0:00–0:05 So when is the last time you served? Oh that first that first video we made?↗

0:05–0:08 What I want you now to focus on is that every time you practice you involve the↗

0:08–0:13 serve. Like you have to hit at least I would say 10 to 15 percent of your↗

0:13–0:16 practice devoted to the serve and then the serve will grow along with the rest↗

0:16–0:22 of your game okay. So let me just see a couple of serve refresh my memory. That's↗

0:22–0:27 not bad actually it's not bad at all. Start with the racket in front then↗

0:27–0:31 shift your weight onto the front foot and you can put the ball against your↗

0:31–0:34 strings or against the racket throat like this. So I want you to start the↗

0:34–0:39 serve like this every time okay. Alright so now the next step is you're gonna↗

0:39–0:43 separate the toss arm from the racket arm and here's how you're gonna do it. So↗

0:43–0:48 you're going to separate the toss arm from the racket arm by going back with↗

0:48–0:51 the racket arm first. You're not gonna toss right away but you're gonna go back↗

0:51–1:00 with the racket arm first and then you're gonna toss. Do it again. Okay so↗

1:00–1:02 the reason why I want you to do that because I want to build a little bit↗

1:02–1:03 more of a backswing into it.↗

1:03–1:07 So if you go straight up here this shortens this this backswing because if↗

1:07–1:10 you have a little bit longer take back on the serve it can give you more power.↗

1:11–1:16 So look again go here wait on the bottom wait here toss the ball and then go at↗

1:16–1:22 it. Okay now racket will go here like this now you're gonna toss and then↗

1:22–1:27 you're gonna hit it. Okay and take your time make sure the toss goes up first.↗

1:27–1:33 You don't have to rush this part look here's one two three and then you go↗

1:33–1:34 like that.↗

1:36–1:41 Okay now when you toss the ball you have to throw it more in front. In this case↗

1:41–1:45 you're not going to be using your body that much so you can toss it right along↗

1:45–1:49 the baseline okay. So this is where they're positioning if you throw the↗

1:49–1:52 ball behind you it's not going to be good you're gonna make contact behind↗

1:52–1:57 your head. Okay what I don't like about that you're going up too quickly you're↗

1:57–2:01 rushing everything so you're going here and you're going like this. See what I↗

2:01–2:06 want you to do is again one is here two is here three is here. You see this?↗

2:06–2:16 yeah two three there you go hit it and then hit two three and hit there you go much better always↗

2:16–2:20 do a grip check see there's there's several things that you can do correct every single time↗

2:20–2:24 you serve because these are the things that are happening before you even start the motion that↗

2:24–2:28 is your stance that is how you hold the racket those things you can get right every single time↗

2:28–2:32 now you're in a forehand grip go slightly over there you go now you're in a continental grip↗

2:32–2:39 there you go what do you what do you think about that toss was it here or was it behind you↗

2:41–2:44 yeah it was not actually it was actually over here it was behind you↗

2:44–2:50 so some people have a hard time knowing where the toss was they kind of get disoriented yeah↗

2:50–2:53 because the body position will change sometimes so you lose orientation so you might think↗

2:53–2:58 it was in front of you right because you're adjusting your body to the bad toss you might↗

2:58–3:02 throw it behind now you're adjusting so it appears it appears that it's in front of you↗

3:02–3:04 however it's only in front of you↗

3:04–3:08 because your body moved backwards in relation to the baseline the ball was back here so always↗

3:08–3:14 toss and take the baseline as the orientation so you want to throw the ball in this instance↗

3:14–3:18 because you're not using your body you're not leaning in you want to toss the ball along the↗

3:18–3:30 baseline okay wow one all right let me tell you a couple of things about the toss itself so you↗

3:30–3:34 don't want to flick the ball up you're already doing a lot of good things naturally with the↗

3:34–3:39 toss i think because you're a dancer and your arm is very elegantly going up so this is where you↗

3:39–3:43 get have a lot of advantages over other people but i can see that you're kind of doing a weird hand↗

3:43–3:47 movement at the very end so make sure you don't do that when you release the ball have the hand↗

3:47–3:53 very still what i like is having the fingers closer together upon the release it's going to↗

3:53–3:58 help you get a cleaner toss yeah i feel like i held it yeah don't don't hold it too long↗

4:01–4:05 there it is beautiful serve so when i hit the ball↗

4:05–4:05 i'm on the↗

4:06–4:12 front foot that's a great i move right like yeah that's a great question i was actually i was↗

4:12–4:16 actually going to do the next progression which is i want you to rotate into the serve so you're↗

4:16–4:20 kind of staying sideways now and the arm is going forward by itself so i want you to allow the body↗

4:20–4:25 to come with the arm so you're going to have your shoulders come with the racket well actually↗

4:25–4:28 what's going to happen later on you're actually going to get airborne that's going to be later↗

4:28–4:33 on we're too early in the serve development to work on that but eventually you're going to get↗

4:33–4:35 up into the air and land inside the court↗

4:35–4:41 but for now just shift your weight forward you jump the whole body it's not really a jump it's↗

4:41–4:46 more of a pat what i call a passive jump the body propels the legs off the ground if you set↗

4:46–4:51 certain parameters on the serve naturally your body will lift off the ground it's really fascinating↗

4:51–4:55 and we'll do that later on we'll definitely add that to your server but it's too early for that↗

4:55–4:59 for now all i want you to do is go forward with your torso meaning that you're going to rotate↗

4:59–5:04 forward you're going to go up here and then rotate forward now naturally as you do that the weight's↗

5:05–5:05 going to come out of your torso you can do that and you're going to end up spinning that ball↗

5:05–5:12 onto your front foot and you can allow that to happen it's okay the toss was too low see a↗

5:12–5:17 lot of recreational players especially at the entry level they find a very big comfort in↗

5:17–5:21 throwing the ball low because they can they know they can make contact right here close to them to↗

5:21–5:26 feel the safety in that they're kind of scared to throw the ball too high because then the timing is↗

5:26–5:30 a little more difficult but i want you to ignore this intuition you have with the low toss and↗

5:30–5:36 start tossing the ball much higher from day one a higher toss is always better you can always correct↗

5:36–5:37 a toss is too high so you might have to create a new one so you're going to stay with that and do this↗

5:37–5:40 but you can never correct a toss that's too low because you will not will not be↗

5:40–5:44 able to extend the arm you'll hit it like this all right and overall you'll↗

5:44–5:56 rush your serve too when it's low you'll speed everything up much better much↗

5:56–6:00 better you see that now one thing that I noticed as you were rotating you started↗

6:00–6:04 pushing through the ball the arm was going like that and that's not a good↗

6:04–6:08 thing because you'll hit a lot of balls long if you hit them hard so I want you↗

6:08–6:12 to focus on getting your hand towards your left pocket if you imagine if you↗

6:12–6:15 had a left pocket it's your right pocket left pocket so your hand needs to↗

6:15–6:19 go towards your left pocket right here and that's going to guarantee that you↗

6:19–6:26 have more of a downward swing one thing I want you to remember is that when you↗

6:26–6:30 release the ball not to drop the toss arm so fast so you sometimes do this↗

6:30–6:34 look you release and you drop it right away so this has a bad effect on your↗

6:34–6:39 biomechanics on the serve what's gonna happen is if you keep the toss arm up↗

6:39–6:43 after you release the ball it's gonna put your body in a tilt and this tilt is↗

6:43–6:48 gonna be reversed when you accelerate which is called a cartwheeling effect so↗

6:48–6:52 look if I stay up with my toss arm after the release you see how my shoulders are↗

6:52–6:56 tilted and now when I accelerate this tilt is gonna reverse and I'm gonna be↗

6:56–7:01 like this this is the cartwheeling movement if you drop the↗

7:01–7:06 toss arm super fast look if you go up here and you drop look my shoulders are↗

7:06–7:11 level and I don't get this tilt that I need so make sure that you don't drop↗

7:11–7:11 too fast↗

7:13–7:14 and then again if I'm the right way to go I may roll my left arm or the right↗

7:14–7:17 tilt it helps of course so once you release it keep that toss arm up a little↗

7:17–7:24 bit longer okay now something happens every time I give a player this tip to↗

7:24–7:27 keep the toss arm longer right away the toss starts going behind this is very↗

7:27–7:30 very common right I say keep it up longer and all of a sudden they're↗

7:30–7:34 throwing it like way behind them so you have to figure out a way to release it↗

7:34–7:38 at the proper point and then continue going up which is tricky look watch me↗

7:48–7:53 but you didn't go after it you waited too long i think it was up front you know it's not a bad↗

7:53–7:57 thing actually this is what i want you to do eventually is throw the ball in front and you're↗

7:57–8:02 going to start using your entire body to hit the serve so if it does go in front don't you still↗

8:02–8:06 hit it that's actually a really good thing i'm just making you throw it right here because we're↗

8:06–8:11 not using the body fully yet we're just kind of stationary and serving but eventually you're going↗

8:11–8:21 to have to throw it in front okay oh yes wow what a serve i feel like i just don't overthink things↗

8:21–8:28 no no no don't overthink this is why even when i'm building your serve now it's like step by step↗

8:28–8:32 i don't want to throw everything at you with building it step by step so your body can remember↗

8:32–8:37 it otherwise you get information overload and especially in the case of the serve because it's↗

8:37–8:41 so complex there's so many moving parts there's so many different things happening using both↗

8:41–8:43 both hands it's very easy to↗

8:43–8:47 have too many things in your head so we're going to keep it simple okay we're going to go step by↗

8:47–8:54 step the thing is like you're teaching me step by step i learned from the big concept smaller so↗

8:54–8:59 oh that's interesting good approach it's really not good for me but that's the only way to learn↗

8:59–9:04 to serve if i if i start teaching you like a professional grade serve right off the bat↗

9:05–9:10 it's going to be a disaster we have to show me a few okay sure i'll show you i'll show you a serve↗

9:10–9:13 but when it comes to like building the serve you got to trust↗

9:13–9:25 me that i'm giving you the right information because no problem no problem i'll show you as↗

9:25–9:46 many as you want well so there's no way for you to replicate that because number one it's happening↗

9:46–9:51 way too fast i'm just predicting the future i'm predicting the future right just wait all right↗

9:51–9:59 go ahead replicate what i just did go ahead let me see all right so you just you just destroyed your↗

9:59–10:04 serve but the reason why you can't replicate what i just did because number one the entire set of↗

10:05–10:10 in there and there there's multiple things that are going on okay not only that but they're↗

10:10–10:15 executing with such speed that you can't even catch half of the things that are happening okay so this↗

10:15–10:20 is why it's important like i said before to build the serve step by step and we don't and this is↗

10:20–10:24 also why i'm not having you use your body yet we're just working on the on the relationship↗

10:24–10:29 between the toss arm and the hitting arm and that part is hard enough many people struggle their↗

10:29–10:33 lifetime with that the toss is a very complex movement so this is what we have to develop first↗

10:35–10:59 and then we're going to work on the body later okay lovely serve see that toss not a bad serve but↗

10:59–11:13 the toss arm dropped a little bit too quickly do it again better and you're finished by the pocket↗

11:13–11:18 and you know what that you know what that was that's considered an ace ace so if you had a↗

11:18–11:23 serve super hard and you hit it very close to the lines the opponent can't touch it that's called an↗

11:23–11:34 ace and that's what you just did you served an ace did it feel good yeah it felt good all right let's↗

11:36–11:36 see if you can do it again nice job↗

0:00–0:01 SPEAKER_00 So when is the last time you served?↗

0:01–0:03 SPEAKER_01 Oh that↗

0:03–0:19 SPEAKER_00 first that first video we made? What I want you now to focus on is that every time you practice you involve the serve. Like you have to hit at least I would say 10 to 15 percent of your practice devoted to the serve and then the serve will grow along with the rest of your game okay. So let me just see a couple of serve refresh my memory.↗

0:22–0:36 SPEAKER_00 That's not bad actually it's not bad at all. Start with the racket in front then shift your weight onto the front foot and you can put the ball against your strings or against the racket throat like this. So I want you to start the serve like this every time okay.↗

0:37–0:53 SPEAKER_00 Alright so now the next step is you're gonna separate the toss arm from the racket arm and here's how you're gonna do it. So you're going to separate the toss arm from the racket arm by going back with the racket arm first. You're not gonna toss right away but you're gonna go back with the racket arm first and then you're gonna toss.↗

0:57–1:34 SPEAKER_00 Do it again. Okay so the reason why I want you to do that because I want to build a little bit more of a backswing into it. So if you go straight up here this shortens this this backswing because if you have a little bit longer take back on the serve it can give you more power. So look again go here wait on the bottom wait here toss the ball and then go at it. Okay now racket will go here like this now you're gonna toss and then you're gonna hit it. Okay and take your time make sure the toss goes up first. You don't have to rush this part look here's one two three and then you go like that.↗

1:36–2:07 SPEAKER_00 Okay now when you toss the ball you have to throw it more in front. In this case you're not going to be using your body that much so you can toss it right along the baseline okay. So this is where they're positioning if you throw the ball behind you it's not going to be good you're gonna make contact behind your head. Okay what I don't like about that you're going up too quickly you're rushing everything so you're going here and you're going like this. See what I want you to do is again one is here two is here three is here. You see this? yeah↗

2:07–2:08 SPEAKER_01 two↗

2:08–2:08 SPEAKER_00 three↗

2:08–2:09 SPEAKER_01 there↗

2:09–2:33 SPEAKER_00 you go hit it and then hit two three and hit there you go much better always do a grip check see there's there's several things that you can do correct every single time you serve because these are the things that are happening before you even start the motion that is your stance that is how you hold the racket those things you can get right every single time now you're in a forehand grip go slightly over there you go now you're in a continental grip there you go what↗

2:35–2:39 SPEAKER_00 do you what do you think about that toss was it here or was it behind you↗

2:41–3:20 SPEAKER_00 it was not actually it was actually over here it was behind you so some people have a hard time knowing where the toss was they kind of get disoriented yeah because the body position will change sometimes so you lose orientation so you might think it was in front of you right because you're adjusting your body to the bad toss you might throw it behind now you're adjusting so it appears it appears that it's in front of you however it's only in front of you because your body moved backwards in relation to the baseline the ball was back here so always toss and take the baseline as the orientation so you want to throw the ball in this instance because you're not using your body you're not leaning in you want to toss the ball along the baseline okay wow↗

3:23–3:25 SPEAKER_00 one all↗

3:27–3:55 SPEAKER_00 right let me tell you a couple of things about the toss itself so you don't want to flick the ball up you're already doing a lot of good things naturally with the toss i think because you're a dancer and your arm is very elegantly going up so this is where you get have a lot of advantages over other people but i can see that you're kind of doing a weird hand movement at the very end so make sure you don't do that when you release the ball have the hand very still what i like is having the fingers closer together upon the release it's going to help you get a cleaner toss yeah↗

3:55–3:57 SPEAKER_01 i feel like i held it yeah↗

3:57–3:58 SPEAKER_00 don't don't hold it too long↗

4:01–4:04 SPEAKER_00 there it is beautiful serve so↗

4:04–4:07 SPEAKER_01 when i hit the ball i'm on the front foot that's↗

4:07–4:08 SPEAKER_00 a great i↗

4:08–4:10 SPEAKER_01 move right like yeah↗

4:10–4:24 SPEAKER_00 that's a great question i was actually i was actually going to do the next progression which is i want you to rotate into the serve so you're kind of staying sideways now and the arm is going forward by itself so i want you to allow the body to come with the arm so you're going to have your shoulders come with the racket↗

4:24–4:25 SPEAKER_02 well↗

4:25–4:38 SPEAKER_00 actually what's going to happen later on you're actually going to get airborne that's going to be later on we're too early in the serve development to work on that but eventually you're going to get up into the air and land inside the court but for now just shift your weight forward you jump↗

4:38–4:39 SPEAKER_01 the whole body it's↗

4:39–5:48 SPEAKER_00 not really a jump it's more of a pat what i call a passive jump the body propels the legs off the ground if you set certain parameters on the serve naturally your body will lift off the ground it's really fascinating and we'll do that later on we'll definitely add that to your server but it's too early for that for now all i want you to do is go forward with your torso meaning that you're going to rotate forward you're going to go up here and then rotate forward now naturally as you do that the weight's going to come out of your torso you can do that and you're going to end up spinning that ball onto your front foot and you can allow that to happen it's okay the toss was too low see a lot of recreational players especially at the entry level they find a very big comfort in throwing the ball low because they can they know they can make contact right here close to them to feel the safety in that they're kind of scared to throw the ball too high because then the timing is a little more difficult but i want you to ignore this intuition you have with the low toss and start tossing the ball much higher from day one a higher toss is always better you can always correct a toss is too high so you might have to create a new one so you're going to stay with that and do this but you can never correct a toss that's too low because you will not will not be able to extend the arm you'll hit it like this all right and overall you'll rush your serve too when it's low you'll speed everything up much↗

5:52–5:52 SPEAKER_00 better↗

5:55–6:22 SPEAKER_00 much better you see that now one thing that I noticed as you were rotating you started pushing through the ball the arm was going like that and that's not a good thing because you'll hit a lot of balls long if you hit them hard so I want you to focus on getting your hand towards your left pocket if you imagine if you had a left pocket it's your right pocket left pocket so your hand needs to go towards your left pocket right here and that's going to guarantee that you have more of a downward swing one↗

6:24–7:11 SPEAKER_00 thing I want you to remember is that when you release the ball not to drop the toss arm so fast so you sometimes do this look you release and you drop it right away so this has a bad effect on your biomechanics on the serve what's gonna happen is if you keep the toss arm up after you release the ball it's gonna put your body in a tilt and this tilt is gonna be reversed when you accelerate which is called a cartwheeling effect so look if I stay up with my toss arm after the release you see how my shoulders are tilted and now when I accelerate this tilt is gonna reverse and I'm gonna be like this this is the cartwheeling movement if you drop the toss arm super fast look if you go up here and you drop look my shoulders are level and I don't get this tilt that I need so make sure that you don't drop too fast↗

7:13–7:18 SPEAKER_00 and then again if I'm the right way to go I may roll my left arm or the right tilt it helps of course so once you release it keep that toss arm up a little bit longer okay↗

7:20–7:38 SPEAKER_00 now something happens every time I give a player this tip to keep the toss arm longer right away the toss starts going behind this is very very common right I say keep it up longer and all of a sudden they're throwing it like way behind them so you have to figure out a way to release it at the proper point and then continue going up which is tricky look watch me↗

7:48–7:50 SPEAKER_00 but you didn't go after it you waited too long i↗

7:50–7:52 SPEAKER_01 think it was up front you↗

7:52–8:13 SPEAKER_00 know it's not a bad thing actually this is what i want you to do eventually is throw the ball in front and you're going to start using your entire body to hit the serve so if it does go in front don't you still hit it that's actually a really good thing i'm just making you throw it right here because we're not using the body fully yet we're just kind of stationary and serving but eventually you're going to have to throw it in front okay oh↗

8:16–8:19 SPEAKER_00 yes wow what a serve i↗

8:19–8:21 SPEAKER_01 feel like i just don't overthink things no↗

8:21–8:22 SPEAKER_00 no no↗

8:22–8:24 SPEAKER_01 don't↗

8:24–8:48 SPEAKER_00 overthink this is why even when i'm building your serve now it's like step by step i don't want to throw everything at you with building it step by step so your body can remember it otherwise you get information overload and especially in the case of the serve because it's so complex there's so many moving parts there's so many different things happening using both both hands it's very easy to have too many things in your head so we're going to keep it simple okay we're going to go step by step the↗

8:48–8:54 SPEAKER_01 thing is like you're teaching me step by step i learned from the big concept smaller so oh↗

8:54–8:55 SPEAKER_00 that's interesting↗

8:55–8:58 SPEAKER_01 good approach it's really not good for me↗

8:58–9:06 SPEAKER_00 but that's the only way to learn to serve if i if i start teaching you like a professional grade serve right off the bat it's going to be a disaster we have to show↗

9:06–9:08 SPEAKER_01 me a few okay↗

9:08–9:16 SPEAKER_00 sure i'll show you i'll show you a serve but when it comes to like building the serve you got to trust me that i'm giving you the right information because no↗

9:16–9:17 SPEAKER_01 problem↗

9:22–9:24 SPEAKER_01 no↗

9:24–9:26 SPEAKER_00 problem i'll show you as many as you want well↗

9:41–9:55 SPEAKER_00 so there's no way for you to replicate that because number one it's happening way too fast i'm just predicting the future i'm predicting the future right just wait all right go ahead replicate what i just did go ahead let me see all↗

9:57–10:36 SPEAKER_00 right so you just you just destroyed your serve but the reason why you can't replicate what i just did because number one the entire set of in there and there there's multiple things that are going on okay not only that but they're executing with such speed that you can't even catch half of the things that are happening okay so this is why it's important like i said before to build the serve step by step and we don't and this is also why i'm not having you use your body yet we're just working on the on the relationship between the toss arm and the hitting arm and that part is hard enough many people struggle their lifetime with that the toss is a very complex movement so this is what we have to develop first and then we're going to work on the body later okay↗

10:38–10:40 SPEAKER_01 lovely↗

10:43–10:44 SPEAKER_00 serve see↗

10:58–11:03 SPEAKER_00 that toss not a bad serve but the toss arm dropped a little bit too quickly do it again better↗

11:10–11:23 SPEAKER_00 and you're finished by the pocket and you know what that you know what that was that's considered an ace ace so if you had a serve super hard and you hit it very close to the lines the opponent can't touch it that's called an ace↗

11:23–11:23 SPEAKER_02 and↗

11:29–11:36 SPEAKER_00 that's what you just did you served an ace did it feel good yeah it felt good all right let's see if you can do it again nice job↗

0:00–0:04 Let's start off by talking about your↗

0:02–0:07 job. Do you work or do you study?↗

0:04–0:10 >> No, I work. I work as an auditor. So, I↗

0:07–0:12 studied accounting and↗

0:10–0:13 I started as a bookkeeper and now I work↗

0:12–0:14 as an auditor.↗

0:13–0:16 >> Do you like your job?↗

0:14–0:19 >> Uh I do like it, but it has its uh↗

0:16–0:22 challenges. It's uh a very demanding job↗

0:19–0:23 in my opinion. So, uh↗

0:22–0:25 it's fun↗

0:23–0:27 because uh you get to learn a lot about↗

0:25–0:29 the company you're working with↗

0:27–0:32 and you get exposed to a lot of↗

0:29–0:33 businesses, especially if you work in uh↗

0:32–0:34 an accounting firm.↗

0:33–0:35 Uh↗

0:34–0:37 so, I would say that's my favorite thing↗

0:35–0:40 about my job. And my least favorite↗

0:37–0:42 could be that it's uh very demanding.↗

0:40–0:44 So, you work long hours. Busy season is↗

0:42–0:47 not easy. You need to remember why you↗

0:44–0:49 started to be able to continue.↗

0:47–0:51 Uh other than that, uh you meet a lot of↗

0:49–0:53 people, you make friends, uh you have a↗

0:51–0:54 lot of different clients. So, it's↗

0:53–0:57 pretty good.↗

0:54–0:59 >> Did you always want to be an auditor?↗

0:57–1:01 >> To be honest, no. I usually look at↗

0:59–1:04 people who know what they want to do↗

1:01–1:05 from day one as lucky. I wasn't one of↗

1:04–1:06 these people.↗

1:05–1:08 Uh↗

1:06–1:12 it only happened by chance, I would say.↗

1:08–1:15 I went uh into uh university. Uh↗

1:12–1:18 I took an accounting class, uh financial↗

1:15–1:20 uh accounting. I did really well. I got↗

1:18–1:22 the highest grade. So, when they called↗

1:20–1:24 me out to see like who that person was,↗

1:22–1:26 I was really happy about it and proud↗

1:24–1:28 and I decided to switch to accounting. I↗

1:26–1:30 didn't know what that is or what it↗

1:28–1:32 meant to be completely honest in↗

1:30–1:35 details, like what would my day-to-day↗

1:32–1:38 job or work look like. I did not know↗

1:35–1:41 unless I until I started working.↗

1:38–1:42 >> If you could do any other career, what↗

1:41–1:43 would it be?↗

1:42–1:47 >> So, there's a lot of things that I enjoy↗

1:43–1:49 doing. Two main things. The first one is↗

1:47–1:50 uh I love kids. So, I love working with↗

1:49–1:52 kids.↗

1:50–1:54 And the second one would be something↗

1:52–1:55 related to coaching and helping people↗

1:54–1:58 around me.↗

1:55–2:00 >> Now, let's talk about where you live.↗

1:58–2:01 Can you tell me about the kind of↗

2:00–2:03 accommodation you live in?↗

2:01–2:05 >> So, I currently live in an in an↗

2:03–2:08 apartment. Uh↗

2:05–2:11 three bedroom. It's has a big windows.↗

2:08–2:13 That was my most important point when I↗

2:11–2:15 chose the place. I have light furniture.↗

2:13–2:17 I like everything to be light and uh you↗

2:15–2:19 know, just↗

2:17–2:22 open. I like to wake up and see light↗

2:19–2:23 furniture and sun and you know, that's↗

2:22–2:25 what makes me happy.↗

2:23–2:26 >> Does your place have any amenities↗

2:25–2:28 around it?↗

2:26–2:30 >> Uh it does have, yes. It has everything.↗

2:28–2:31 So, we have a swimming pool, we have a↗

2:30–2:33 gym,↗

2:31–2:34 uh we have a park right in front of our↗

2:33–2:36 building.↗

2:34–2:37 Um that's what I can remember and that's↗

2:36–2:38 what I usually use.↗

2:37–2:41 >> Is there anything you would like to↗

2:38–2:42 change about the place where you live?↗

2:41–2:43 >> Yes.↗

2:42–2:45 So,↗

2:43–2:47 I know I said we have a gym, but it's↗

2:45–2:48 not exactly the type of gym I would↗

2:47–2:51 like. So, maybe some people would think↗

2:48–2:52 it's something minimal, but I cannot↗

2:51–2:55 work out without a big mirror in front↗

2:52–2:57 of me. I need to see how my form is. I↗

2:55–2:59 feel more comfortable. So,↗

2:57–3:01 there's no mirror. It's a bit small. So,↗

2:59–3:02 I would change these two things,↗

3:01–3:03 definitely.↗

3:02–3:04 >> And do you plan to live there for a long↗

3:03–3:06 time?↗

3:04–3:08 >> No, our plan is to stay there for until↗

3:06–3:10 the end of the year and then we'll move↗

3:08–3:12 to a different place.↗

3:10–3:13 >> Now, let's talk about animals. Do you↗

3:12–3:14 like animals?↗

3:13–3:16 >> I love animals.↗

3:14–3:18 I love dogs.↗

3:16–3:20 I like cats because I'm allergic to↗

3:18–3:22 them. So, since day one, I always had a↗

3:20–3:24 problem when↗

3:22–3:26 um near a cat or↗

3:24–3:29 I see one. Uh I love all types of↗

3:26–3:32 animals. I love elephants,↗

3:29–3:34 um giraffes,↗

3:32–3:35 cows,↗

3:34–3:35 monkeys, all of them.↗

3:35–3:38 >> [laughter]↗

3:35–3:38 >> But, my favorite I love dogs. They're my↗

3:38–3:39 number one.↗

3:38–3:42 >> Did you have a pet when you were a↗

3:39–3:44 child? Just jumping in to give you our↗

3:42–3:47 free gift. We analyzed hundreds of band↗

3:44–3:49 789 speaking performances and we↗

3:47–3:52 analyzed the vocabulary. [music] We've↗

3:49–3:54 put all the best words, phrases, idioms↗

3:52–3:56 into one PDF for you. If you would like↗

3:54–3:58 that, go to the description, click on↗

3:56–4:00 the link. It's our gift to you. You can↗

3:58–4:01 download it 100% for free.↗

4:00–4:03 >> No, I only↗

4:01–4:07 Yes, I had↗

4:03–4:09 What was it called? It's a type of bird.↗

4:07–4:12 I forgot the exact name of the type of↗

4:09–4:14 the bird of bird, but yes, I had a bird↗

4:12–4:16 and I had fish at some point.↗

4:14–4:17 They're not really↗

4:16–4:20 You can't really play with them, but I↗

4:17–4:21 had two at some point.↗

4:20–4:23 >> Now, let's talk about friends. Can you↗

4:21–4:27 describe your best friend?↗

4:23–4:29 >> Uh my best friend. Yes, of course. So,↗

4:27–4:31 uh we've been friends for I don't know↗

4:29–4:33 how many years now, so↗

4:31–4:35 maybe 15 years or more.↗

4:33–4:38 Uh↗

4:35–4:39 She's a She's a very loyal friend. She's↗

4:38–4:43 a loyal uh↗

4:39–4:44 very nice, kind, thoughtful.↗

4:43–4:46 She's always been there for me.↗

4:44–4:49 Whenever I needed her with the honest↗

4:46–4:50 opinion, whether it's good or bad.↗

4:49–4:53 Loyal, number one.↗

4:50–4:55 >> What type of people do you most commonly↗

4:53–4:57 make friends with? What are their their↗

4:55–5:00 traits, their character traits?↗

4:57–5:02 >> So, for me, I I really look for kindness↗

5:00–5:04 in people. Uh they have to be kind,↗

5:02–5:08 loyal,↗

5:04–5:09 uh they don't lie. Um Real friends,↗

5:08–5:11 they're there when you need them.↗

5:09–5:14 They're there in good times and in bad↗

5:11–5:15 times before good times.↗

5:14–5:17 Uh and you only↗

5:15–5:21 uh you only discover this↗

5:17–5:23 with time. And with the events and, you↗

5:21–5:25 know, so that's how I decide that this↗

5:23–5:28 person is a person that I want to be↗

5:25–5:31 close to. So, I'm going to talk about an↗

5:28–5:32 app called TikTok, which most of people↗

5:31–5:35 know now.↗

5:32–5:38 Uh and I decided to stop using it. First↗

5:35–5:40 time I used it was uh a few years ago↗

5:38–5:42 when it came out. At the beginning,↗

5:40–5:44 everyone was really↗

5:42–5:48 uh happy with it. Uh I started using it↗

5:44–5:52 because uh I remember I used to look for↗

5:48–5:55 recipes, for inspirations, if I have a a↗

5:52–5:57 dinner with my friends, if I have a↗

5:55–5:59 whatever, a party,↗

5:57–6:01 I see what I can wear, I take↗

5:59–6:03 inspirations, where to go buy my↗

6:01–6:06 clothes, outfits. Even if I'm hosting,↗

6:03–6:08 let's say I'm having friends over for↗

6:06–6:11 brunch, lunch, dinner. I just see how I↗

6:08–6:14 can decorate the the table↗

6:11–6:17 or ideas of what I can cook and stuff↗

6:14–6:19 like that. Um it honestly helped me with↗

6:17–6:22 a lot of things like preparing for an↗

6:19–6:23 interview, let's say, or even↗

6:22–6:26 how to act in a certain situation.↗

6:23–6:28 Sometimes a lot of people go through↗

6:26–6:30 situations that you go through and↗

6:28–6:32 you'll be surprised how much advice you↗

6:30–6:35 can find on TikTok. I'm not saying it's↗

6:32–6:39 the best, but you can find some good↗

6:35–6:41 advice. The reason I stopped using it↗

6:39–6:42 was because at some point↗

6:41–6:44 uh↗

6:42–6:47 I realized that my attention span a span↗

6:44–6:49 was getting so bad, I couldn't focus, I↗

6:47–6:51 couldn't↗

6:49–6:54 watch a a full movie, let's say, or a↗

6:51–6:55 full video without pressing times two. I↗

6:54–6:58 couldn't just wait. I wanted everything↗

6:55–7:00 very quickly and I read about it. I↗

6:58–7:03 realized that one of the reasons could↗

7:00–7:05 be me using social media, especially↗

7:03–7:07 TikTok, because of the↗

7:05–7:10 short videos, quick videos that we see.↗

7:07–7:13 I scroll all all day and more than that↗

7:10–7:15 uh I realized that↗

7:13–7:18 the second I open the app when I close↗

7:15–7:20 it, I see that two, three hours have↗

7:18–7:21 passed. So, I realized it's just a waste↗

7:20–7:23 of time.↗

7:21–7:25 >> We've been talking about technology and↗

7:23–7:27 we're going to continue to talk about↗

7:25–7:30 computer games and technology in↗

7:27–7:31 education. Are computer games popular in↗

7:30–7:33 your country?↗

7:31–7:35 >> I believe they are because I hear a lot↗

7:33–7:39 of people talking about them, but↗

7:35–7:41 I'm not related to any type of like I'm↗

7:39–7:43 not interested or I don't play any↗

7:41–7:43 computer games. I don't know anything↗

7:43–7:45 about them.↗

7:43–7:48 >> Let's talk about technology in the↗

7:45–7:49 classroom. Can technology be helpful in↗

7:48–7:52 the classroom?↗

7:49–7:55 >> I graduated a few years ago.↗

7:52–7:57 So, I we didn't have that much↗

7:55–8:00 technology↗

7:57–8:02 uh like these days, but maybe I can tell↗

8:00–8:04 you about how I use technology in my own↗

8:02–8:06 job. So, for example, it does really↗

8:04–8:08 help. I'm going to give you an example.↗

8:06–8:12 If I have a meeting, let's say, and I↗

8:08–8:15 need to take notes with AI or just↗

8:12–8:17 a certain app, I can record the meeting,↗

8:15–8:19 it summarizes it to me, it gives me the↗

8:17–8:21 main points, the important points,↗

8:19–8:23 what we focused on.↗

8:21–8:26 Anything I ask it to do, it does. So,↗

8:23–8:28 that instead of taking me like 7 hours↗

8:26–8:30 to do it or not going to maybe 2 hours↗

8:28–8:33 to do, would take me 15 minutes.↗

8:30–8:35 >> Do you think that students know more↗

8:33–8:36 about AI than most teachers?↗

8:35–8:39 >> Of course.↗

8:36–8:41 Of course, 100%. The younger generation↗

8:39–8:43 grew up↗

8:41–8:46 with AI being normal, so they know so↗

8:43–8:49 much about it. For maybe older↗

8:46–8:51 generation, they have to acquire the↗

8:49–8:53 knowledge or learn about it or put more↗

8:51–8:54 effort. It's not something that they're↗

8:53–8:57 used to, unlike↗

8:54–8:59 younger generation where it's no normal.↗

8:57–9:01 So, I think in my opinion, yeah, they do↗

8:59–9:01 know more than↗

9:01–9:03 their teachers.↗

9:01–9:05 >> Do you think that AI will ever replace↗

9:03–9:07 teachers in the classroom?↗

9:05–9:08 >> I think so, yes.↗

9:07–9:12 For now, I see it's doing a lot of↗

9:08–9:13 things. It's just surprising. It's↗

9:12–9:17 it's scary, too.↗

9:13–9:17 Yeah, I believe it it can replace↗

9:17–9:20 70% of the jobs,↗

9:19–9:22 if not more.↗

9:20–9:25 >> Can you think of a specific application↗

9:22–9:27 or a specific thing that AI could do to↗

9:25–9:28 help students in the classroom?↗

9:27–9:30 >> A specific app?↗

9:28–9:33 >> Or a specific app application, not app↗

9:30–9:34 as in a app in the App Store, but a↗

9:33–9:37 specific↗

9:34–9:38 methodology or something it could do to↗

9:37–9:41 help students. So, for example, you↗

9:38–9:44 talked about uh in your job the↗

9:41–9:47 application is note-taking for meetings.↗

9:44–9:48 What could AI do in the classroom?↗

9:47–9:50 >> Exactly same thing. They also need to↗

9:48–9:52 take a lot of notes. So, for example,↗

9:50–9:55 for me, I used to like listening to the↗

9:52–9:56 teacher more than just taking notes and↗

9:55–9:58 being in a rush and you know, because I↗

9:56–10:00 like to focus and just understand what↗

9:58–10:02 the teacher is saying. So, if I had this↗

10:00–10:04 before, this would have helped me a lot↗

10:02–10:06 because I focus with the teacher and↗

10:04–10:09 then I go back home, I reread what he↗

10:06–10:12 said or she said. I understand it more.↗

10:09–10:14 I have it written clearly. So, I would↗

10:12–10:15 have used it that way.↗

10:14–10:18 Maybe there's more and I don't know↗

10:15–10:21 about like what they use it for, but↗

10:18–10:22 this would be something important to me↗

10:21–10:24 and useful.↗

10:22–10:26 >> So, what I'm going to do is go through↗

10:24–10:28 each part, give you some feedback, and↗

10:26–10:30 then we'll talk about your scores.↗

10:28–10:32 If you would like your speaking assessed↗

10:30–10:33 one-on-one, we do offer that as part of↗

10:32–10:35 our VIP package. To thank you for↗

10:33–10:37 watching the video, I'll offer you 10%↗

10:35–10:39 off. All you have to do is just go to↗

10:37–10:42 the description, click the link, and you↗

10:39–10:44 can get 10% off today. Part one was↗

10:42–10:46 excellent. Um↗

10:44–10:47 you The only thing was you forgot the↗

10:46–10:48 name of the bird.↗

10:47–10:50 And [laughter] but you dealt with that↗

10:48–10:52 really well because you talked through↗

10:50–10:53 it. So, you didn't just say like, "Mhm,↗

10:52–10:56 what is the name of the" Like some↗

10:53–10:57 people will be like, "Mhm, uh uh uh"↗

10:56–10:59 and they'll think about it for a very↗

10:57–11:01 long time. You just were like, "I can't↗

10:59–11:03 think of it" and then you moved on. So,↗

11:01–11:05 it felt like a conversation. It didn't↗

11:03–11:07 feel like a test. It didn't feel like I↗

11:05–11:09 was interrogating you and trying to pull↗

11:07–11:11 the English out of you. It was just like↗

11:09–11:13 a normal conversation. So, it was it was↗

11:11–11:15 really good. Your development was good.↗

11:13–11:17 I wouldn't change anything. I wouldn't↗

11:15–11:19 give you any advice about part one↗

11:17–11:22 because you did really well. Part two,↗

11:19–11:24 you did something that I would be a↗

11:22–11:28 little bit worried about. What you did↗

11:24–11:29 was you listed nearly everything that's↗

11:28–11:30 ever on TikTok. You were like, "You↗

11:29–11:32 could try it. You could do this and you↗

11:30–11:34 could do this and you could do this. You↗

11:32–11:38 stop that after a while, and then you↗

11:34–11:40 moved on to why you decided to↗

11:38–11:43 um stop doing it. The question was about↗

11:40–11:46 why you decided to stop doing it. So, if↗

11:43–11:48 you just kept listing lots of things,↗

11:46–11:51 this is a very common thing that we see↗

11:48–11:53 is students will get on to one topic,↗

11:51–11:55 and they'll just list everything. So,↗

11:53–11:56 for example, you ask them about food,↗

11:55–11:59 "What's your favorite food?" "I like↗

11:56–12:02 Thai. I like Italian. I like Lebanese. I↗

11:59–12:03 like uh Arabic food. I like pizza. I↗

12:02–12:06 like And they don't they don't realize↗

12:03–12:07 they're doing it. You did it a little↗

12:06–12:10 bit, but then you switched. I think it's↗

12:07–12:13 like a a little bit of a safety blanket↗

12:10–12:16 where people it's easy to list stuff,↗

12:13–12:18 and but listing a bunch of things↗

12:16–12:21 doesn't allow you to really show the↗

12:18–12:22 examiner the range of grammar, the range↗

12:21–12:24 of vocabulary that you have because↗

12:22–12:26 you're not really speaking in complete↗

12:24–12:29 sentences. You're just creating a a↗

12:26–12:31 little shopping list of of words. So,↗

12:29–12:33 it's fine to do that a little bit, but↗

12:31–12:35 be careful about that. I don't think↗

12:33–12:37 it's a huge problem for you, and but I↗

12:35–12:39 just want to bring it up↗

12:37–12:40 out of an abundance of caution.↗

12:39–12:41 Um↗

12:40–12:43 you but you once you moved on to that,↗

12:41–12:46 you did really, really well. Part three,↗

12:43–12:49 there were a couple of of topics where↗

12:46–12:51 you didn't know about them, and I really↗

12:49–12:54 like that you said that you didn't know↗

12:51–12:56 anything about it. So, computer games um↗

12:54–12:58 is not a universal thing. Not everyone↗

12:56–13:00 is into computer games. Not everybody↗

12:58–13:02 plays computer games. But you you're↗

13:00–13:04 aware of what they are, and you just↗

13:02–13:05 started talking about it, and then said↗

13:04–13:07 like, "To be honest, I'm not I don't↗

13:05–13:09 really know anything about them. I'm not↗

13:07–13:12 really into computer games." You have↗

13:09–13:13 demonstrated to the examiner that A, you↗

13:12–13:16 don't know anything about computer↗

13:13–13:18 games, but B, you can talk about why you↗

13:16–13:20 don't know anything about them. And a↗

13:18–13:22 good examiner will not keep asking you↗

13:20–13:23 about that topic if you've made it clear↗

13:22–13:25 that you don't have a lot of knowledge↗

13:23–13:27 about it. So, they want to give give↗

13:25–13:28 best opportunity to show how great your↗

13:27–13:30 English is.↗

13:28–13:32 Peppering you with question after↗

13:30–13:33 question about a topic you don't really↗

13:32–13:36 know much about is not going to help you↗

13:33–13:37 do that. So, you notice that after you↗

13:36–13:39 said that, I switched to a different↗

13:37–13:41 topic and we started talking about↗

13:39–13:43 technology in the classroom. One thing↗

13:41–13:45 that you did as well, I asked you about↗

13:43–13:47 technology in the classroom and then you↗

13:45–13:49 switched it to "Well, I don't know about↗

13:47–13:51 that, but this is how I use it in my↗

13:49–13:53 job." I think that is absolutely fine,↗

13:51–13:56 but make sure that you bring it back to↗

13:53–13:59 the question. So, you said, "In my job,↗

13:56–14:00 we use AI for meetings." You could have↗

13:59–14:02 then took it back to and said, "And↗

14:00–14:04 that's how teachers could use it with↗

14:02–14:07 their students." So, instead of them↗

14:04–14:10 writing notes furiously, they could↗

14:07–14:12 listen to the the teacher, let the AI↗

14:10–14:14 record, and then look back at the notes↗

14:12–14:16 after class and they can learn from↗

14:14–14:18 them. So, always bring it back to the↗

14:16–14:20 question because part of your mark is↗

14:18–14:21 did you answer the question? Did you↗

14:20–14:23 remain↗

14:21–14:25 talking about that topic or answering↗

14:23–14:28 the question throughout your answer? You↗

14:25–14:31 also, I was asking you about like, will↗

14:28–14:32 um AI replace teachers? Like, that's not↗

14:31–14:33 certain right now. It's a quite a↗

14:32–14:35 difficult question, but you did↗

14:33–14:37 speculate about it like it they might↗

14:35–14:39 use it for this. And then you related it↗

14:37–14:41 to something you know about, which was↗

14:39–14:43 really really good. If possible, I would↗

14:41–14:46 try and add a little bit more detail in↗

14:43–14:48 part three. A little bit um you could↗

14:46–14:50 use examples, explanations. Why do some↗

14:48–14:52 people think this? Why do other people↗

14:50–14:54 think that? Or it could be a personal↗

14:52–14:56 story like you did using AI in meetings↗

14:54–14:58 and things like that.↗

14:56–15:00 It it is not a problem here. Again, I'm↗

14:58–15:02 trying to think of↗

15:00–15:04 if you did you haven't done the real↗

15:02–15:07 test in a long time. Um if you were to↗

15:04–15:09 do it again, is there anything that when↗

15:07–15:11 you're under pressure, you might do too↗

15:09–15:12 much of you might make a mistake because↗

15:11–15:15 of you're just stressed.↗

15:12–15:18 Um you might give very short answers and↗

15:15–15:20 not give more detail, not give examples.↗

15:18–15:23 You could talk about irrelevant things.↗

15:20–15:25 So, I'm just helping you. What you did↗

15:23–15:27 was fine, but I'm just trying to help↗

15:25–15:30 you out as much as much as possible.↗

15:27–15:31 >> think it's amazing. And I really I'm I↗

15:30–15:32 am going to use this feedback even for↗

15:31–15:34 my life. When someone asks me a↗

15:32–15:36 question, it's always good to think↗

15:34–15:38 about the question when you're↗

15:36–15:39 answering, you know, because sometimes↗

15:38–15:41 you take the question, you start↗

15:39–15:43 answering, you change directions. So,↗

15:41–15:45 it's even good for me to↗

15:43–15:47 >> So, good way to think about it is↗

15:45–15:49 think about the question, directly↗

15:47–15:51 answer it right away.↗

15:49–15:52 So, here's what I think or here's what↗

15:51–15:54 other people think because not you don't↗

15:52–15:56 agree with every viewpoint. Something↗

15:54–15:58 like should AI be used in the classroom?↗

15:56–16:00 Some people think yeah, it should be↗

15:58–16:02 used way more than it is. Another people↗

16:00–16:04 are like no, it can't replace humans.↗

16:02–16:07 So, you could but try and say like I↗

16:04–16:09 think this. Here's why I think this.↗

16:07–16:11 Here's an example So, I think that AI↗

16:09–16:13 should be used for note-taking. I think↗

16:11–16:15 it's really useful because students can↗

16:13–16:17 review their notes after and they can↗

16:15–16:19 focus on the lesson instead of taking↗

16:17–16:22 notes during that. An example of this is↗

16:19–16:24 the app Otter AI or something. Whatever↗

16:22–16:25 whatever app you can you can think of.↗

16:24–16:28 I've used it before and I↗

16:25–16:28 >> about me. I have like I don't remember.↗

16:28–16:30 >> [laughter]↗

16:28–16:33 >> So, for the app yesterday I used it for↗

16:30–16:35 my job and I forgot the name of the of↗

16:33–16:35 the website I used for a meeting↗

16:35–16:38 actually.↗

16:35–16:40 >> use the exact name. It's not a knowledge↗

16:38–16:41 of AI apps test. Don't worry about that.↗

16:40–16:43 Um you can say but other people think↗

16:41–16:46 that you know, AI has no place in the↗

16:43–16:48 classroom and you know, it it's really↗

16:46–16:51 important for students to develop the↗

16:48–16:52 the skill of note-taking themselves↗

16:51–16:54 because that's something that they will↗

16:52–16:57 have to do in the future. Personally, I↗

16:54–16:59 don't think that they will use a have to↗

16:57–17:01 make notes in the future because AI will↗

16:59–17:03 take that over completely. So, my↗

17:01–17:05 opinion is you know, that that we should↗

17:03–17:07 use more of it for that purpose.↗

17:05–17:09 Something like that. Let's talk about↗

17:07–17:12 your scores. You will get 25% for↗

17:09–17:14 fluency and coherence. That means did↗

17:12–17:17 you speak at an appropriate speed↗

17:14–17:19 without unnatural pausing and did you↗

17:17–17:21 answer the question? Pronunciation, can↗

17:19–17:23 I understand you? Grammar, vocabulary.↗

17:21–17:26 Your fluency and coherence is excellent.↗

17:23–17:28 Um, you don't speak too fast or you↗

17:26–17:30 don't speak too slow. Fluency isn't↗

17:28–17:33 really about speed, it's more about how↗

17:30–17:35 smoothly you you you speak. It's the↗

17:33–17:38 smoothness of your speech. Um, so↗

17:35–17:41 without unnatural pausing and and you do↗

17:38–17:43 that sometimes, but it's all only just↗

17:41–17:45 to think of the next idea. You do it↗

17:43–17:46 very infrequently, which is excellent.↗

17:45–17:48 You always answer the question.↗

17:46–17:51 Sometimes you do start talking about↗

17:48–17:54 something a little bit irrelevant, um,↗

17:51–17:56 but it is rare. You do develop all your↗

17:54–17:58 answers. Sometimes it could be a little↗

17:56–18:00 bit more developed, but again, it's not↗

17:58–18:03 a huge problem. Um, so you would be at↗

18:00–18:05 the very top for level, which is about↗

18:03–18:08 nine for fluency and coherence.↗

18:05–18:11 Pronunciation, I can understand every↗

18:08–18:14 single word you say. You are not a↗

18:11–18:17 native English speaker, and uh, you grew↗

18:14–18:20 up speaking Arabic, so it is amazing↗

18:17–18:22 that your pronunciation is as clear and↗

18:20–18:25 as easy to understand as it is. Not only↗

18:22–18:28 that, you have very good use of↗

18:25–18:30 intonation. Um, so your your voice is↗

18:28–18:35 going up and down to convey meaning very↗

18:30–18:36 accurately and very natural, um,↗

18:35–18:39 word stress and sentence stress. You're↗

18:36–18:41 stressing certain words to convey↗

18:39–18:42 meaning, and you do that like a native↗

18:41–18:45 speaker would do that, which is very↗

18:42–18:48 difficult for Arabic speakers because↗

18:45–18:50 the rhythm of Arabic is very different↗

18:48–18:52 from the rhythm of English. So you're↗

18:50–18:56 doing very very well there. Vocabulary↗

18:52–18:57 is very accurate. You're never↗

18:56–18:59 using words that just have the wrong↗

18:57–19:02 meaning, or you're never trying to use↗

18:59–19:04 words that, um, are inappropriate.↗

19:02–19:06 You're very very accurate. For example,↗

19:04–19:08 when you're talking about Tik Tok and↗

19:06–19:10 not using it, you're talk using words↗

19:08–19:13 like attention span and I couldn't focus↗

19:10–19:16 and I was, um pressing↗

19:13–19:18 uh 2x and I scrolled all day and two two↗

19:16–19:20 or three hours have passed. It's just a↗

19:18–19:23 complete waste of time. So, none of↗

19:20–19:25 these words are particularly advanced.↗

19:23–19:27 None of these phrases are like the most↗

19:25–19:29 advanced English in the world, but they↗

19:27–19:31 are very topic specific. So, you don't↗

19:29–19:33 talk about attention span when you're↗

19:31–19:35 talking about wearing hats or baking↗

19:33–19:38 cakes or the weather. You talk about↗

19:35–19:41 attention span and losing focus and↗

19:38–19:43 scrolling and hours have passed and a↗

19:41–19:44 waste of time when you're talking about↗

19:43–19:47 TikTok and Instagram and things like↗

19:44–19:50 that. So, any topic that I threw at you,↗

19:47–19:52 you have very appropriate and accurate↗

19:50–19:54 vocabulary to talk about that. It↗

19:52–19:57 doesn't matter what topic I give you.↗

19:54–19:59 Some people might say that you need to↗

19:57–20:01 expand your vocabulary a little bit. I↗

19:59–20:03 don't think that you do. I think if you↗

20:01–20:06 try to start inserting really advanced↗

20:03–20:07 vocabulary for the sake of it, then it↗

20:06–20:09 you [clears throat] will it'll lead to↗

20:07–20:11 you making more mistakes. I think it's↗

20:09–20:15 absolutely fine. And grammar, there's↗

20:11–20:17 tiny little slips from time to time. For↗

20:15–20:19 example, you said which most of people↗

20:17–20:21 know instead of which most people know.↗

20:19–20:23 If you say which most of people know, I↗

20:21–20:25 know exactly what that means. It doesn't↗

20:23–20:30 stop me understanding what you're saying↗

20:25–20:32 and it wasn't like you had um that error↗

20:30–20:34 over and over and over again. You don't↗

20:32–20:37 like it's not like every preposition or↗

20:34–20:39 article usage is has has an issue. It's↗

20:37–20:41 extremely rare for you to make a a↗

20:39–20:43 mistake and it's just a little slip and↗

20:41–20:45 that's how native English speakers↗

20:43–20:46 speak. When you're speaking Arabic, I'm↗

20:45–20:48 sure you make little slips from time to↗

20:46–20:50 time. Everybody does. When I'm speaking↗

20:48–20:52 English, I make little slips to get a↗

20:50–20:54 band nine. You don't need to be perfect↗

20:52–20:57 and maybe you made more mistakes. I↗

20:54–20:59 don't know. I didn't pick up on them.↗

20:57–21:00 Um but that was the only one I picked up↗

20:59–21:03 on. So, you would get a perfect band↗

21:00–21:05 nine for everything. So, you are at an↗

21:03–21:08 extremely high level and that is↗

21:05–21:10 extremely rare for someone who didn't↗

21:08–21:12 grow up in a native English-speaking↗

21:10–21:15 country. So, you should be very proud of↗

21:12–21:18 your English-speaking ability and and uh↗

21:15–21:18 yeah, well done.↗

0:00–0:02 Let's start off by talking about your job.↗

0:02–0:04 Do you work or do you study?↗

0:04–0:05 No, I work.↗

0:05–0:06 I work as an auditor.↗

0:06–0:13 So I studied accounting and I started as a bookkeeper and now I work as an auditor.↗

0:13–0:14 Do you like your job?↗

0:14–0:17 I do like it, but it has its challenges.↗

0:17–0:19 It's a very demanding job in my opinion.↗

0:20–0:26 So it's fun because you get to learn a lot about the company you're working with↗

0:27–0:32 and you get exposed to a lot of businesses, especially if you work in an accounting firm.↗

0:34–0:36 So I would say that's my favorite thing about my job.↗

0:36–0:40 And my least favorite would be that it's very demanding.↗

0:40–0:43 So you work long hours, busy season is not easy.↗

0:43–0:46 You need to remember why you started to be able to continue.↗

0:47–0:50 Other than that, you meet a lot of people, you make friends,↗

0:50–0:52 you have a lot of different clients.↗

0:52–0:54 So it's pretty good.↗

0:54–0:56 Did you always want to be an auditor?↗

0:56–0:58 To be honest, no.↗

0:58–1:02 I usually look at people who know what they want to do from day one as lucky.↗

1:02–1:04 I wasn't one of these people.↗

1:05–1:08 It only happened by chance, I would say.↗

1:08–1:10 I went into university.↗

1:12–1:16 I took an accounting class, financial accounting.↗

1:16–1:17 I did really well.↗

1:17–1:18 I got the highest grade.↗

1:19–1:22 So when they called me out to see who that person was,↗

1:22–1:24 I was really happy about it and proud.↗

1:24–1:26 And I decided to switch to accounting.↗

1:26–1:30 I didn't know what that is or what it meant, to be completely honest, in details.↗

1:30–1:34 Like, what would my day-to-day job or work look like?↗

1:34–1:37 I did not know until I started working.↗

1:38–1:41 If you could do any other career, what would it be?↗

1:41–1:43 So there's a lot of things that I enjoy doing.↗

1:44–1:45 Two main things.↗

1:45–1:48 The first one is I love kids.↗

1:48–1:49 So I love working with kids.↗

1:50–1:55 And the second one would be something related to coaching and helping people around me.↗

1:55–1:56 Now, let's talk about your career.↗

1:56–1:57 Let's talk about where you live.↗

1:57–2:01 Can you tell me about the kind of accommodation you live in?↗

2:01–2:06 So I currently live in an apartment, a three-bedroom.↗

2:06–2:08 It has big windows.↗

2:08–2:11 That was my most important point when I chose the place.↗

2:12–2:12 I have light furniture.↗

2:13–2:17 I like everything to be light and, you know, just open.↗

2:17–2:20 I like to wake up and see light furniture and sun.↗

2:20–2:22 And, you know, that makes me happy.↗

2:23–2:25 Does your place have any amenities around it?↗

2:26–2:27 It does have, yes.↗

2:27–2:27 It has everything.↗

2:28–2:29 So we have a swimming pool.↗

2:29–2:30 We have a gym.↗

2:31–2:33 We have a park right in front of our building.↗

2:34–2:36 That's what I can remember.↗

2:36–2:37 And that's what I usually use.↗

2:37–2:40 Is there anything you would like to change about the place where you live?↗

2:41–2:41 Yes.↗

2:42–2:47 So I know I said we have a gym, but it's not exactly the type of gym I would like.↗

2:47–2:49 So maybe some people would think it's something minimal,↗

2:49–2:53 but I cannot work out without a big mirror in front of me.↗

2:53–2:54 I need to see how my form is.↗

2:54–2:55 I feel more comfortable.↗

2:56–2:58 So there's no mirror.↗

2:58–2:58 It's a bit small.↗

2:59–3:01 So I would change these two things, definitely.↗

3:02–3:03 And do you plan to live there for a long time?↗

3:04–3:07 No, our plan is to stay there for until the end of the year.↗

3:07–3:09 And then we'll move to a different place.↗

3:09–3:11 Now let's talk about animals.↗

3:11–3:12 Do you like animals?↗

3:12–3:13 I love animals.↗

3:14–3:15 I love dogs.↗

3:16–3:19 I like cats because I'm allergic to them.↗

3:19–3:24 So since day one, I always had a problem when I'm near a cat or I see one.↗

3:24–3:27 I love all types of animals.↗

3:27–3:35 I love elephants, giraffes, cows, monkeys, all of them.↗

3:35–3:37 But my favorite, I love dogs.↗

3:37–3:38 They're my number one.↗

3:38–3:40 Did you have a pet when you were a child?↗

3:40–3:42 Just jumping in to give you our free gift.↗

3:42–3:46 We analyzed hundreds of bands, seven, eight and nine speaking performances.↗

3:46–3:48 And we analyzed the vocabulary.↗

3:48–3:53 We've put all the best words, phrases, idioms into one PDF for you.↗

3:53–3:54 If you would like that.↗

3:54–3:56 Go to the description, click on the link.↗

3:56–3:57 It's our gift to you.↗

3:57–3:59 You can download it 100% for free.↗

4:00–4:04 No, I only, um, yes, I had, um, what was it called?↗

4:04–4:05 Um, it's a type of bird.↗

4:07–4:13 I forgot the exact name of the type of the bird, but yes, I had a bird and I had fish at some point.↗

4:14–4:19 They're not really, you can't really play with them, but I had two at some point.↗

4:19–4:21 Now let's talk about friends.↗

4:21–4:23 Can you describe your best friend?↗

4:23–4:24 Uh, my best friend.↗

4:24–4:26 Yes, of course.↗

4:26–4:32 So, uh, we've been friends for, I don't know how many years now, so maybe 15 years or more.↗

4:34–4:37 Uh, she's a, she's a very loyal friend.↗

4:37–4:41 She's a loyal, uh, very nice, kind, thoughtful.↗

4:42–4:47 She's always been there for me whenever I needed her with the honest opinion, whether it's good or bad.↗

4:49–4:49 Loyal.↗

4:49–4:50 Number one.↗

4:50–4:54 What type of people do you most commonly make friends with?↗

4:54–4:54 What are their strengths?↗

4:54–4:56 What are their traits, their character traits?↗

4:56–5:00 So for me, I, I really look for kindness in people.↗

5:00–5:03 Uh, they have to be kind, loyal.↗

5:03–5:05 Uh, they don't lie.↗

5:06–5:08 Um, real friends.↗

5:08–5:09 They're there when you need them.↗

5:09–5:13 They're there in good times and in bad times, times before good times.↗

5:13–5:24 Uh, and you only, uh, you only discover this with time and with the events and, you know, so that's how I decide that this person is.↗

5:24–5:26 A person that I want to be close to.↗

5:26–5:31 So I'm going to talk about an app called Tik Tok, which most of people know now.↗

5:32–5:34 Uh, and I decided to stop using it.↗

5:35–5:43 First time I used it was, uh, a few years ago when it came out at the beginning, everyone was really, uh, happy with it.↗

5:43–5:50 Uh, I started using it because, uh, I remember I used to look for recipes for inspirations.↗

5:50–5:54 If I have a, a dinner with my friends, if I.↗

5:54–5:58 I have, uh, whatever, a party, uh, I see what I can wear.↗

5:58–6:07 I take inspirations where to go buy my clothes, outfits, uh, even if I'm hosting, let's say I'm, uh, having friends over for brunch, lunch, dinner.↗

6:07–6:14 I just see how I can decorate the table or, uh, ideas of what I can cook and stuff like that.↗

6:14–6:23 Um, it honestly helped me with a lot of things like, uh, preparing for an interview, let's say, or even, um, how to act in a certain situation.↗

6:23–6:31 Sometimes, uh, a lot of people go through, uh, situations that you go through and you'll be surprised how much advice you can find on Tik TOK.↗

6:31–6:35 Uh, I'm not saying it's the best, but you can find some good advice.↗

6:35–6:45 Uh, the reason I stopped using it was because at some point, uh, I realized that my attention span, uh, span was, uh, getting so bad.↗

6:46–6:47 I couldn't focus.↗

6:47–6:53 I couldn't, uh, watch a full movie, let's say, or a full video without, uh, pressing time stress.↗

6:53–6:54 So I couldn't just wait.↗

6:54–6:56 I wanted everything very quickly.↗

6:56–6:57 And I read about it.↗

6:57–7:07 I realized that one of the reasons could be me using social media, especially Tik TOK because of the, uh, short videos, quick videos that we see.↗

7:07–7:09 I scroll all day.↗

7:09–7:18 And more than that, uh, I realized that the second I opened the app, when I close it, I see that two, three hours have passed.↗

7:18–7:21 So I realized it's just a waste of time.↗

7:21–7:23 We've been talking about technology.↗

7:23–7:27 And we're going to continue to talk about computer games and technology and education.↗

7:27–7:30 Are computer games popular in your country?↗

7:31–7:42 I believe they are because I hear a lot of people talking about them, but I'm not related to any type of like, I am not interested or I don't play any computer games.↗

7:42–7:43 I don't know anything about them.↗

7:43–7:45 Let's talk about technology in the classroom.↗

7:46–7:49 Can technology be helpful in the classroom?↗

7:49–7:51 I graduated a few years ago.↗

7:51–7:52 So.↗

7:52–8:02 So I, we didn't have that much technology, uh, like these days, but maybe I can tell you about how I use technology in my own job.↗

8:02–8:05 So, uh, for example, it does really help.↗

8:05–8:06 I'm going to give you an example.↗

8:06–8:14 If I have a meeting, let's say, and I need to take notes with AI or just a certain app, I can record the meeting.↗

8:14–8:16 It summarizes it to me.↗

8:16–8:20 It gives me the main points, the important points, uh, what we focused on.↗

8:21–8:21 Anything.↗

8:21–8:30 I ask it to do it does so that instead of taking me like seven hours to do it, or I'm not going to meet maybe two hours to do would take me 15 minutes.↗

8:30–8:34 Do you think that students know more about AI than most teachers?↗

8:35–8:42 Of course, of course, a hundred percent, the younger generation grew up with AI being normal.↗

8:42–8:47 So they know so much about it for maybe older generation.↗

8:47–8:51 They have to acquire the knowledge or learn about it or put more effort.↗

8:51–8:56 It's not something that they're used to, unlike younger generation where it's normal.↗

8:57–9:01 So I think in my opinion, yeah, they do know more than their teachers.↗

9:01–9:04 Do you think that AI will ever replace teachers in the classroom?↗

9:05–9:06 I think so.↗

9:06–9:06 Yes.↗

9:06–9:09 Uh, for now I see it's doing a lot of things.↗

9:09–9:10 It's just surprising.↗

9:10–9:12 It's, it's scary too.↗

9:13–9:13 Yeah.↗

9:13–9:20 I believe it, it can replace 70% of the jobs, if not more.↗

9:20–9:21 Can you think of a specific idea?↗

9:21–9:27 A specific application or a specific thing that AI could do to help students in the classroom?↗

9:27–9:28 A specific app?↗

9:28–9:37 Or a specific application, not app as in a app in the app store, but a specific methodology or something it could do to help students.↗

9:37–9:44 So for example, you talked about in your job, the application is note taking for meetings.↗

9:44–9:46 What could AI do in the classroom?↗

9:46–9:47 Exactly the same thing.↗

9:48–9:49 They also need to take a lot of notes.↗

9:49–9:51 So for example, for me, I used to like.↗

9:51–9:59 Listening to the teacher more than just taking notes and being in Russian, you know, because I like to focus and just understand what the teacher is saying.↗

9:59–10:05 So if I had this before, this would have helped me a lot because I focus with the teacher and then I go back home.↗

10:05–10:09 I reread what he said or she said, I understand it more.↗

10:09–10:10 I have it written clearly.↗

10:11–10:13 So I would have used it that way.↗

10:13–10:21 Maybe there's more, and I don't know about like what they use it for, but this would be something important to me.↗

10:21–10:21 And you.↗

10:21–10:27 So what I'm going to do is go through each part, give you some feedback, and then we'll talk about your scores.↗

10:27–10:34 If you would like your speaking assessed one on one, we do offer that as part of our VIP package to thank you for watching the video.↗

10:34–10:36 I'll offer you 10 percent off.↗

10:36–10:40 All you have to do is just go to the description, click the link and you can get 10 percent off today.↗

10:41–10:42 Part one was excellent.↗

10:43–10:50 And you the only thing was you forgot the name of the bird, but you dealt with that really well because you talked through it.↗

10:50–10:51 So you didn't just say like.↗

10:51–10:57 What is the name of like some people will be like and they'll think about it for a very long time.↗

10:58–10:59 You just were like, I can't think of it.↗

10:59–11:00 And then you moved on.↗

11:00–11:02 So it felt like a conversation.↗

11:02–11:04 It didn't feel like a test.↗

11:04–11:08 It didn't feel like I was interrogating you and trying to pull the English out of you.↗

11:08–11:10 It was just like a normal conversation.↗

11:10–11:12 So it was really good.↗

11:12–11:13 Your development was good.↗

11:13–11:15 I wouldn't change anything.↗

11:15–11:18 I wouldn't give you any advice about part one because you did really well.↗

11:18–11:21 Part two, you did something that.↗

11:21–11:28 I would be a little bit wary about what you did was you listed nearly everything that's ever on TikTok.↗

11:28–11:29 You were like, you could try it.↗

11:29–11:32 You could do this and you could do this and you could do this.↗

11:32–11:39 You stopped that after a while and then you moved on to why you decided to stop doing it.↗

11:39–11:42 The question was about why you decided to stop doing it.↗

11:42–11:51 So if you just kept listing lots of things, this is a very common thing that we see is students will get onto one topic.↗

11:51–11:53 And they'll just list everything.↗

11:53–11:55 So, for example, you ask them about food.↗

11:55–11:56 What's your favorite food?↗

11:56–11:57 I like Thai.↗

11:57–11:57 I like Italian.↗

11:58–11:59 I like Lebanese.↗

11:59–12:00 I like Arabic food.↗

12:01–12:01 I like pizza.↗

12:02–12:04 I like and they don't they don't realize they're doing it.↗

12:04–12:07 You did it a little bit, but then you switched.↗

12:07–12:13 I think it's like a little bit of a safety blanket where people it's easy to list stuff.↗

12:13–12:21 But listing a bunch of things doesn't allow you to really show the examiner the range of grammar, the range of vocabulary.↗

12:21–12:24 That you have because you're not really speaking in complete sentences.↗

12:25–12:28 You're just creating a little shopping list of words.↗

12:28–12:32 So it's fine to do that a little bit, but be careful about that.↗

12:32–12:38 I don't think it's a huge problem for you, but I just want to bring it up out of an abundance of caution.↗

12:39–12:42 But once you moved on to that, you did really, really well.↗

12:43–12:51 Part three, there were a couple of topics where you didn't know about them, and I really like that you said that you didn't know.↗

12:51–12:52 Anything about it.↗

12:52–12:55 So computer games is not a universal thing.↗

12:55–12:57 Not everyone is into computer games.↗

12:57–13:01 Not everybody plays computer games, but you you're aware of what they are.↗

13:01–13:07 And you just started talking about it and then said, like, to be honest, I'm not I don't really know anything about them.↗

13:07–13:08 I'm not really into computer games.↗

13:08–13:17 You have demonstrated to the examiner that a you don't know anything about computer games, but B, you can talk about why you don't know anything about them.↗

13:17–13:21 And a good examiner will not keep asking you about that topic.↗

13:21–13:24 If you've made it clear that you don't have a lot of knowledge about it.↗

13:24–13:34 So they want to give you the best opportunity to show how great your English is peppering you with question after question about a topic you don't really know much about is not going to help you do that.↗

13:34–13:40 So you notice that after you said that, I switched to a different topic and we started talking about technology in the classroom.↗

13:40–13:49 One thing that you did is, well, I asked you about technology in the classroom and then you switched it to, well, I don't know about that, but this is how I use it in my job.↗

13:50–13:51 I think that is absolutely.↗

13:51–13:54 Fine, but make sure that you bring it back to the question.↗

13:54–13:58 So you said in my job, we use AI for meetings.↗

13:58–14:03 You could have then took it back and said, and that's how teachers could use it with their students.↗

14:03–14:14 So instead of them writing notes furiously, they could listen to the teacher, let the AI record and then look back at the notes after class and they can learn from them.↗

14:14–14:19 So always bring it back to the question because part of your mark is, did you answer the question?↗

14:20–14:20 Did you remain?↗

14:21–14:31 Talking about that topic or answering the question throughout your answer, you also, I was asking you about, like, will AI replace teachers like that's not certain right now.↗

14:31–14:39 It's a quite a difficult question, but you did speculate about it like they might use it for this and then you related it to something you know about, which was really, really good.↗

14:39–14:47 If possible, I would try and add a little bit more detail in part three, a little bit, you could use examples, explanations.↗

14:47–14:49 Why do some people think this?↗

14:49–14:50 Why do other people think that?↗

14:50–14:55 Or it could be a personal story like you did using AI and meetings and things like that.↗

14:56–14:57 It is not a problem here.↗

14:58–15:03 Again, I'm trying to think of if you did, you haven't done the real test in a long time.↗

15:03–15:09 And if you were to do it again, is there anything that when you're under pressure, you might do too much?↗

15:09–15:17 You might make a mistake because you're just stressed and you might give very short answers and not give more detail, not give examples.↗

15:18–15:20 You could talk about irrelevant things.↗

15:20–15:20 Yeah.↗

15:20–15:21 So I'm just helping you.↗

15:22–15:27 What you did was fine, but I'm just trying to help you out as much as possible.↗

15:27–15:28 I think it's amazing.↗

15:28–15:31 And I really, I am going to use this feedback even for my life.↗

15:32–15:40 When someone asks me a question, it's always good to think about the question when you're answering, you know, because sometimes you take the question, you start answering, you change directions.↗

15:40–15:42 So it's even good for me to.↗

15:42–15:48 So a good way to think about it is think about the question, directly answer it right away.↗

15:49–15:50 So here's what I think.↗

15:50–15:56 Or here's what other people think, because not, you don't agree with every viewpoint, something like should AI be used in the classroom?↗

15:56–15:59 Some people think, yeah, it should be used way more than it is.↗

15:59–16:02 And other people are like, no, it can't replace humans.↗

16:02–16:07 So you could, but try and say like, I think this, here's why I think this, here's an example.↗

16:07–16:10 So I think that AI should be used for note taking.↗

16:10–16:17 I think it's really useful because students can review their notes after and they can focus on the lesson instead of taking notes during it.↗

16:18–16:20 An example of this is the app.↗

16:20–16:24 Otter AI or something, whatever, whatever app you can, you can think of.↗

16:24–16:25 I've used it before.↗

16:25–16:27 But one thing about me, I have, like, I don't remember.↗

16:28–16:35 So for the apps yesterday, I used it for my job and I forgot the name of the website I used for a meeting.↗

16:35–16:36 You don't have to use the exact name.↗

16:36–16:39 It's not a knowledge of AI apps test, don't worry about that.↗

16:40–16:43 And you can say, but other people think that, you know, AI has no place in the classroom.↗

16:44–16:50 And, you know, it's really important for students to develop the skill of note taking.↗

16:50–16:53 They're taking themselves because that's something that they will have to do in the future.↗

16:53–17:00 Personally, I don't think that they will use, have to make notes in the future because AI will take that over completely.↗

17:00–17:05 So my opinion is, you know, that we should use more of it for that purpose.↗

17:05–17:06 Something like that.↗

17:06–17:07 Let's talk about your scores.↗

17:07–17:11 You will get 25% for fluency and coherence.↗

17:11–17:16 That means, did you speak at an appropriate speed without unnatural pausing?↗

17:16–17:17 And did you answer the question?↗

17:17–17:18 Pronunciation?↗

17:18–17:19 Can I understand you?↗

17:19–17:20 Grammar?↗

17:20–17:20 Vocabulary?↗

17:21–17:23 Your fluency and coherence is excellent.↗

17:24–17:27 You don't speak too fast or you don't speak too slow.↗

17:27–17:29 Fluency isn't really about speed.↗

17:29–17:32 It's more about how smoothly you speak.↗

17:32–17:34 It's the smoothness of your speech.↗

17:34–17:45 And so without unnatural pausing and you do that sometimes, but it's only just to think of the next idea and you do it very infrequently, which is excellent.↗

17:45–17:46 You always answer the question.↗

17:46–17:49 Sometimes you do start talking about something a little bit.↗

17:49–17:53 It's a little bit irrelevant, but it is rare.↗

17:53–17:54 You do develop all your answers.↗

17:54–17:58 Sometimes it could be a little bit more developed, but again, it's not a huge problem.↗

17:59–18:05 So you will be at the very top four level, which is about nine for fluency and coherence.↗

18:05–18:09 Pronunciation, I can understand every single word you say.↗

18:10–18:19 You are not a native English speaker and you grew up speaking Arabic, so it is amazing that your pronunciation↗

18:19–18:22 is as clear and as easy to understand as it is.↗

18:22–18:26 Not only that, you have very good use of intonation.↗

18:26–18:36 So your voice is going up and down to convey meaning very accurately and very natural word stress and sentence stress.↗

18:36–18:49 You're stressing certain words to convey meaning and you do that like a native speaker would do that, which is very difficult for Arabic speakers because the rhythm of Arabic is very different from the rhythm of Arabic.↗

18:49–18:51 So you're doing very, very well there.↗

18:51–18:54 Vocabulary is very accurate.↗

18:54–19:01 You're never using words that just have the wrong meaning or you're never trying to use words that are inappropriate.↗

19:02–19:03 You're very, very accurate.↗

19:03–19:17 For example, when you're talking about TikTok and not using it, you're using words like attention span and I couldn't focus and I was pressing two X and I scrolled all day and two or three hours have passed.↗

19:18–19:19 It's just a complete waste of time.↗

19:19–19:22 So none of these words are particularly advanced.↗

19:23–19:28 None of these phrases are like the most advanced English in the world, but they are very topic specific.↗

19:28–19:34 So you don't talk about attention span when you're talking about wearing hats or baking cakes or the weather.↗

19:34–19:45 You talk about attention span and losing focus and scrolling and hours have passed and a waste of time when you're talking about TikTok and Instagram and things like that.↗

19:45–19:49 So any topic that I throw at you, you have very appropriate.↗

19:49–19:54 An accurate vocabulary to talk about that doesn't matter what topic I give you.↗

19:54–19:59 Some people might say that you need to expand your vocabulary a little bit.↗

19:59–20:00 I don't think that you do.↗

20:00–20:08 I think if you try to start inserting really advanced vocabulary for the sake of it, then it will lead to you making more mistakes.↗

20:09–20:10 I think that's absolutely fine.↗

20:10–20:14 And grammar, there's tiny little slips from time to time.↗

20:15–20:19 For example, you said, which most of people know instead of which most people know.↗

20:19–20:22 If you say, which most of people know, I know exactly what that means.↗

20:22–20:25 It doesn't stop me understanding what you're saying.↗

20:25–20:31 And it wasn't like you had that error over and over and over again.↗

20:31–20:36 You don't like it's not like every preposition or article usage is as an issue.↗

20:36–20:41 It's extremely rare for you to make a mistake and it's just a little slip.↗

20:41–20:44 And that's how native English speakers speak when you're speaking Arabic.↗

20:44–20:46 I'm sure you make little slips from time to time.↗

20:46–20:48 Everybody does when I'm speaking English.↗

20:48–20:49 I mean,↗

20:49–20:54 if you make little slips to get a band nine, you don't need to be perfect and maybe you made more mistakes.↗

20:54–20:55 I don't know.↗

20:55–20:59 I didn't pick up on them, but that was the only one I picked up on.↗

20:59–21:01 So you would get a perfect band nine for everything.↗

21:01–21:10 So you are at an extremely high level, and that is extremely rare for someone who didn't grow up in a native English speaking country.↗

21:10–21:13 So you should be very proud of your English speaking ability.↗

21:14–21:15 And yeah, well done.↗

0:00–0:02 Let's start off by talking about your job.↗

0:02–0:04 Do you work or do you study?↗

0:04–0:05 No, I work.↗

0:05–0:06 I work as an auditor.↗

0:06–0:13 So I studied accounting and I started as a bookkeeper and now I work as an auditor.↗

0:13–0:14 Do you like your job?↗

0:14–0:17 I do like it, but it has its challenges.↗

0:17–0:19 It's a very demanding job in my opinion.↗

0:20–0:26 So it's fun because you get to learn a lot about the company you're working with↗

0:27–0:32 and you get exposed to a lot of businesses, especially if you work in an accounting firm.↗

0:34–0:36 So I would say that's my favorite thing about my job.↗

0:36–0:40 And my least favorite would be that it's very demanding.↗

0:40–0:43 So you work long hours, busy season is not easy.↗

0:43–0:46 You need to remember why you started to be able to continue.↗

0:47–0:50 Other than that, you meet a lot of people, you make friends,↗

0:50–0:52 you have a lot of different clients.↗

0:52–0:54 So it's pretty good.↗

0:54–0:56 Did you always want to be an auditor?↗

0:56–0:58 To be honest, no.↗

0:58–1:02 I usually look at people who know what they want to do from day one as lucky.↗

1:02–1:04 I wasn't one of these people.↗

1:05–1:08 It only happened by chance, I would say.↗

1:08–1:10 I went into university.↗

1:12–1:16 I took an accounting class, financial accounting.↗

1:16–1:17 I did really well.↗

1:17–1:18 I got the highest grade.↗

1:19–1:22 So when they called me out to see who that person was,↗

1:22–1:24 I was really happy about it and proud.↗

1:24–1:26 And I decided to switch to accounting.↗

1:26–1:30 I didn't know what that is or what it meant, to be completely honest, in details.↗

1:30–1:34 Like, what would my day-to-day job or work look like?↗

1:34–1:37 I did not know until I started working.↗

1:38–1:41 If you could do any other career, what would it be?↗

1:41–1:43 So there's a lot of things that I enjoy doing.↗

1:44–1:45 Two main things.↗

1:45–1:48 The first one is I love kids.↗

1:48–1:49 So I love working with kids.↗

1:50–1:55 And the second one would be something related to coaching and helping people around me.↗

1:55–1:56 Now, let's talk about your career.↗

1:56–1:57 Let's talk about where you live.↗

1:57–2:01 Can you tell me about the kind of accommodation you live in?↗

2:01–2:06 So I currently live in an apartment, a three-bedroom.↗

2:06–2:08 It has big windows.↗

2:08–2:11 That was my most important point when I chose the place.↗

2:12–2:12 I have light furniture.↗

2:13–2:17 I like everything to be light and, you know, just open.↗

2:17–2:20 I like to wake up and see light furniture and sun.↗

2:20–2:22 And, you know, that makes me happy.↗

2:23–2:25 Does your place have any amenities around it?↗

2:26–2:27 It does have, yes.↗

2:27–2:27 It has everything.↗

2:28–2:29 So we have a swimming pool.↗

2:29–2:30 We have a gym.↗

2:31–2:33 We have a park right in front of our building.↗

2:34–2:36 That's what I can remember.↗

2:36–2:37 And that's what I usually use.↗

2:37–2:40 Is there anything you would like to change about the place where you live?↗

2:41–2:41 Yes.↗

2:42–2:47 So I know I said we have a gym, but it's not exactly the type of gym I would like.↗

2:47–2:49 So maybe some people would think it's something minimal,↗

2:49–2:53 but I cannot work out without a big mirror in front of me.↗

2:53–2:54 I need to see how my form is.↗

2:54–2:55 I feel more comfortable.↗

2:56–2:58 So there's no mirror.↗

2:58–2:58 It's a bit small.↗

2:59–3:01 So I would change these two things, definitely.↗

3:02–3:03 And do you plan to live there for a long time?↗

3:04–3:07 No, our plan is to stay there for until the end of the year.↗

3:07–3:09 And then we'll move to a different place.↗

3:09–3:11 Now let's talk about animals.↗

3:11–3:12 Do you like animals?↗

3:12–3:13 I love animals.↗

3:14–3:15 I love dogs.↗

3:16–3:19 I like cats because I'm allergic to them.↗

3:19–3:24 So since day one, I always had a problem when I'm near a cat or I see one.↗

3:24–3:27 I love all types of animals.↗

3:27–3:35 I love elephants, giraffes, cows, monkeys, all of them.↗

3:35–3:37 But my favorite, I love dogs.↗

3:37–3:38 They're my number one.↗

3:38–3:40 Did you have a pet when you were a child?↗

3:40–3:42 Just jumping in to give you our free gift.↗

3:42–3:46 We analyzed hundreds of bands, seven, eight and nine speaking performances.↗

3:46–3:48 And we analyzed the vocabulary.↗

3:48–3:53 We've put all the best words, phrases, idioms into one PDF for you.↗

3:53–3:54 If you would like that.↗

3:54–3:56 Go to the description, click on the link.↗

3:56–3:57 It's our gift to you.↗

3:57–3:59 You can download it 100% for free.↗

4:00–4:04 No, I only, um, yes, I had, um, what was it called?↗

4:04–4:05 Um, it's a type of bird.↗

4:07–4:13 I forgot the exact name of the type of the bird, but yes, I had a bird and I had fish at some point.↗

4:14–4:19 They're not really, you can't really play with them, but I had two at some point.↗

4:19–4:21 Now let's talk about friends.↗

4:21–4:23 Can you describe your best friend?↗

4:23–4:24 Uh, my best friend.↗

4:24–4:26 Yes, of course.↗

4:26–4:32 So, uh, we've been friends for, I don't know how many years now, so maybe 15 years or more.↗

4:34–4:37 Uh, she's a, she's a very loyal friend.↗

4:37–4:41 She's a loyal, uh, very nice, kind, thoughtful.↗

4:42–4:47 She's always been there for me whenever I needed her with the honest opinion, whether it's good or bad.↗

4:49–4:49 Loyal.↗

4:49–4:50 Number one.↗

4:50–4:54 What type of people do you most commonly make friends with?↗

4:54–4:54 What are their strengths?↗

4:54–4:56 What are their traits, their character traits?↗

4:56–5:00 So for me, I, I really look for kindness in people.↗

5:00–5:03 Uh, they have to be kind, loyal.↗

5:03–5:05 Uh, they don't lie.↗

5:06–5:08 Um, real friends.↗

5:08–5:09 They're there when you need them.↗

5:09–5:13 They're there in good times and in bad times, times before good times.↗

5:13–5:24 Uh, and you only, uh, you only discover this with time and with the events and, you know, so that's how I decide that this person is.↗

5:24–5:26 A person that I want to be close to.↗

5:26–5:31 So I'm going to talk about an app called Tik Tok, which most of people know now.↗

5:32–5:34 Uh, and I decided to stop using it.↗

5:35–5:43 First time I used it was, uh, a few years ago when it came out at the beginning, everyone was really, uh, happy with it.↗

5:43–5:50 Uh, I started using it because, uh, I remember I used to look for recipes for inspirations.↗

5:50–5:54 If I have a, a dinner with my friends, if I.↗

5:54–5:58 I have, uh, whatever, a party, uh, I see what I can wear.↗

5:58–6:07 I take inspirations where to go buy my clothes, outfits, uh, even if I'm hosting, let's say I'm, uh, having friends over for brunch, lunch, dinner.↗

6:07–6:14 I just see how I can decorate the table or, uh, ideas of what I can cook and stuff like that.↗

6:14–6:23 Um, it honestly helped me with a lot of things like, uh, preparing for an interview, let's say, or even, um, how to act in a certain situation.↗

6:23–6:31 Sometimes, uh, a lot of people go through, uh, situations that you go through and you'll be surprised how much advice you can find on Tik TOK.↗

6:31–6:35 Uh, I'm not saying it's the best, but you can find some good advice.↗

6:35–6:45 Uh, the reason I stopped using it was because at some point, uh, I realized that my attention span, uh, span was, uh, getting so bad.↗

6:46–6:47 I couldn't focus.↗

6:47–6:53 I couldn't, uh, watch a full movie, let's say, or a full video without, uh, pressing time stress.↗

6:53–6:54 So I couldn't just wait.↗

6:54–6:56 I wanted everything very quickly.↗

6:56–6:57 And I read about it.↗

6:57–7:07 I realized that one of the reasons could be me using social media, especially Tik TOK because of the, uh, short videos, quick videos that we see.↗

7:07–7:09 I scroll all day.↗

7:09–7:18 And more than that, uh, I realized that the second I opened the app, when I close it, I see that two, three hours have passed.↗

7:18–7:21 So I realized it's just a waste of time.↗

7:21–7:23 We've been talking about technology.↗

7:23–7:27 And we're going to continue to talk about computer games and technology and education.↗

7:27–7:30 Are computer games popular in your country?↗

7:31–7:42 I believe they are because I hear a lot of people talking about them, but I'm not related to any type of like, I am not interested or I don't play any computer games.↗

7:42–7:43 I don't know anything about them.↗

7:43–7:45 Let's talk about technology in the classroom.↗

7:46–7:49 Can technology be helpful in the classroom?↗

7:49–7:51 I graduated a few years ago.↗

7:51–7:52 So.↗

7:52–8:02 So I, we didn't have that much technology, uh, like these days, but maybe I can tell you about how I use technology in my own job.↗

8:02–8:05 So, uh, for example, it does really help.↗

8:05–8:06 I'm going to give you an example.↗

8:06–8:14 If I have a meeting, let's say, and I need to take notes with AI or just a certain app, I can record the meeting.↗

8:14–8:16 It summarizes it to me.↗

8:16–8:20 It gives me the main points, the important points, uh, what we focused on.↗

8:21–8:21 Anything.↗

8:21–8:30 I ask it to do it does so that instead of taking me like seven hours to do it, or I'm not going to meet maybe two hours to do would take me 15 minutes.↗

8:30–8:34 Do you think that students know more about AI than most teachers?↗

8:35–8:42 Of course, of course, a hundred percent, the younger generation grew up with AI being normal.↗

8:42–8:47 So they know so much about it for maybe older generation.↗

8:47–8:51 They have to acquire the knowledge or learn about it or put more effort.↗

8:51–8:56 It's not something that they're used to, unlike younger generation where it's normal.↗

8:57–9:01 So I think in my opinion, yeah, they do know more than their teachers.↗

9:01–9:04 Do you think that AI will ever replace teachers in the classroom?↗

9:05–9:06 I think so.↗

9:06–9:06 Yes.↗

9:06–9:09 Uh, for now I see it's doing a lot of things.↗

9:09–9:10 It's just surprising.↗

9:10–9:12 It's, it's scary too.↗

9:13–9:13 Yeah.↗

9:13–9:20 I believe it, it can replace 70% of the jobs, if not more.↗

9:20–9:21 Can you think of a specific idea?↗

9:21–9:27 A specific application or a specific thing that AI could do to help students in the classroom?↗

9:27–9:28 A specific app?↗

9:28–9:37 Or a specific application, not app as in a app in the app store, but a specific methodology or something it could do to help students.↗

9:37–9:44 So for example, you talked about in your job, the application is note taking for meetings.↗

9:44–9:46 What could AI do in the classroom?↗

9:46–9:47 Exactly the same thing.↗

9:48–9:49 They also need to take a lot of notes.↗

9:49–9:51 So for example, for me, I used to like.↗

9:51–9:59 Listening to the teacher more than just taking notes and being in Russian, you know, because I like to focus and just understand what the teacher is saying.↗

9:59–10:05 So if I had this before, this would have helped me a lot because I focus with the teacher and then I go back home.↗

10:05–10:09 I reread what he said or she said, I understand it more.↗

10:09–10:10 I have it written clearly.↗

10:11–10:13 So I would have used it that way.↗

10:13–10:21 Maybe there's more, and I don't know about like what they use it for, but this would be something important to me.↗

10:21–10:21 And you.↗

10:21–10:27 So what I'm going to do is go through each part, give you some feedback, and then we'll talk about your scores.↗

10:27–10:34 If you would like your speaking assessed one on one, we do offer that as part of our VIP package to thank you for watching the video.↗

10:34–10:36 I'll offer you 10 percent off.↗

10:36–10:40 All you have to do is just go to the description, click the link and you can get 10 percent off today.↗

10:41–10:42 Part one was excellent.↗

10:43–10:50 And you the only thing was you forgot the name of the bird, but you dealt with that really well because you talked through it.↗

10:50–10:51 So you didn't just say like.↗

10:51–10:57 What is the name of like some people will be like and they'll think about it for a very long time.↗

10:58–10:59 You just were like, I can't think of it.↗

10:59–11:00 And then you moved on.↗

11:00–11:02 So it felt like a conversation.↗

11:02–11:04 It didn't feel like a test.↗

11:04–11:08 It didn't feel like I was interrogating you and trying to pull the English out of you.↗

11:08–11:10 It was just like a normal conversation.↗

11:10–11:12 So it was really good.↗

11:12–11:13 Your development was good.↗

11:13–11:15 I wouldn't change anything.↗

11:15–11:18 I wouldn't give you any advice about part one because you did really well.↗

11:18–11:21 Part two, you did something that.↗

11:21–11:28 I would be a little bit wary about what you did was you listed nearly everything that's ever on TikTok.↗

11:28–11:29 You were like, you could try it.↗

11:29–11:32 You could do this and you could do this and you could do this.↗

11:32–11:39 You stopped that after a while and then you moved on to why you decided to stop doing it.↗

11:39–11:42 The question was about why you decided to stop doing it.↗

11:42–11:51 So if you just kept listing lots of things, this is a very common thing that we see is students will get onto one topic.↗

11:51–11:53 And they'll just list everything.↗

11:53–11:55 So, for example, you ask them about food.↗

11:55–11:56 What's your favorite food?↗

11:56–11:57 I like Thai.↗

11:57–11:57 I like Italian.↗

11:58–11:59 I like Lebanese.↗

11:59–12:00 I like Arabic food.↗

12:01–12:01 I like pizza.↗

12:02–12:04 I like and they don't they don't realize they're doing it.↗

12:04–12:07 You did it a little bit, but then you switched.↗

12:07–12:13 I think it's like a little bit of a safety blanket where people it's easy to list stuff.↗

12:13–12:21 But listing a bunch of things doesn't allow you to really show the examiner the range of grammar, the range of vocabulary.↗

12:21–12:24 That you have because you're not really speaking in complete sentences.↗

12:25–12:28 You're just creating a little shopping list of words.↗

12:28–12:32 So it's fine to do that a little bit, but be careful about that.↗

12:32–12:38 I don't think it's a huge problem for you, but I just want to bring it up out of an abundance of caution.↗

12:39–12:42 But once you moved on to that, you did really, really well.↗

12:43–12:51 Part three, there were a couple of topics where you didn't know about them, and I really like that you said that you didn't know.↗

12:51–12:52 Anything about it.↗

12:52–12:55 So computer games is not a universal thing.↗

12:55–12:57 Not everyone is into computer games.↗

12:57–13:01 Not everybody plays computer games, but you you're aware of what they are.↗

13:01–13:07 And you just started talking about it and then said, like, to be honest, I'm not I don't really know anything about them.↗

13:07–13:08 I'm not really into computer games.↗

13:08–13:17 You have demonstrated to the examiner that a you don't know anything about computer games, but B, you can talk about why you don't know anything about them.↗

13:17–13:21 And a good examiner will not keep asking you about that topic.↗

13:21–13:24 If you've made it clear that you don't have a lot of knowledge about it.↗

13:24–13:34 So they want to give you the best opportunity to show how great your English is peppering you with question after question about a topic you don't really know much about is not going to help you do that.↗

13:34–13:40 So you notice that after you said that, I switched to a different topic and we started talking about technology in the classroom.↗

13:40–13:49 One thing that you did is, well, I asked you about technology in the classroom and then you switched it to, well, I don't know about that, but this is how I use it in my job.↗

13:50–13:51 I think that is absolutely.↗

13:51–13:54 Fine, but make sure that you bring it back to the question.↗

13:54–13:58 So you said in my job, we use AI for meetings.↗

13:58–14:03 You could have then took it back and said, and that's how teachers could use it with their students.↗

14:03–14:14 So instead of them writing notes furiously, they could listen to the teacher, let the AI record and then look back at the notes after class and they can learn from them.↗

14:14–14:19 So always bring it back to the question because part of your mark is, did you answer the question?↗

14:20–14:20 Did you remain?↗

14:21–14:31 Talking about that topic or answering the question throughout your answer, you also, I was asking you about, like, will AI replace teachers like that's not certain right now.↗

14:31–14:39 It's a quite a difficult question, but you did speculate about it like they might use it for this and then you related it to something you know about, which was really, really good.↗

14:39–14:47 If possible, I would try and add a little bit more detail in part three, a little bit, you could use examples, explanations.↗

14:47–14:49 Why do some people think this?↗

14:49–14:50 Why do other people think that?↗

14:50–14:55 Or it could be a personal story like you did using AI and meetings and things like that.↗

14:56–14:57 It is not a problem here.↗

14:58–15:03 Again, I'm trying to think of if you did, you haven't done the real test in a long time.↗

15:03–15:09 And if you were to do it again, is there anything that when you're under pressure, you might do too much?↗

15:09–15:17 You might make a mistake because you're just stressed and you might give very short answers and not give more detail, not give examples.↗

15:18–15:20 You could talk about irrelevant things.↗

15:20–15:20 Yeah.↗

15:20–15:21 So I'm just helping you.↗

15:22–15:27 What you did was fine, but I'm just trying to help you out as much as possible.↗

15:27–15:28 I think it's amazing.↗

15:28–15:31 And I really, I am going to use this feedback even for my life.↗

15:32–15:40 When someone asks me a question, it's always good to think about the question when you're answering, you know, because sometimes you take the question, you start answering, you change directions.↗

15:40–15:42 So it's even good for me to.↗

15:42–15:48 So a good way to think about it is think about the question, directly answer it right away.↗

15:49–15:50 So here's what I think.↗

15:50–15:56 Or here's what other people think, because not, you don't agree with every viewpoint, something like should AI be used in the classroom?↗

15:56–15:59 Some people think, yeah, it should be used way more than it is.↗

15:59–16:02 And other people are like, no, it can't replace humans.↗

16:02–16:07 So you could, but try and say like, I think this, here's why I think this, here's an example.↗

16:07–16:10 So I think that AI should be used for note taking.↗

16:10–16:17 I think it's really useful because students can review their notes after and they can focus on the lesson instead of taking notes during it.↗

16:18–16:20 An example of this is the app.↗

16:20–16:24 Otter AI or something, whatever, whatever app you can, you can think of.↗

16:24–16:25 I've used it before.↗

16:25–16:27 But one thing about me, I have, like, I don't remember.↗

16:28–16:35 So for the apps yesterday, I used it for my job and I forgot the name of the website I used for a meeting.↗

16:35–16:36 You don't have to use the exact name.↗

16:36–16:39 It's not a knowledge of AI apps test, don't worry about that.↗

16:40–16:43 And you can say, but other people think that, you know, AI has no place in the classroom.↗

16:44–16:50 And, you know, it's really important for students to develop the skill of note taking.↗

16:50–16:53 They're taking themselves because that's something that they will have to do in the future.↗

16:53–17:00 Personally, I don't think that they will use, have to make notes in the future because AI will take that over completely.↗

17:00–17:05 So my opinion is, you know, that we should use more of it for that purpose.↗

17:05–17:06 Something like that.↗

17:06–17:07 Let's talk about your scores.↗

17:07–17:11 You will get 25% for fluency and coherence.↗

17:11–17:16 That means, did you speak at an appropriate speed without unnatural pausing?↗

17:16–17:17 And did you answer the question?↗

17:17–17:18 Pronunciation?↗

17:18–17:19 Can I understand you?↗

17:19–17:20 Grammar?↗

17:20–17:20 Vocabulary?↗

17:21–17:23 Your fluency and coherence is excellent.↗

17:24–17:27 You don't speak too fast or you don't speak too slow.↗

17:27–17:29 Fluency isn't really about speed.↗

17:29–17:32 It's more about how smoothly you speak.↗

17:32–17:34 It's the smoothness of your speech.↗

17:34–17:45 And so without unnatural pausing and you do that sometimes, but it's only just to think of the next idea and you do it very infrequently, which is excellent.↗

17:45–17:46 You always answer the question.↗

17:46–17:49 Sometimes you do start talking about something a little bit.↗

17:49–17:53 It's a little bit irrelevant, but it is rare.↗

17:53–17:54 You do develop all your answers.↗

17:54–17:58 Sometimes it could be a little bit more developed, but again, it's not a huge problem.↗

17:59–18:05 So you will be at the very top four level, which is about nine for fluency and coherence.↗

18:05–18:09 Pronunciation, I can understand every single word you say.↗

18:10–18:19 You are not a native English speaker and you grew up speaking Arabic, so it is amazing that your pronunciation↗

18:19–18:22 is as clear and as easy to understand as it is.↗

18:22–18:26 Not only that, you have very good use of intonation.↗

18:26–18:36 So your voice is going up and down to convey meaning very accurately and very natural word stress and sentence stress.↗

18:36–18:49 You're stressing certain words to convey meaning and you do that like a native speaker would do that, which is very difficult for Arabic speakers because the rhythm of Arabic is very different from the rhythm of Arabic.↗

18:49–18:51 So you're doing very, very well there.↗

18:51–18:54 Vocabulary is very accurate.↗

18:54–19:01 You're never using words that just have the wrong meaning or you're never trying to use words that are inappropriate.↗

19:02–19:03 You're very, very accurate.↗

19:03–19:17 For example, when you're talking about TikTok and not using it, you're using words like attention span and I couldn't focus and I was pressing two X and I scrolled all day and two or three hours have passed.↗

19:18–19:19 It's just a complete waste of time.↗

19:19–19:22 So none of these words are particularly advanced.↗

19:23–19:28 None of these phrases are like the most advanced English in the world, but they are very topic specific.↗

19:28–19:34 So you don't talk about attention span when you're talking about wearing hats or baking cakes or the weather.↗

19:34–19:45 You talk about attention span and losing focus and scrolling and hours have passed and a waste of time when you're talking about TikTok and Instagram and things like that.↗

19:45–19:49 So any topic that I throw at you, you have very appropriate.↗

19:49–19:54 An accurate vocabulary to talk about that doesn't matter what topic I give you.↗

19:54–19:59 Some people might say that you need to expand your vocabulary a little bit.↗

19:59–20:00 I don't think that you do.↗

20:00–20:08 I think if you try to start inserting really advanced vocabulary for the sake of it, then it will lead to you making more mistakes.↗

20:09–20:10 I think that's absolutely fine.↗

20:10–20:14 And grammar, there's tiny little slips from time to time.↗

20:15–20:19 For example, you said, which most of people know instead of which most people know.↗

20:19–20:22 If you say, which most of people know, I know exactly what that means.↗

20:22–20:25 It doesn't stop me understanding what you're saying.↗

20:25–20:31 And it wasn't like you had that error over and over and over again.↗

20:31–20:36 You don't like it's not like every preposition or article usage is as an issue.↗

20:36–20:41 It's extremely rare for you to make a mistake and it's just a little slip.↗

20:41–20:44 And that's how native English speakers speak when you're speaking Arabic.↗

20:44–20:46 I'm sure you make little slips from time to time.↗

20:46–20:48 Everybody does when I'm speaking English.↗

20:48–20:49 I mean,↗

20:49–20:54 if you make little slips to get a band nine, you don't need to be perfect and maybe you made more mistakes.↗

20:54–20:55 I don't know.↗

20:55–20:59 I didn't pick up on them, but that was the only one I picked up on.↗

20:59–21:01 So you would get a perfect band nine for everything.↗

21:01–21:10 So you are at an extremely high level, and that is extremely rare for someone who didn't grow up in a native English speaking country.↗

21:10–21:13 So you should be very proud of your English speaking ability.↗

21:14–21:15 And yeah, well done.↗

0:00–0:04 SPEAKER_00 Let's start off by talking about your job. Do you work or do you study?↗

0:04–0:13 SPEAKER_01 No, I work. I work as an auditor. So I studied accounting and I started as a bookkeeper and now I work as an auditor.↗

0:13–0:14 SPEAKER_00 Do you like your job?↗

0:14–0:54 SPEAKER_01 I do like it, but it has its challenges. It's a very demanding job in my opinion. So it's fun because you get to learn a lot about the company you're working with and you get exposed to a lot of businesses, especially if you work in an accounting firm. So I would say that's my favorite thing about my job. And my least favorite would be that it's very demanding. So you work long hours, busy season is not easy. You need to remember why you started to be able to continue. Other than that, you meet a lot of people, you make friends, you have a lot of different clients. So it's pretty good.↗

0:54–0:57 SPEAKER_00 Did you always want to be an auditor? To↗

0:57–1:37 SPEAKER_01 be honest, no. I usually look at people who know what they want to do from day one as lucky. I wasn't one of these people. It only happened by chance, I would say. I went into university. I took an accounting class, financial accounting. I did really well. I got the highest grade. So when they called me out to see who that person was, I was really happy about it and proud. And I decided to switch to accounting. I didn't know what that is or what it meant, to be completely honest, in details. Like, what would my day -to -day job or work look like? I did not know until I started working.↗

1:38–1:41 SPEAKER_00 If you could do any other career, what would it be?↗

1:41–1:55 SPEAKER_01 So there's a lot of things that I enjoy doing. Two main things. The first one is I love kids. So I love working with kids. And the second one would be something related to coaching and helping people around me.↗

1:55–2:01 SPEAKER_00 Now, let's talk about your career. Let's talk about where you live. Can you tell me about the kind of accommodation you live in?↗

2:01–2:22 SPEAKER_01 So I currently live in an apartment, a three -bedroom. It has big windows. That was my most important point when I chose the place. I have light furniture. I like everything to be light and, you know, just open. I like to wake up and see light furniture and sun. And, you know, that makes me happy.↗

2:23–2:25 SPEAKER_00 Does your place have any amenities around it?↗

2:26–2:37 SPEAKER_01 It does have, yes. It has everything. So we have a swimming pool. We have a gym. We have a park right in front of our building. That's what I can remember. And that's what I usually use. Is↗

2:37–2:40 SPEAKER_00 there anything you would like to change about the place where you live?↗

2:41–3:01 SPEAKER_01 Yes. So I know I said we have a gym, but it's not exactly the type of gym I would like. So maybe some people would think it's something minimal, but I cannot work out without a big mirror in front of me. I need to see how my form is. I feel more comfortable. So there's no mirror. It's a bit small. So I would change these two things, definitely.↗

3:02–3:03 SPEAKER_00 And do you plan to live there for a long time?↗

3:04–3:09 SPEAKER_01 No, our plan is to stay there for until the end of the year. And then we'll move to a different place.↗

3:09–3:12 SPEAKER_00 Now let's talk about animals. Do you like animals?↗

3:12–3:38 SPEAKER_01 I love animals. I love dogs. I like cats because I'm allergic to them. So since day one, I always had a problem when I'm near a cat or I see one. I love all types of animals. I love elephants, giraffes, cows, monkeys, all of them. But my favorite, I love dogs. They're my number one.↗

3:38–3:59 SPEAKER_00 Did you have a pet when you were a child? Just jumping in to give you our free gift. We analyzed hundreds of bands, seven, eight and nine speaking performances. And we analyzed the vocabulary. We've put all the best words, phrases, idioms into one PDF for you. If you would like that. Go to the description, click on the link. It's our gift to you. You can download it 100 % for free.↗

4:00–4:19 SPEAKER_01 No, I only, um, yes, I had, um, what was it called? Um, it's a type of bird. I forgot the exact name of the type of the bird, but yes, I had a bird and I had fish at some point. They're not really, you can't really play with them, but I had two at some point.↗

4:19–4:23 SPEAKER_00 Now let's talk about friends. Can you describe your best friend?↗

4:23–4:50 SPEAKER_01 Uh, my best friend. Yes, of course. So, uh, we've been friends for, I don't know how many years now, so maybe 15 years or more. Uh, she's a, she's a very loyal friend. She's a loyal, uh, very nice, kind, thoughtful. She's always been there for me whenever I needed her with the honest opinion, whether it's good or bad. Loyal. Number one.↗

4:50–4:56 SPEAKER_00 What type of people do you most commonly make friends with? What are their strengths? What are their traits, their character traits?↗

4:56–7:21 SPEAKER_01 So for me, I, I really look for kindness in people. Uh, they have to be kind, loyal. Uh, they don't lie. Um, real friends. They're there when you need them. They're there in good times and in bad times, times before good times. Uh, and you only, uh, you only discover this with time and with the events and, you know, so that's how I decide that this person is. A person that I want to be close to. So I'm going to talk about an app called Tik Tok, which most of people know now. Uh, and I decided to stop using it. First time I used it was, uh, a few years ago when it came out at the beginning, everyone was really, uh, happy with it. Uh, I started using it because, uh, I remember I used to look for recipes for inspirations. If I have a, a dinner with my friends, if I. I have, uh, whatever, a party, uh, I see what I can wear. I take inspirations where to go buy my clothes, outfits, uh, even if I'm hosting, let's say I'm, uh, having friends over for brunch, lunch, dinner. I just see how I can decorate the table or, uh, ideas of what I can cook and stuff like that. Um, it honestly helped me with a lot of things like, uh, preparing for an interview, let's say, or even, um, how to act in a certain situation. Sometimes, uh, a lot of people go through, uh, situations that you go through and you'll be surprised how much advice you can find on Tik TOK. Uh, I'm not saying it's the best, but you can find some good advice. Uh, the reason I stopped using it was because at some point, uh, I realized that my attention span, uh, span was, uh, getting so bad. I couldn't focus. I couldn't, uh, watch a full movie, let's say, or a full video without, uh, pressing time stress. So I couldn't just wait. I wanted everything very quickly. And I read about it. I realized that one of the reasons could be me using social media, especially Tik TOK because of the, uh, short videos, quick videos that we see. I scroll all day. And more than that, uh, I realized that the second I opened the app, when I close it, I see that two, three hours have passed. So I realized it's just a waste of time.↗

7:21–7:30 SPEAKER_00 We've been talking about technology. And we're going to continue to talk about computer games and technology and education. Are computer games popular in your country?↗

7:31–7:43 SPEAKER_01 I believe they are because I hear a lot of people talking about them, but I'm not related to any type of like, I am not interested or I don't play any computer games. I don't know anything about them.↗

7:43–7:49 SPEAKER_00 Let's talk about technology in the classroom. Can technology be helpful in the classroom?↗

7:49–8:30 SPEAKER_01 I graduated a few years ago. So. So I, we didn't have that much technology, uh, like these days, but maybe I can tell you about how I use technology in my own job. So, uh, for example, it does really help. I'm going to give you an example. If I have a meeting, let's say, and I need to take notes with AI or just a certain app, I can record the meeting. It summarizes it to me. It gives me the main points, the important points, uh, what we focused on. Anything. I ask it to do it does so that instead of taking me like seven hours to do it, or I'm not going to meet maybe two hours to do would take me 15 minutes. Do↗

8:30–8:35 SPEAKER_00 you think that students know more about AI than most teachers? Of↗

8:35–9:02 SPEAKER_01 course, of course, a hundred percent, the younger generation grew up with AI being normal. So they know so much about it for maybe older generation. They have to acquire the knowledge or learn about it or put more effort. It's not something that they're used to, unlike younger generation where it's normal. So I think in my opinion, yeah, they do know more than their teachers. Do↗

9:02–9:04 SPEAKER_00 you think that AI will ever replace teachers in the classroom?↗

9:05–9:20 SPEAKER_01 I think so. Yes. Uh, for now I see it's doing a lot of things. It's just surprising. It's, it's scary too. Yeah. I believe it, it can replace 70 % of the jobs, if not more. Can↗

9:20–9:27 SPEAKER_00 you think of a specific idea? A specific application or a specific thing that AI could do to help students in the classroom?↗

9:27–9:28 SPEAKER_01 A specific app?↗

9:28–9:46 SPEAKER_00 Or a specific application, not app as in a app in the app store, but a specific methodology or something it could do to help students. So for example, you talked about in your job, the application is note taking for meetings. What could AI do in the classroom?↗

9:46–10:22 SPEAKER_01 Exactly the same thing. They also need to take a lot of notes. So for example, for me, I used to like. Listening to the teacher more than just taking notes and being in Russian, you know, because I like to focus and just understand what the teacher is saying. So if I had this before, this would have helped me a lot because I focus with the teacher and then I go back home. I reread what he said or she said, I understand it more. I have it written clearly. So I would have used it that way. Maybe there's more, and I don't know about like what they use it for, but this would be something important to me. And you. So↗

10:22–10:27 SPEAKER_00 what I'm going to do is go through each part, give you some feedback, and then we'll talk about your scores.↗

10:27–10:40 SPEAKER_00 If you would like your speaking assessed one on one, we do offer that as part of our VIP package to thank you for watching the video. I'll offer you 10 percent off. All you have to do is just go to the description, click the link and you can get 10 percent off today.↗

10:41–13:39 SPEAKER_00 Part one was excellent. And you the only thing was you forgot the name of the bird, but you dealt with that really well because you talked through it. So you didn't just say like. What is the name of like some people will be like and they'll think about it for a very long time. You just were like, I can't think of it. And then you moved on. So it felt like a conversation. It didn't feel like a test. It didn't feel like I was interrogating you and trying to pull the English out of you. It was just like a normal conversation. So it was really good. Your development was good. I wouldn't change anything. I wouldn't give you any advice about part one because you did really well. Part two, you did something that. I would be a little bit wary about what you did was you listed nearly everything that's ever on TikTok. You were like, you could try it. You could do this and you could do this and you could do this. You stopped that after a while and then you moved on to why you decided to stop doing it. The question was about why you decided to stop doing it. So if you just kept listing lots of things, this is a very common thing that we see is students will get onto one topic. And they'll just list everything. So, for example, you ask them about food. What's your favorite food? I like Thai. I like Italian. I like Lebanese. I like Arabic food. I like pizza. I like and they don't they don't realize they're doing it. You did it a little bit, but then you switched. I think it's like a little bit of a safety blanket where people it's easy to list stuff. But listing a bunch of things doesn't allow you to really show the examiner the range of grammar, the range of vocabulary. That you have because you're not really speaking in complete sentences. You're just creating a little shopping list of words. So it's fine to do that a little bit, but be careful about that. I don't think it's a huge problem for you, but I just want to bring it up out of an abundance of caution. But once you moved on to that, you did really, really well. Part three, there were a couple of topics where you didn't know about them, and I really like that you said that you didn't know. Anything about it. So computer games is not a universal thing. Not everyone is into computer games. Not everybody plays computer games, but you you're aware of what they are. And you just started talking about it and then said, like, to be honest, I'm not I don't really know anything about them. I'm not really into computer games. You have demonstrated to the examiner that a you don't know anything about computer games, but B, you can talk about why you don't know anything about them. And a good examiner will not keep asking you about that topic. If you've made it clear that you don't have a lot of knowledge about it. So they want to give you the best opportunity to show how great your English is peppering you with question after question about a topic you don't really know much about is not going to help you do that. So you notice that after you said that, I switched to a different topic and we started talking about technology↗

13:39–13:41 SPEAKER_01 in the classroom. One↗

13:41–14:23 SPEAKER_00 thing that you did is, well, I asked you about technology in the classroom and then you switched it to, well, I don't know about that, but this is how I use it in my job. I think that is absolutely. Fine, but make sure that you bring it back to the question. So you said in my job, we use AI for meetings. You could have then took it back and said, and that's how teachers could use it with their students. So instead of them writing notes furiously, they could listen to the teacher, let the AI record and then look back at the notes after class and they can learn from them. So always bring it back to the question because part of your mark is, did you answer the question? Did you remain? Talking about that topic or answering the question throughout↗

14:23–14:25 SPEAKER_01 your answer, you↗

14:25–15:27 SPEAKER_00 also, I was asking you about, like, will AI replace teachers like that's not certain right now. It's a quite a difficult question, but you did speculate about it like they might use it for this and then you related it to something you know about, which was really, really good. If possible, I would try and add a little bit more detail in part three, a little bit, you could use examples, explanations. Why do some people think this? Why do other people think that? Or it could be a personal story like you did using AI and meetings and things like that. It is not a problem here. Again, I'm trying to think of if you did, you haven't done the real test in a long time. And if you were to do it again, is there anything that when you're under pressure, you might do too much? You might make a mistake because you're just stressed and you might give very short answers and not give more detail, not give examples. You could talk about irrelevant things. Yeah. So I'm just helping you. What you did was fine, but I'm just trying to help you out as much as possible.↗

15:27–15:27 SPEAKER_00 I↗

15:27–15:43 SPEAKER_01 think it's amazing. And I really, I am going to use this feedback even for my life. When someone asks me a question, it's always good to think about the question when you're answering, you know, because sometimes you take the question, you start answering, you change directions. So it's even good for me to. So↗

15:43–16:25 SPEAKER_00 a good way to think about it is think about the question, directly answer it right away. So here's what I think. Or here's what other people think, because not, you don't agree with every viewpoint, something like should AI be used in the classroom? Some people think, yeah, it should be used way more than it is. And other people are like, no, it can't replace humans. So you could, but try and say like, I think this, here's why I think this, here's an example. So I think that AI should be used for note taking. I think it's really useful because students can review their notes after and they can focus on the lesson instead of taking notes during it. An example of this is the app. Otter AI or something, whatever, whatever app you can, you can think of. I've used it before.↗

16:25–16:25 SPEAKER_00 But one thing↗

16:25–16:31 SPEAKER_01 about me, I have, like, I don't remember. So for the apps yesterday, I used it for my job and↗

16:31–16:31 SPEAKER_00 I↗

16:31–16:33 SPEAKER_01 forgot the name of↗

16:33–16:33 SPEAKER_00 the↗

16:33–16:35 SPEAKER_01 website I used for↗

16:35–16:35 SPEAKER_00 a meeting.↗

16:35–17:06 SPEAKER_00 You don't have to use the exact name. It's not a knowledge of AI apps test, don't worry about that. And you can say, but other people think that, you know, AI has no place in the classroom. And, you know, it's really important for students to develop the skill of note taking. They're taking themselves because that's something that they will have to do in the future. Personally, I don't think that they will use, have to make notes in the future because AI will take that over completely. So my opinion is, you know, that we should use more of it for that purpose. Something like that.↗

17:06–17:07 SPEAKER_01 Let's talk about your scores.↗

17:07–17:21 SPEAKER_00 You will get 25 % for fluency and coherence. That means, did you speak at an appropriate speed without unnatural pausing? And did you answer the question? Pronunciation? Can I understand you? Grammar? Vocabulary? Your fluency↗

17:21–17:22 SPEAKER_01 and coherence↗

17:22–21:15 SPEAKER_00 is excellent. You don't speak too fast or you don't speak too slow. Fluency isn't really about speed. It's more about how smoothly you speak. It's the smoothness of your speech. And so without unnatural pausing and you do that sometimes, but it's only just to think of the next idea and you do it very infrequently, which is excellent. You always answer the question. Sometimes you do start talking about something a little bit. It's a little bit irrelevant, but it is rare. You do develop all your answers. Sometimes it could be a little bit more developed, but again, it's not a huge problem. So you will be at the very top four level, which is about nine for fluency and coherence. Pronunciation, I can understand every single word you say. You are not a native English speaker and you grew up speaking Arabic, so it is amazing that your pronunciation is as clear and as easy to understand as it is. Not only that, you have very good use of intonation. So your voice is going up and down to convey meaning very accurately and very natural word stress and sentence stress. You're stressing certain words to convey meaning and you do that like a native speaker would do that, which is very difficult for Arabic speakers because the rhythm of Arabic is very different from the rhythm of Arabic. So you're doing very, very well there. Vocabulary is very accurate. You're never using words that just have the wrong meaning or you're never trying to use words that are inappropriate. You're very, very accurate. For example, when you're talking about TikTok and not using it, you're using words like attention span and I couldn't focus and I was pressing two X and I scrolled all day and two or three hours have passed. It's just a complete waste of time. So none of these words are particularly advanced. None of these phrases are like the most advanced English in the world, but they are very topic specific. So you don't talk about attention span when you're talking about wearing hats or baking cakes or the weather. You talk about attention span and losing focus and scrolling and hours have passed and a waste of time when you're talking about TikTok and Instagram and things like that. So any topic that I throw at you, you have very appropriate. An accurate vocabulary to talk about that doesn't matter what topic I give you. Some people might say that you need to expand your vocabulary a little bit. I don't think that you do. I think if you try to start inserting really advanced vocabulary for the sake of it, then it will lead to you making more mistakes. I think that's absolutely fine. And grammar, there's tiny little slips from time to time. For example, you said, which most of people know instead of which most people know. If you say, which most of people know, I know exactly what that means. It doesn't stop me understanding what you're saying. And it wasn't like you had that error over and over and over again. You don't like it's not like every preposition or article usage is as an issue. It's extremely rare for you to make a mistake and it's just a little slip. And that's how native English speakers speak when you're speaking Arabic. I'm sure you make little slips from time to time. Everybody does when I'm speaking English. I mean, if you make little slips to get a band nine, you don't need to be perfect and maybe you made more mistakes. I don't know. I didn't pick up on them, but that was the only one I picked up on. So you would get a perfect band nine for everything. So you are at an extremely high level, and that is extremely rare for someone who didn't grow up in a native English speaking country. So you should be very proud of your English speaking ability. And yeah, well done.↗