actually people, uh, the students that, that they were presenting their,
25:07their Cambridge and so on, they were actually interacting with those questions and they were
25:13making a conversation and they were providing more, more questions and more ideas to, like to follow
25:19the conversation, you know. So we, we've got to practice that. That's important. So in this case,
25:24that's number three. I was going to withdraw some money or I was going to withdraw money
25:29from the ADM, but I lost my bank card. I was going to transfer some money to your brother's account,
25:35but I lost my bank card. That's why I couldn't. So what about more? We can make more ideas. I was going,
25:43I was going to invest in your, uh, new project online, but I lost, but I lost my bank card. So I couldn't,
25:56I couldn't, I couldn't complete the transaction, for example, you know. So you can make different
26:04possibilities using the same idea, but you have to practice. If you don't practice, it's going to be
26:10quite difficult. So let's see example number four. We have, but no one wanted to buy it. For example,
26:20we can say, uh, I was going to sell, I was going to sell my old wardrobe in the garage sale. The garage,
26:38garage. Give me one second, I have the, this thing of the orthography activated, so we have to change it to
26:49English. There we have it, okay. So I was going to sell my old wardrobe in the garage, in the garage sale,
27:06but no one wanted to buy it. I was going to offer, I was going to offer, uh, some old stuff, some old stuff
27:21that I used to have in the attic, but once I took it out, once I took it out, no one wanted to buy it.
27:33You see, the same context, the same idea, but you're changing the, uh, you're changing the, uh, the context.
27:44Do you have any questions?
28:02Hello, can you hear me?
28:06Yes, um, I don't have...
28:11You don't have what?
28:14Sorry, I don't have questions.
28:17Uh, no, you don't say it that way. I mean, when you say, do you have any questions? You say,
28:22no, I don't. You know, it's not necessary to repeat the whole phrase. No, I don't, or I don't have questions
28:29related to this topic, you know? Remember to answer properly, because the problems that you have
28:36with the English, the problems that you have with English, come from the basics, yeah?
28:48Because you have a lack of knowledge and a lack of practice in the basic structures,
28:54you know, so be conscious about that, because remember that whenever you are asked that question
29:01where do or does, it is not necessary that you complete the whole phrase. You just simply add
29:08the short answer, and then you can add further context. For example, whenever you are asked,
29:14do you have any questions? Do you have any questions? The most common answer could be,
29:20no, I don't. No, I don't. But if you repeat everything, no, I don't have questions.
29:29No, I don't have questions. You are repeating the whole phrase, you know, which is not necessary.
29:35So that's what the auxiliary is for, you know? No, I don't. After the period,
29:39if you want to add something else, you can do so, and that's very useful, you know? That's very useful,
29:45and that's very polite, if you actually add something else, if you actually add other information
29:49to the main, to the main question. For example, do you have any questions? No, I don't. I understood,
29:57I understood, I understood everything. Or for example, no, I don't. However, however, the last sentence,
30:10the last sentence was quite confusing. I'd like to see another example, you know? So you can,
30:19you can add more information related to the topic, but making it logical, you know? Making it logical,
30:26making it like, in a good grammatical structure. So you need to practice that, because without grammar,
30:34without grammar, it's very difficult, because grammar are the rules, grammar are the basics,
30:40the foundation of your English, you know? The basic structure of what you have as English,
30:45and so is vocabulary. But if you have vocabulary, but you don't have grammar, it's going to be really
30:51difficult to use it. The same, uh, in the opposite way, if you have your grammar, but you don't have
30:58vocabulary, you have the rules, you have the structure, but you don't have the words to take
31:02advantage from them, you know? So that's, that's, that's important. So you need to review, you need to
31:08check your basics, you need to study your basics, because I see that most of the problems that you
31:16have at the moment of expressing an idea comes from the basics, you know? And we can go back,
31:22that's not a problem, we can go back to, to study basics, but the thing is that we're not here to
31:28study the basics, you know? We are, uh, with four weeks ahead, right? We are with four weeks ahead,
31:36five or four weeks ahead, to our Cambridge exam, to our Cambridge evaluation, you know? So we need to,
31:43to take action, to take real action on using our English actively and creatively,
31:49so that we can be, uh, prepared enough for our interview, you know? Which is going to be similar
31:56to the one that we watch on the video. Not exactly the same, but similar, you know? Not exactly the
32:01same, but similar. Because in the video, it was face to face. In, in your case, that's not going to be a
32:08problem, because in your case, you're going to do, um, online, you know? You're going to do your online
32:15evaluation based on the Cambridge Linguist Skill, or what? What's the name of the exam? Linguist Skill,
32:21right? Linguist Skill. The Linguist Skill, uh, the possibility that it has is that you can actually divide
32:26that exam in two parts, you know? You can actually take, uh, written and, uh, spoken English, and then you can
32:33continue with listening and, uh, and, uh, reading. You know? You can divide the skills, like, uh, if I'm
32:40not mistaken, you can take two skills at the beginning, and then you can take the other two skills,
32:45uh, in the period of a week or two weeks, you know? So that's the advantage of taking the Linguist Skills.
32:51Uh, or you can decide, uh, you can decide to take the four abilities at once, which is what I recommend,
32:59because that's a lot easier. You concentrate a lot more, you are more focused, you are more, uh, um,
33:07like, uh, determined to complete the four skills at once, and that's, and that's rather useful, you know?
33:14That's rather useful, that's a lot better, in my opinion, but it will be up to you to decide
33:19which, uh, evaluation to take. So, in, whenever you, when you have an online interview, just remember that
33:27you, you need to have your microphone completely checked, because in your exam, in your exam,
33:35there's not going to be a second chance, you know? So, if your microphone is not working, that could actually
33:42be a problem to take your exam, and especially because it's expensive, you know? I don't, I don't remember
33:48exactly how much it costs, but I think it's about, uh, it's about, uh, 2,000, you know? 2,000 or, uh, 1,800,
33:58or 1,800, you know? I think that's the cost of the exam, so you need to be, uh, to be ready with your
34:05microphone, so that you may not waste your money, uh, in a senseless way, you know? So, that's, that's important.
34:15So, we're going to see example number five here, and then we continue watching the video, so that we
34:22can see what are the expressions that are being used in the, uh, interactions, you know, in the
34:27interactions that, between the interviewer and the, uh, students, so that we can discuss a little bit
34:34what were the details that you watched in the video. As you may remember, from what we actually
34:42watched yesterday, we, uh, we had a chance to see that, that the interviewer, the interviewer
34:49didn't ask, uh, many times, you know? I mean, she made a single question, and she continued from there,
34:56you know? She didn't give, like, uh, like a second chance, right? I, I don't know if you were able to
35:01see that, but that's like, uh, like the focus that, uh, that the Cambridge, uh, has, you know? But,
35:08that's why it is, uh, necessary to be, uh, to be, uh, totally focused, right?
35:18So, that's, that's the point, you know? So, it's,
35:20it's, it's necessary there. So, we're going to make right here, what do we have?
35:35For example, if we say, we have the blank space, and then, but then I realized that it was too
35:46difficult. So, let's think, I mean, if you, if you don't know how to come up with ideas,
35:53think on basic concepts. For example, you can say, sports, math, cooking, uh, what else? Languages,
36:02right? So, we, we have four concepts right here. So, you can think fast in four concepts,
36:07and you can come up with an idea, taking those four concepts as a basis, so as to create the main
36:14statement. So, for example, you have, I was, I was going to, uh, join to a basketball, to a basketball
36:23team, but then I realized that it was too difficult, you know? So, that's, that's an example number one.
36:29You can create others. For example, I was going, I was going to sign up,
36:36I was going to sign up, I was going to sign up for a math and calculus, math and calculus course,
36:49and calculus course, and then the context, but then I realized that it was too difficult,
36:54or for example, I was going, I was going to, uh, learn how to cook Asian recipes,
37:03Asian recipes, or Asian dishes, or Asian foods, you know? But then I realized that it was too
37:11difficult. Languages, I was going to enter to a Chinese, to a Chinese language course,
37:20but then I realized that it was too difficult. So, you see, you can create different possibilities.
37:25So, you have to be creative, you have to use your creativity, you have to be, uh, spontaneous,
37:31you know? That's the word, that's the word that I was looking for. You, in English, you have to be
37:35spontaneous, because a conversation, that's how a conversation is, you know? In a conversation,
37:41you don't have always time to take out your phone and to consult your chat GPT or the translator,
37:46you know, whatsoever, but you have to think fast. You have to use your foundations, you have to take
37:53advantage of the tools that you already have, and the tools that you have acquired throughout your
37:59starting process, so as to use them in a proper conversation, and to be open to adapt that tool
38:09to different conversations that you may have, because you can also experience informal conversations,
38:14not only formal, not everything is going to be formal. So, you also got to be prepared for the
38:20informal conversations that you may experience with a friend or on the streets, you know, or online.
38:27So, all of those aspects are necessary, you know? And how do we boost this, you know? The way to boost
38:35or to enhance these abilities is by reading, you know? Reading, writing, and speaking. You have to
38:43do it daily, right? So, that's the last example. That's the last example that we have for today. So,
38:50let's watch a little bit more of the video related to the Cambridge interview that we were, that we were
38:58studying yesterday. Let's check it out. So, we have this, and uh, where are we? B2. Actually, if you,
39:10if you were able to watch on this video, there were two students. If I'm not mistaken, the guy was from
39:17Latin American country, right? Or, well, I don't remember exactly. And the girl was from the Netherlands.
39:24So, we can, we can see a little bit. Here we go.
39:27Oh, that's in, in Spanish. Oh my god.
39:37...persons, um, for the, um, people in Egypt. Thank you.
39:54In this part of the test, I'm going to give each of you two photographs.
39:59I'd like you to talk about your photographs on your own for about a minute,
40:04and also to answer a short question about your partner's photographs.
40:10Victoria, it's your turn first. Here are your photographs. They show people who are helping
40:17other people in different situations. I'd like you to compare the photographs and say how important it is
40:25to help people in these situations. Okay. All right? Yeah. Um, in the first picture, I see a sportsman,
40:33um, a footballer, um, and somebody, I think he has a cramp or something like this, and somebody helps him.
40:39In the second picture, there's a policeman. Um, the lady, I think, um, she asks, um, for the direction because
40:45she's confusing in the city, she's new or a tourist. Um, I think both are very important persons because, um,
40:56one has, um, in the first picture, he has pain, and the second picture, she is, um,
41:03she needs help as well. So, I think that, uh, both very important persons, um, for the, um, people in each situation.
41:15Um, I think I would prefer to help, um, people who make some sports because I'm like sports,
41:25and it's really interesting to see, um, other people, and I...
41:29Thank you. Edward, do you find it easy to ask for help when you have a problem?
41:37Yes, uh, I have an experience in London. I was looking for a hostel, and I asked an ambulance,
41:46for some, uh, special places or a cheaper hostel, and they helped me.
41:54Thank you. Can I have the booklet, please?
41:56Yes.
41:59Now, Edward, here are your photographs. They show people spending time in different gardens.
42:08I'd like you to compare the photographs and say what you think the people are enjoying about spending
42:14time in these gardens. All right?
42:16Yes. Well, in the first picture, I see a girl, a blonde girl, um,
42:22um, in a garden with, I think, special plants. They have a special care about them.
42:31In the second, I see a big garden where people can go, um, have a picnic, spend some time with family,
42:38uh, a time to relax. Uh, I think in both cases, they all enjoy the things. In the first one,
42:47I think that girl, uh, like to, uh, make these plants in maybe his garden, or maybe he, he, she's going to
42:58eat them. In the second one, um, they like to spend, uh, time in the air, free air, or maybe free thorns.
43:08It's good. Um, both. I enjoy each. Thank you. Victoria, which garden would you prefer to spend time in?
43:20I think I would prefer to, um, enjoy in my own garden. So, um, as in the first picture, because it is really
43:28enjoyable to, um, see the plants grow up and, um, which colour they have. And so, I think it is nice when
43:35you sit on the, um, terrace and have a look in your own garden. Yep. Thank you. Can I have the booklet,
43:41please? Thank you. Now, I'd like you to talk about something together for about two minutes. I'd like
43:56you to imagine that a town wants more tourists to visit. Here are some ideas they're thinking about
44:03and a question for you to discuss. First, you have some time to look at the task. Okay. Okay.
44:26Now, talk to each other about why these ideas would attract more tourists to the town. Okay.
44:33Um, maybe we can choose one. Yeah. Okay. Wouldn't we like to talk about building nightclubs?
44:41What do you think about it? Yes. Maybe nightclubs, I think, are focused for young people.
44:47Uh, I think that young people like to visit towns for a nightclub. What about having more shops? I think
44:57that shopping is a special thing. Shops is, um, I think as well a good idea because they can go
45:03with the whole family or sometimes parents can go on their own and the children are, um, for their own.
45:10But I think it would be nice when it is a shopping area and not shops on the street because when the
45:15children want to go alone. Yes, of course.
45:16Maybe it is a little bit dangerous. So maybe we can agree providing manual parks.
45:23Parks, parks. Yes. I don't really like parks. So, because, um, I don't want to, um,
45:30have a picnic in the park, but maybe it is nice. What do you think about it?
45:34Well, I'm sorry. I can't agree with you. I like parks because, uh, most people like to spend
45:40time with their family doing a picnic on free air if it's a good weather. Uh, so maybe
45:47more tourists can go to the parks. Yeah. Well, but maybe we can, what do you think about building
45:55holidays flats? I think it is a good idea, but I'm not really sure, um, if everybody wants to
46:04live in a holiday flat, but I think it can be very interesting when it's nice. Um, yeah,
46:10in a nice flat. Um, what's your opinion?
46:14Hmm. I think that it is not good for tourists or for, you know, the interest of them. And putting
46:26up security cameras also, I think they're more for, uh, people who live there.
46:32Yeah. I think when I went to holiday and I know there are still cameras around me. Um,
46:37Thank you. Now you have about a minute to decide which idea would be best for the town.
46:46Okay. Okay.
46:49I think the shopping areas is really nice because the whole family has something of it.
46:55I also think providing parks. So. Okay.
47:00We have to discuss. Which is the best one. Okay.
47:03Yes. I like parks because, um, also help for the weather.
47:09Okay.
47:09It's good for the environment. Um, it's a, when you go to a new place, you also visit the parks,
47:17that kind of things.
47:18Okay. Maybe I would change my opinion when I see a nice park.
47:23It's possible.
47:24Yeah.
47:24So we can maybe find a new park.
47:26I have to try it.
47:27Yeah.
47:27Yes, it would be the best option.
47:29Okay.
47:30Okay.
47:30I think so.
47:32But not about, um, discussing the nightclub
47:37or putting security cameras because there are more for determinants kind of people.
47:43So.
47:45Yes.
47:46Can I have the booklet, please?
47:47Yes.
47:52Victoria, do you think you have to spend a lot of money to have a good holiday?
47:59Not really. I think, um, when you're well organized and you look, um, early enough for something,
48:07it might be possible to make it less expensive to go on a good holiday.
48:12So it depends what I want to do.
48:15But I try to.
48:17What do you think, Edward?
48:20Well, I think that, uh, it's not
48:23as much information and to create the most appropriate ideas
48:40so that we can interact properly with the information that they're providing to us, you know?
48:45So in this case, for example, they were provided with, like, uh, a sort of a scheme, you know,
48:50so that they could analyze the information of what could be the most, uh, ideal or the best ideas
48:57that could be, uh, presented so to us to attract more tourists to the town.
49:03And, uh, they started discussing that.
49:05And as you can see in our interactions, they were making questions and eventually they answered.
49:10And the question comes back from the other guy, you know, Edward.
49:14Edward was the one making questions to the girl.
49:17And eventually the girl answered and therefore she could actually make a question to him.
49:22So that's the idea, you know?
49:23So that's what we have to prepare for, you know?
49:26So we have to use our English.
49:28So you have any questions here with the interview or with the context?
49:31We are going to continue analyzing the other parts of the video.
49:35So what do you think?
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