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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005529 | [S1] How to write a book is a good question. We're going to just focus on how to write IELTS, um, IELTS writing essays. We'll maybe do a book next year in the future. [S2] [LAUGHS] [S1] Um, but great to see lots of you here. We've got, who else? We've got Lor- Laura or Laura from South Korea. Um, we've got Study with Zhou Bi. | 22.32 | 3.423398 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005529.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005531 | [S1] Three kids are having... Ooh, I can see what you're trying to say there. [S2] Mm-hmm. [S1] Three kids are maybe not having, but maybe using? And it's- [S2] That's right, yeah. [S1] And I think in your haste and speed, you've just misspelled gadgets, but gadgets is a nice word as well. A gadget, um, what would you, how would you describe a gadget? What is a gadget, Eli? | 27.36 | 3.327935 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005531.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005532 | [S1] Yeah, usually we use gadgets to describe small electronic items that have a purpose. [S2] Right. [S1] So, sometimes, for example, you have gadgets in your kitchen, maybe for cooking. In this case, we're talking about, you know, gadgets for entertainment. | 16.84 | 3.135014 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005532.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005534 | [S1] Sitting on the sofa. I'm going to add a nice little preposition there to help you. Uh, BCN, San, the boy sitting on the sofa listening to music. Nice. So sofa we got. Let's see what else we've got. [S2] [LAUGHS] [S1] [LAUGHS] Me too. I can imagine a mess environment with total disaster. Yeah, three kids on video games, probably. Yes. | 27.24 | 3.365302 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005534.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005535 | [S1] Yeah, so three kids playing video games, so that's spot on. One of them playing with a console video game, so we could probably just change that. One of them is playing with a video game console. [S2] So, slight word order, but... [S1] Excellent. And talking on his cell phone. Mm, I have to see the photo again. I can't remember if he had a cell phone. Maybe he did. | 24.8 | 3.251595 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005535.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005536 | [S1] Ooh, was it a cell phone or was it something slightly different where you have something over your ear and then another part over your mouth? We sometimes call that not a cell phone, but a headset. [S2] Yeah, definitely, yeah. [S1] So you can have a gaming- | 15.12 | 3.185549 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005536.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005537 | [S1] And the third one, and then we're just missing the verb, the third one is, "So excited." So you can see from the image there, he's so excited. [S2] Fantastic. [S1] And I wonder why he's so excited. [S2] I wonder. Maybe he's about to win the game. [S1] Yes. Maybe we could have a look again at the, um, at the photo itself. | 25.32 | 3.137069 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005537.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005539 | [S1] not to be playing those games. And you, you tend to spend a lot of time and a lot of mental energy- [S2] Mm-hmm. [S1] ... thinking about playing games. Now, I also love, um, is it Shiggy? So I love Shiggy's use of "tend to" in this sentence as well. [S2] Mm-hmm. [S1] Um, if you've been following my YouTube channel, you'll know I'm a big fan of hedging in IELTS writing and also in IELTS speaking, which is, um, when we take, um, | 27.36 | 3.333141 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005539.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005540 | [S1] Um, more sophistication in certainly your writing, but also your speaking as well. So great to see that tend to... [S2] Great. [S1] It's also something that we touch on in, in today's lesson as well, you know, a little bit later. | 18.28 | 3.270226 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005540.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005541 | [S1] Fantastic. Great. So an example of hedging there. Tend to hear meaning, well, kind of sometimes or, but, but not always. It's kind of, that's why it's hedging. [S2] Yeah. [S1] Fantastic. Great. Um, so listen, we've got there lots of, um, interesting, interesting comments all about what, uh, they were doing in the picture. I'll just put the picture back up because | 23.48 | 3.363008 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005541.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005542 | [S1] We can see the laptop, the headset, the controller, some strange faces. [S2] Mm-hmm. [S1] Sofa, couch, definitely. You're always in danger of becoming a couch potato if you play video games all day. Right? [LAUGHS] Couch potato. [S2] Certainly if, certainly if you're addictive, very easy to become a couch potato. [S1] Absolutely. Yes. [S2] He's huge. | 25.12 | 3.380101 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005542.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005543 | [S1] And yes, it w- it was addictive. And one of the reasons I never bought one myself, 'cause I was afraid how addictive it can be. Um, so I was quite happy to play somebody else's, but I think you have to control it, right? [S2] Mm. And I was actually, I was in exactly the same boat. That's a nice expression, "to be in the same boat." [S1] Yeah. [S2] Which means to be in the same situation. So, um, | 27.76 | 3.355809 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005543.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005544 | [S1] Absolutely prohibited in my house. No fun allowed in my house. [S2] [LAUGHS] [S1] No, that's not true. Obviously I'm joking. Um, we don't have any consoles, so we haven't bought any console games. Um, my daughter does download apps on, uh, we have a, a shared tablet in the house, so we have a, | 23.84 | 2.873268 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005544.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005545 | [S1] And I'll say, "Do you think that's long enough or too long? Good. So what are you going to do next? That's right, put it down." So I encourage her to be responsible for her own time. Yeah. [S2] I think that's a great idea. And as a result, I'm sure she's going to grow up as well with, uh, with having ownership and responsibility over how she spends her time and the activities that she spends the time doing. [S1] I think it's a skill, an important skill to learn, yes. | 27.84 | 3.259698 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005545.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005546 | [S1] Yeah. And, and, and talking of skills, there's actually, um, you know, Keith, you and I were talking about a lot of, um, potential skill benefits of actually playing computer games. [S2] Yes. [S1] And, uh, and that's very relevant because it's such an important, um, vocabulary topic also for the IELTS exam, which is talking about skills and learning. | 22.64 | 3.186608 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005546.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005547 | [S1] I know this is strange. It's your face and my voice, but don't worry. [S2] [LAUGHS] [S1] To, to be in the same boat was a nice expression that Eli used, to be in the same situation. Um, addictive, we, we used as a, the adjective. Something can be addictive. And we talked about bonding with others. You can bond with others or have a shared experience. I think that's a great, nice collocation, a shared experience. | 26.92 | 3.30596 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005547.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005548 | [S1] So I've got soft skills, communication, team working, problem solving, um, anything else we could add? [S2] Mm, maybe something about reaction, so fa- uh, to have fast reaction, so reaction speed. [S1] Reaction? [S2] Certainly in the context of computer games, that's very useful. [S1] Absolutely, yes. | 27.16 | 3.248939 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005548.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005549 | [S1] Brilliant. We've got Kim has given us interpersonal skills. Yeah. Which is, you know, dealing with people, right? [S2] Mm-hmm. [S1] Let me just write these in, into. There's intra and inter, but let's do interpersonal skills. Um, yeah. Julia mentioned management skills. We actually said leadership, didn't we? But leadership and management. [S2] Mm-hmm. | 27.52 | 3.156578 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005549.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005550 | [S1] I'm kind of veering away from video games, but Mached talks about responsibility, maybe. [S2] Mm. [S1] Fadong makes an interesting observation. IQ and EQ, emotional, yeah, kind of emotional intelligence is, is a very much a buzzword, right, these days. | 21 | 3.254617 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005550.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005551 | [S1] ... Shoes. Put, you mean put yourself in other people's shoes. [S2] Yeah, sorry. Put yourself in other people's shoes and see yourself through other people's eyes, yeah. [S1] Yes. In other people's, whoops, come on. Put yourself in other people's shoes, which means basically to, to empathize and understand them. Well, at, at least try to understand them. | 28.64 | 3.241985 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005551.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005552 | [S1] Yeah, good. And finally we've got from Deepik, we've got, "Video games can hone up strategic thinking skills." [S2] Mm. And I love that, "hone a skill," as well. It's a great collocation. Thank you, Topeka. [S1] Yeah. So, "hone a skill" means to kind of polish and make better, right? [S2] That's it. [S1] I'm gonna add, cr- as we're talking about thinking, critical thinking, I'll just add that in as well. | 28.64 | 3.242966 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005552.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005553 | [S1] If we start talking about, say, mobile phone games and not computer games, or we focus on board games and not computer games, what's going to happen is we're going to get a much lower score for task achievement. So a much lower score for our IOT writing. So- [S2] A good idea is to- [S1] I'm going to jump in there. What do you mean by a much lower score? | 24.68 | 3.147515 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005553.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005554 | [S1] ... out, instead of young children, you're talking only about teenagers or young adults. You're misinterpreting the question. And as a result, it's going to be very hard for you to get even band six in your writing. [S2] Wow. [S1] It's likely that you're going to get band five or lower for task achievement. [S2] You're going to get a band five. [S1] So, even though you've- | 22.52 | 3.109604 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005554.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005555 | [S1] Um, computer games. [S2] Yeah. [S1] And then they start to imagine what the question is about the computer games, and they're not focusing on other details like parents should allow young children | 12.56 | 2.967285 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005555.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005556 | [S1] ... to play computer games. [S2] Right. [S1] So even though this might seem like quite a simple task, it's actually extremely important because what we're going to be doing when we, um, when we write our essay is showing the examiner that we clearly understand the question and we're able to come up with relevant ideas and examples for that question. | 20.04 | 3.183959 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005556.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005557 | [S1] Yes, that's especially problematic if they've taken the time to try and, um, memorize that essay. And so they see that as an opportunity to regurgitate that essay. And then in fact, unfortunately, they're going to be getting a much lower score because it's a different es- essay question. It might be on the same theme, but the essay question itself is different. [S2] Yeah. [S1] And so they're misinterpreting the question. [S2] Absolutely. I love that word you said, regurgitate. To regurgitate. [S1] [LAUGHS] [S2] To re- [S1] Yeah, to- [S2] You have- | 29.84 | 2.877277 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005557.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005558 | [S1] Yeah, regurgitate. And I think sometimes people talk about regurgitating food, which means, I think the- [S2] Vomit. [S1] ... to bring up food from the depths of your stomach. So if you regurgitate something, it's like you're bringing it from, um, the back of your mind or some other part- [S2] Brilliant. [S1] ... of your memory. | 17.28 | 3.097579 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005558.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005559 | [S1] So guys, don't regurgitate whatever you do. So let's come back to the, um, the question. We've got computer games. Um, I'll share with you some other things people have put up here. Um, Kieran, said young children. [S2] Exactly. [S1] So I'm assuming, that's another one, right? We should underline as well. [S2] Yes, I think. | 21.92 | 3.422154 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005559.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005560 | [S1] Yeah. [S2] Let's do that. [S1] And again, because we don't want to be focusing on teenagers or young adults, it's fine to mention them, but if we're not focusing on young children, we are misinterpreting the question. [S2] Right. And Huang Quan. | 14.32 | 3.218073 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005560.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005561 | [S1] Certainly. So we've got computer games, certainly parents as well. [S2] Yeah. [S1] Because we're not saying, "What should schools do? Or what should the government do?" Uh, we're talking about what parents should do. So we should definitely be paying attention to a parental perspective on this question. | 15.8 | 3.283903 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005561.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005562 | [S1] That's right. And also, um, I'll, I provide model essays so that, um, when you're going through the course, you can also see that structure in practice. So you can say, "Okay, here's examples of 70/30 structures. Here's an example of a simple structure." [S2] Okay. [S1] It makes it a lot more real for people going through it. So that moves us on to step three. [S2] It does. Can I ask a very quick question? | 25.08 | 3.107752 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005562.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005563 | [S1] Um, so maybe either we could do this together, Keith, or we could ask the audience who, which, uh, kind of perspective should we consider when it comes to this question of who are the groups affected? [S2] Let's do both. I mean, maybe we can do it just for the time issue. [S1] Yeah. [S2] Okay. So multi- [S1] Yes. Okay. So- | 23 | 2.970594 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005563.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005564 | [S1] From this question, which kind of groups do you think we, um, we should be considering in, with this, with this particular question about whether parents should allow young children to play video games? [S2] Well, first off, I guess the, from people, parents and young children. [S1] Yes. [S2] I would say. What would you say? [S1] Mm-hmm. | 21.72 | 3.223066 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005564.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005565 | [S1] And there's also a de- developmental perspective as well. Um, so for example, at the beginning of the lesson, we talked about all the different skills, and we said that actually playing compute- computer games can develop certain skills. Um, so I think there's a devel- a developmental perspective here. [S2] Uh-huh. Fantastic. Health perspective and developmental. [S1] Maybe, um- | 25.8 | 2.915298 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005565.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005566 | [S1] So with, maybe with those four, um, perspectives, maybe we could get some ideas from the audience about what we could write for this particular question. [S2] Yeah. Good, good. Um, let's have a look. [S1] Mm-hmm. [S2] Um, oh, Mumtaz makes, mentions the social aspect. Yeah. | 27.48 | 3.254964 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005566.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005567 | [S1] And so that'd be a great idea under the health perspective, for example. And that's something that parents would worry about for their children. [S2] Yeah. Um, academic score affected. [S1] Would you agree with that, Keith? | 18.32 | 3.236797 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005567.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005568 | [S1] ... exhaustion, um, meaning, yeah, students actually too tired. [S2] ... with young children very late into the, into the night. [S1] Yes. Exactly. Yes. There's also this argument or this idea of violent behavior. [S2] Mm-hmm. | 19.2 | 3.242269 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005568.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005569 | [S1] I think it's interesting, right? There is a lot of research that says it's not actually, it doesn't actually cause violent behavior. Um, but as far as an idea that parents are worried about, it's a very real worry, right? [S2] Mm-hmm. Certainly. [S1] Uh, others not doing homework properly? I guess we've mentioned a similar thing there. Um, Pradeep has a similar idea. | 28.08 | 3.435864 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005569.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005570 | [S1] Um, what else have we got? For their eyes, Schurig says, these are all similar. Uh. [S2] Yeah, and, and what about, um, some of the, some of the positive aspects of computer games as well? So far, a lot of them have been about the negative aspects of computer games. [S1] Yeah, that's right. [S2] But, but there are certainly a lot of positives as well. | 26.72 | 3.175267 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005570.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005571 | [S1] Here's one from Shanti. It helps to update with technological, technological what, Shanti? Technological skills, maybe? [S2] Mm. Yeah, so I, er, you, there's a great phrase that you can be tech savvy. [S1] Yeah. [S2] Do you ever use that phrase, Keith? [S1] I do. Tech savvy is- [S2] Mm-hmm. [S1] ... yes, being very, well, a techie, understanding how to use technical things. | 25.28 | 3.118724 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005571.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005572 | [S1] As we mentioned earlier, the soft skills of leadership and team building were amazing. [S2] Yeah. [S1] So maybe, I mean, we could put up things like team, you learn team building. | 12.32 | 3.137978 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005572.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005573 | [S1] ... So he says, agree they get some useful information for their classes? I think that's true. [S2] Sure. [S1] I mean, if you've seen Minecraft, I don't know, have you ever played Minecraft, Eli? [S2] No, but I've heard about it. I haven't actually played it myself. [S1] It's- | 18.88 | 3.252525 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005573.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005574 | [S1] Schools in the UK are using Minecraft left, right and center. I mean, there are whole teacher training programs on using Minecraft in schools and education. [S2] Mm-hmm. [S1] On teaching kids, um, knowledge they need and skills they need in the classroom through Minecraft, which is a really fun, I think, a fun kind of building game. So, yeah, it could be. It could be a good example. | 23 | 3.190442 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005574.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005576 | [S1] ... or online tutors talk about developing an idea, that, that's exactly it. Um, 'cause that was an idea that I didn't, for example, immediately understand. I thought, um, how can it help in, in that way? And then you said, well, here's an example. [S2] Mm-hmm. [S1] In this, in the UK, people, well, teachers take Minecraft and then they, as a result, they use the lessons in Minecraft to, to build those transferable skills and to, and to teach particular aspects. | 27.24 | 2.980678 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005576.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005577 | [S1] I think you would. [S2] I'm- [S1] I tell you what, though, I think it's, it's worth putting to the test. I've, I've, um, I've often challenged a lot of, um, IDP professionals- [S2] Mm-hmm. [S1] ... to write, uh, band nine answers- [S2] Mm-hmm. [S1] ... in 40 minutes, and, um, it's pretty, pretty difficult. [S2] Pretty hard. [S1] Yeah. They often finish in time, but they, they always say at the end, "Wow, I had no idea doing the IELTS writing test was that difficult." | 28.44 | 3.138834 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005577.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005578 | [S1] One for you there, Eli. [S2] You tell about changing girlfriend. [S1] [LAUGHS] [S2] [LAUGHS] No, no changing. [S1] No changing. [S2] Same girlfriend. [S1] [LAUGHS] [S2] Very long time. | 10.8 | 3.177397 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005578.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005579 | [S1] Uh, fantastic. Here are some interesting words. So, Gaurav suggests early, which is similar to what you were saying, three vowels. He's focusing on the vowels as well. Um, we've got a few others. We've got apple, we've got Czech, it's got... Czech is not as good 'cause you've got C twice, right? So with word or you want trying to get as many different letters as you cla- can. Stefano- [S2] Apple has got two P's. [S1] Buongiorno. | 27.36 | 3.411033 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005579.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005580 | [S1] ... Giorno. Nice to see you here. That's clear is another one. [S2] Mm-hmm. [S1] Great. Okay. So, let's come back to the website. Um, we're gonna try the one you said, which was, what was it? Raise. [S2] Yeah. Although I quite liked clear if we try... Okay, yeah, let's go for raise. [S1] Well, let's go for raise. [S2] R-A-I-S-E. [S1] No, I like the idea of doing one of the students ones. That's a really good idea. [S2] Yeah. Yeah. | 27.76 | 3.267283 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005580.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005581 | [S1] So, if I can find, if I can go back, I'm allowed to go back, yeah. C-L-E-A-R, moment of truth. Whoa, yes. So we've got a C and we've got the first letter. [S2] Great. [S1] That is a winner. Well done, Stefano, because that, the first letter is one of the hardest ones. We also- [S2] Also, it looked to me like there's also an E, right? [S1] Yeah, somewhere. | 28.84 | 3.348317 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005581.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005582 | [S1] RTM says chain. Ah, but there's no E. Ooh, this is an interesting one. [S2] Mm, but we've already checked the AR for Stella. [S1] That's true. Uh, cradle. Now that's six letters. Too many letters. | 24.32 | 3.035097 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005582.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005583 | [S1] I quite liked that, um, chain. I thought that, well, ch- yeah. [S2] Somebody had to- [S1] Chain was, was a, quite a good one because you get the CH a bit like, um- [S2] Yeah. [S1] Which, which is quite, quite common. [S2] That is very common, isn't it? CH. But then it doesn't have the E. But listen, doesn't matter. [S1] Right. [S2] We'll get more letters. This might be a strategic approach, right? | 25.32 | 3.22218 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005583.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005584 | [S1] Fantastic. [S2] Mm. [S1] Look at that. We're almost there. So we know there's a C, there's an H, the /t/ sound, /t/, and we know there's an E somewhere. So what else? Um, what else? Come on, guys. We need you to help us. | 16.4 | 3.148655 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005584.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005585 | [S1] Remember, it's just five letters. Ooh, this one. Somebody had charm and it's just gone. Who wrote charm? Lydia. Oh, no, there's no A. [S2] Mm. [S1] Sam, this is a good idea, but too many letters. This is, this is a possibility, real boy. Oh, there's no E. | 26.04 | 3.28133 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005585.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005586 | [S1] Okay, we've got chore. Somebody says chore. I think we try that. [S2] That's a great idea. [S1] Oh, oh, there's no, I know there's no R, but I think we may get a step closer. Oh, look at that. My word. We're almost there. Absolutely brilliant. So, let's go back. I'm gonna take you off, Stefano. Let's go back. We're almost there, guys. What is the word? | 25.32 | 3.247185 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005586.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005587 | [S1] Oh, I think somebody got it. I just saw what, definitely what it could be. Vivian. Vivian says, if I can bring you up here, choose. Chose. That fits, doesn't it? [S2] Yeah, it's a great idea. That, that is most likely it. [S1] Oh, there's one other possibility. For Yanny, choke. [S2] Ah. | 28.2 | 3.272001 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005587.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005588 | [S1] Yeah. [S2] Ah. Oh, dilemma, dilemma. So, I think it is, it's either choke or cho, uh, choose. [S1] Or choke. [S2] Choke? Choose? What do you think? [S1] Yeah, I mean, it certainly could be both. I'm, and we haven't tested the S and we haven't tested the K. [S2] Yeah. [S1] So, I think it's 50/50 between those two, unless there's another word that we haven't thought of. | 28.2 | 3.1779 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005588.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005589 | [S1] You can share your results, and you can compete with your friends. And what was the vocabulary we used at the beginning of the lesson? Something about when you compete with your friends? I should- [S2] When you compete with your friends. [S1] Yeah. Or something like outdo. [S2] Outdo your friends. [S1] Yeah, so you can outdo your friends. [S2] Yeah. [S1] So- | 20.96 | 3.176609 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005589.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005590 | [S1] Yes. Yeah. [S2] So, so important. [S1] Yeah. [S2] Right. Great. [S1] It's so important. And that's, I think that lends itself very well to the importance of time management. So before your IELTS test, you need to be spending some time doing, uh, writing essays under timed conditions to make sure that you can finish your essays in time. [S2] Yeah. [S1] Um, | 21.92 | 2.901529 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005590.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005591 | [S1] So to just to boil that down to its basic essence, I think that some parents do not allow their children to play video games as they worry that they will become addicted to those games. [S2] Nice. [S1] Okay. [S2] Great. However, others believe that, uh-huh, something on the opposite side. | 29.92 | 3.238314 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005591.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005592 | [S1] ... to use, to, to learn useful ... I like that, cognitive skills. Great. [S2] Great. We probably need the, uh, however others believe that computer games, um, allow or enable children to learn useful cognitive skills. [S1] Thank you. [S2] Yeah. | 23.08 | 3.105412 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005592.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005593 | [S1] when they're choosing whether or not to let children play computer games. [S2] Me personally? I think- [S1] Yeah, yeah, you or- [S2] You, me or the audience. Yes. Um, let's see if any ideas come through. | 19.44 | 3.210956 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005593.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005594 | [S1] Um, about our idea. And if our paragraphs have this, these three points, we know that we're developing our es- uh, our ideas sufficiently for a high score in IELTS. So Keith, maybe we can do this together. [S2] Sure. [S1] Our idea in this paragraph is that video games lead to addiction and isolation. Let's put our paragraph together. | 22.56 | 3.271668 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005594.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005595 | [S1] will lead to addiction and possibly isolation. Let me put that in. Let's say potential to show off our language. [S2] Right. So, so that sentence has made it very clear to the examiner what they're going to read about in this paragraph. So that's our topic sentence. [S1] Right. [S2] The next thing we do is we develop that idea, and you can see that in the second block. | 29.32 | 2.998694 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005595.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005596 | [S1] So for example, if we weren't to hedge our ideas, we would say something like, "Young children always find it challenging to regulate the time spent playing video games." [S2] Mm-hmm. [S1] So if we want to hedge our ideas, we use the opposite of always. We can use something like, "often." [S2] Could we use "tend to"? | 25.68 | 3.098727 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005596.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005597 | [S1] So maybe we could use something like often. [S2] Good. Young children often find it challenging to regulate the time spent. Regulate the time, that's a nice collocation. And many games tend to be solitary, violent, and lead to long periods of inactivity. Nice. [S1] So what does inactivity mean? Because that's a conf- potentially a confusing one. | 23.76 | 3.304607 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005597.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005598 | [S1] Fantastic. I think young people today have got very strong thumbs. [S2] Mm. That's true. [S1] Great. [S2] Okay. [S1] Uh, carry on. We got the link. | 11.4 | 3.205575 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005598.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005599 | [S1] Any ideas, guys, for number four? KDI says, "Outdoor games." Or, Amen says, "Outdoor activities." [S2] It's- [S1] Mary says- [S2] It's a great idea. [S1] Hanging out with friends, maybe? [S2] Exactly. [S1] Yeah, great. I'm gonna choose one of those. | 29.24 | 3.332878 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005599.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005600 | [S1] Manali, develop fine motor, I think you mean skills, not schools. I'm just going to help you that, but fine motor skills is a lovely collocation. Yes. [S2] Very nice. [S1] Uh, Lee says speed. Syed, troubleshooting. Whoops, bring you back in. | 25.36 | 3.282995 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005600.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005601 | [S1] Um, cognitive skills or valuable skills or useful skills. And that allows us to hone in afterwards on what skills exactly are learnt from playing computer games. [S2] How about, can I say useful soft skills? Is that okay? [S1] Exactly. [S2] Children can develop useful soft skills. Okay. | 28.16 | 3.055425 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005601.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005602 | [S1] ... to reach higher levels. Other games re- may require players to work something to complete tasks. So thinking about skills, which he- we looked at at the beginning of this lesson, what kind of words can we fit into space number two, three, and four? Straight to the audience. [S2] And they're coming straight back at you. [S1] Yeah. [S2] [LAUGHS] | 25.32 | 3.309203 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005602.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005603 | [S1] Yeah, we've got, everyone's got number two and three. I'm going to fill in two and three as we're waiting for number four, if that's okay. [S2] Yeah, great idea. [S1] So quick, I'm going to put quick. It could be quick or speedy, but I'll put in quick. And then number three, we've got to be looking at problem solving skills to reach higher levels. Other games may require players to work | 25.6 | 3.33336 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005603.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005604 | [S1] Okay. Any idea? Francesco says, with precision, together, effectively, with each other, intensively. Which one do you like? [S2] These are all great ideas. [S1] Great ideas. [S2] Yeah. [S1] Really good. | 23.68 | 3.278247 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005604.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005605 | [S1] Okay, great. Oh, Mikhail, thank you. You've also, you've pointed out something up here. There is a, a small spelling mistake. It's extent. Well done, Mikhail. [S2] Well- [S1] Thank you. Um, other games may require to work, um, oops, what are you doing? [LAUGHS] To work together or to work effectively. | 27.48 | 3.356762 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005605.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005606 | [S1] Wow. Our friends in Korea are on the ball. Look at that. [S2] Great. [S1] Very nice. Well done. Lots of you have got it. Let's put that in. I think that's probably, there may be others, but that looks like a pretty good one to me. Would you agree? [S2] Yeah. Great. Absolutely brilliant. | 24.88 | 3.320559 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005606.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005607 | [S1] Mary, on the ball. [S2] On the ball. [S1] Choy-Yamin too, also on the ball. As is Domenico. Outstanding. You guys are absolutely outstanding. What about these? | 16.08 | 3.292497 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005607.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005608 | [S1] Um, in this way to show you, but I'm embarrassed with playing games, but staying clear of addiction. Yes, it, um, while and but have a similar use in that they introduce the opposite idea. Um, in writing, we tend to use while more frequently than but. [S2] Okay. [S1] So while we might use but quite regularly in our speaking, we, we would use while more regularly than but in our writing. | 29.64 | 3.000611 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005608.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005609 | [S1] So, we said that one of the best ways to develop our ideas is to have an example. So, what word can we put into number two when we introduce an example? [S2] Family Fest. [S1] [LAUGHS] [S2] Great name, great handle. [S1] [LAUGHS] [S2] Such. | 24.56 | 3.212104 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005609.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005610 | [S1] We've got somebody from Facebook says search, um, beside. Is that an option? Beside. [S2] Not in this case. [S1] No. Beside as playing? Doesn't fit, right? Grammatically doesn't fit. Whereas, again, whereas, as? Hmm. Not quite. | 26.8 | 3.205252 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005610.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005611 | [S1] ... such as playing with friends and being outside. [S2] Excellent. [S1] What's next? | 5.6 | 3.250894 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005611.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005612 | [S1] But we're not necessarily summarizing our ideas, or we're not, we're not, um, summarizing our essay. We're coming up, we're, we're showing a conclusion. So I would recommend that you start your conclusion with "in conclusion" or "to conclude." And I would also recommend staying away from memorized phrases like "in a nutshell." [S2] [LAUGHS] [S1] These aren't actually so appropriate for IELTS essays. So in your conclusion, start with "in conclusion" or "to conclude." | 29.68 | 3.178942 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005612.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005613 | [S1] Mm. Ah, this is interesting. Hi, Clemencia. Nice to see you here. Playing computer games. Of course that fits, but it doesn't fit the whole sentence, does it? You, we need a, a different kind of, uh, connecting word here. A few people have said playing. [S2] Yeah. [S1] What about this one? | 20.24 | 3.334073 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005613.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005614 | [S1] Yeah, well, we have, "in my opinion," and, "I would argue," which are kind of saying the same thing. Um, so we might not necessarily choose, "in my opinion," here, although it would certainly fit well. [S2] So it's a bit too much repetition. [S1] A bit too much repetition, but it's okay. [S2] This one, "all in all"? [S1] Mm. Yeah. "All in all" would also work. | 28.8 | 3.147705 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005614.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005615 | [S1] So you could say, all in all, to sum up, but the kind of connecting to the previous sentence, "therefore," is a bit stronger, right? [S2] Exactly, yeah. [S1] Stronger referencing. | 15 | 3.014226 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005615.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005616 | [S1] Yeah, well, um, well, let's have a look. So I've got, um, seven things that I'd like to mention. [S2] Wow. [S1] And I think they were actually pretty much all covered. So spelling, certainly, number one. Number two, looking for grammar mistakes. And I love Topeka's ideas of checking for articles especially. So articles are a, an, the, and also sometimes not putting an article. | 23.76 | 2.876153 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005616.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005617 | [S1] It's been, Eli, it's been a mammoth session. I feel like I've been running a marathon, like, for almost two hours. [S2] Yeah. [S1] How are you- [S2] It's been a real big one. But I've had fun, great fun. I mean, how, what an achievement, to be able to write an essay all together with so many kind of collaborative ideas and minds and getting the vocabulary together, as well as the fun activities in the middle. It's been a total blast. | 24.92 | 2.83087 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005617.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005618 | [S1] Uh, we cover both. So we look at task two first, and then we move on to academic task one and general task one. So you can skip to the section that's best for you. I mean, you should go to the right side this time. [S2] [LAUGHS] [S1] Um, and the way it works is each lesson has a, um, a video where we go through the particular aspect of the lesson, whether it's the right linking words, the right structure, how to generate ideas. | 28.8 | 3.193806 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005618.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005619 | [S1] Fantastic. That's great. Um, I was just bringing that in. I, I'm going haywire with all of my screens. [S2] Yep. [S1] Fantastic. Good. So listen, we'll be telling you more about that on Wednesday, um, 3:00 PM Spain time, next live lesson. This week, gosh, what a busy week. | 18.08 | 3.403407 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p25_BV1uk4y1K7Dh_p25_m4-dialogue_1005619.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238702 | [S1] And then, next week, we're going to launch, um, well, it's, it's a, it's a course, an IELTS writing course. Before I tell you more about that, let's introduce our very, very special guest. Um, and this is, hopefully, this works. We can bring him in. Eli, welcome. [S2] Hello. Thank you very much, Keith. Thanks for having me. It's a lot of fun to be here today. [S1] It's a pleasure. How are you today? | 27.56 | 3.351295 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238702.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238703 | [S1] Well, maybe more than a year, two years maybe. It's been quite a while. [S2] Wow, two years. [S1] Yeah, since we first met online. Um, and we've always been in touch with each other. We love bouncing ideas, um, off each other about IELTS, but also about technology and online learning and how online learning really works. Um, and so we have decided to collaborate on doing this live lesson, um, but also on bringing you | 27.96 | 3.406131 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238703.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238704 | [S1] The idiom quiz will get, get everybody's racking their brains and trying to work out what it really means, right? [S2] I think, I think I know the answer to the one that you, you just showed. [S1] Ah. [S2] I think I've got the answer for that one. But we'll see. We'll see you later on. Yeah, I'll keep, I'll keep it shrimp. [S1] Don't tell anybody. [S2] [LAUGHS] [S1] Some people are already putting, uh, the, the, uh, answers in the chat box. | 22.64 | 3.168048 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238704.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238706 | [S1] ... or some other ideas for, uh, how students might feel if they have, if they're forced to wear a school uniform. So, um, whether they might feel positively or negatively, um, and, and what, you know, what, uh, they will be feeling. [S2] Yeah. [S1] So maybe we can move to the audience and get some ideas. [S2] Absolutely. [S1] Um- | 21.32 | 3.102573 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238706.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238707 | [S1] Right, great. Um, Marian says sense of belonging to a community. Right, that's interesting. Yes. Um, class, whoops, class equilibrium from Prakash. [S2] Oh, I remember. [S1] And I think you mean the kind of the, yeah, the, the equality between different classes maybe. Um, | 22.64 | 3.37618 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238707.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238708 | [S1] So I'll just put up a few of these as we're going. We talked about class equality. Um, Ismael says they feel extensive discipline. So I will try and type. I'm a terrible typer. [S2] Yeah, and I really like the idea about a sense of belonging to a community. I don't know if you can ride that one up as well, Keith. [S1] Yeah. | 22.24 | 3.361738 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238708.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238709 | [S1] Whether it's the lack of identity or whether it's literally the physical feeling of having to wear an uncomfortable school uniform, makes them feel horrible. [S2] Duong- [S1] 'Cause that's the other- [S2] Cancer. [S1] ... school uniforms. Often they're made of durable but very uncomfortable material. At least, um, in the UK, that's true. Maybe in other countries, school uniforms are very comfortable. | 23.36 | 2.972158 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238709.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238710 | [S1] Yeah, you definitely want to put those kind of ideas together, 'cause there's definitely some overlap there between a sense of belonging and a sense of unity. [S2] Yeah. [S1] They're absolutely great ideas. [S2] They're great. So we, we're actually putting them together. Zia says, "No discrimination." Similar idea, right? That sense of belonging. [S1] Mm. [S2] Discipline comes up. Damesh also men- mentions discipline. Inculcate discipline. Nice word, inculcate, especially for writing. | 29.68 | 3.008139 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238710.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238712 | [S1] Wow. I'm trying to get, you have some great expressions there. Makes use of a monopolistic power. Schools make use of a monopolistic power. Great. [S2] I don't want to be quoted on that. [S1] [LAUGHS] Okay. Um, I can't remember what else you said there, but never mind. That was good. Something about- [S2] I think I was- [S1] ...- [S2] ... mentioned- | 25.04 | 3.205185 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238712.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238713 | [S1] I think I also mentioned that, yeah, exactly. Sometimes parents will have to fork out a lot more money for their s- children's school uniform than what they would necessarily pay if they were going to high street shops. But not always. [S2] Yeah. Fork out. That's interesting. Is that a phrasal verb you would use in writing as well as speaking? [S1] Yeah, certainly. | 22.04 | 3.186569 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238713.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238714 | [S1] and you do see it more often in writing than in, um, than in speaking. [S2] Yeah. [S1] In general, there tends to be fewer phrasal verbs in, and idioms in writing, but they do appear, and usually there's writing-specific idioms or phrasal verbs, things like carry out. Again, that's the kind of thing that I look at in a bit more detail in the writing course that will be on your platform on Wednesday. [S2] So look out for that. Coming next week, | 28.48 | 3.059023 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238714.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238716 | [S1] Rohit says, "Teachers can distinguish students easily based on the uniforms." [S2] [LAUGHS] [S1] I would have thought the opposite, but that's interesting. [S2] Maybe between schools, that is. [S1] Mm. Right, so maybe we could put something there. | 26.24 | 3.010674 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238716.mp3 | [
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bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238717 | [S1] easier. I guess the idea that the teacher cannot, um, won't discriminate students in that sense. [S2] Exactly. [S1] Um- [S2] Okay, Keith, should we stay on this for a little bit longer or should we move on? [S1] I think we should move on. Just given the time, we've got some nice ideas here. Um, and lots of ideas coming through from everybody. Fantastic. Really good. But we will move on just 'cause we're aware of the time. So what's next, Eli? | 28.32 | 3.173849 | 24,000 | audio/en/bilibili_data_1343028093_BV1uk4y1K7Dh_p27_BV1uk4y1K7Dh_p27_m4-dialogue_0238717.mp3 | [
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