In international diplomacy, “communication is everything”. This is the main point of this conversation, in which I talk to my friend who works for the UK delegation at UNESCO in Paris. We discuss the work that UNESCO does, and the various communication challenges involved in working together with representatives from countries all around the world, including the collaborative writing of official documents where the use of a single comma can be debated for hours, and the meetings and conversations in which cultural sensitivity and good-will are essential elements for success. Also includes some communication idioms and guitar playing near the end of the episode.
UNESCO stands for The United Nations Educational, Scientific and Cultural Organization. (Wikipedia)
It is a specialized agency of the United Nations (UN) which has the aim of promoting world peace and security through international cooperation in education, arts, sciences and culture.
Perhaps the most famous thing they do is to protect certain world heritage sites, but that is only one of the things that they are involved in.
My friend works there and in this episode you’ll hear us talking about his work and about communication in the context of international diplomacy.
This is quite complex stuff actually.
Normally in these situations, when I’m publishing an episode like this, I have to make certain decisions about what to say in the introduction.
How much should I explain in advance?
What kind of support should I give to my audience before you listen?
People listening to my podcast have varying levels of English. Rather than slowing down and stopping to explain every word, I want to give you a conversation at natural speed, but explaining some context at the start can really help a lot of people. It’s not just because of English. It’s also just a question of general knowledge too.
Before I met M__, I didn’t really know a lot about what UNESCO did, and honestly, I think most people probably find it a little bit of a mystery.
So I have decided to explain one or two things here, so you are properly placed to understand all of this and therefore enjoy it and benefit most from it.
Of course I don’t want to say too much or repeat myself or anything, so I’ve written this introduction in advance to try and keep me focused, to be informative but also efficient, and then you can just get stuck into the conversation with my guest.
M__ works for the UK delegation at UNESCO, which has its headquarters in Paris by the way. The word “delegation” comes up a few times (also the word “delegate”) and that will be explained.
UNESCO HQ is in Paris – I did stand-up there once, which was weird! I was invited as part of a festival in 2019 called Paris Talks. It was a bit like a series of TED Talks, all of them serious – about the future.
***Luke talks spontaneously for a couple of minutes about doing stand-up comedy at the UNESCO HQ in Paris***
Whenever I chat to M__, if we have a drink together or something, I am always really curious about his work and I find it really fascinating. Hopefully it’ll be fascinating for you too.
So, we’re going to talk about the work that UNESCO does and the way the organisation works, but also about the different forms of communication that happen there, and this, for me as an English teacher, is perhaps the most interesting thing about it.
Imagine, nearly every nation in the world collaborating together at a government level on very important projects. Thisof course includes nation states which have different relations with each other, some friendly, some antagonistic.
Also, you’re dealing with often vastly different cultures with different communication styles and values. But you’ve got to try to work together with these different groups towards a common goal.
This involves communication at a very high level – international diplomacy. What does it take to cross these barriers of culture, politics, economics, at a state level?
Diplomatic communication is a huge part of it and working in this context requires a variety of different types of communication skills.
There’s persuasion, there’s negotiation, there’s showing respect, there’s using pressure, there’s giving compliments and expressing gratitude and it can happen in writing and in spoken English too at various levels of formality.
Imagine these different communication contexts:
Huge meetings with representatives from countries all around the world, sitting at tables with little flags on them and everyone attempting to work together to agree on certain big decisions. Sometimes they don’t want to do the same thing. There are groups that are friendly, and groups that have their differences.
The collaborative writing of very formal documents in those big meetings. These are documents which UNESCO issues – a bit like laws passed by a government (although UNESCO doesn’t actually make laws)
Smaller, less formal meetings in which different delegations attempt to build support for their proposals, with negotiations and persuasion.
Individual one on one conversations or conversations in small groups, between the more formal meetings, where representatives might stand up and chat together perhaps over coffee and a softer form of persuasion or negotiation occurs, and the building of relationships and alliances.
And the work of interpreters – who sit in other rooms, looking through windows, with headsets on, having to simultaneously translate what is being said in these important meetings from one language to another, and the quick decisions they have to make about how exactly they should word things without subtly changing the tone of what is being said. Interpreters are a huge part of this. Maybe some of you listening are considering becoming an interpreter, or maybe you already are.
How is language used in these different situations? How does the language change?
We’re talking about different levels of formality, and the pragmatics of diplomacy at this high level.
Also, what does UNESCO do exactly? How does it actually work? What does M__ actually do on a daily basis?
These are the things I was very interested in capturing in this conversation.
Before we start, here are a few more details.
Here’s some more information from Wikipedia.
UNESCO was founded in 1945 and its founding mission, which was shaped by the events of World War II, is to advance peace, sustainable development and human rights by facilitating collaboration and dialogue among nations.[10]
It pursues this objective through five major programme areas: education, natural sciences, social/human sciences, culture and communication/information.
What does it actually do? I find this quite hard to work out!
It assists in the translation and dissemination of world literature – making sure the best works of literature are available to be read by everyone, and not just in their countries of origin.
It works to bridge the worldwide digital divide (attempting to reduce disparities between developed and developing countries in terms of what technologies are available to people)
It creates inclusive knowledge societies through information and communication. By Knowledge Societies, UNESCO means societies in which people have the capabilities not just to acquire information but also to transform it into knowledge and understanding, which empowers them to enhance their livelihoods and contribute to the social and economic development of their societies. UNESCO has launched several initiatives and global movements, such as Education For All.
How does it actually do these things? As far as I can tell, they create what M__ calls “standard setting documents”.
Those are not laws because they are not legally binding but they are similar to laws because they set out guidelines on what should or should not be done.
Governments in the member states can use these standard setting documents to help them form policies and laws, in line with UNESCO’s overall objectives.
So they’re not binding legislation but these UNESCO documents are still very formally written.
M__ tells us about how this is done, at the various stages, referring to different communication contexts in the process.
This all might sound a bit dry in my descriptions, but just let me take you back to that image of the large meeting room at UNESCO with all these representatives or delegates from the different countries. Imagine you are actually there.
Imagine having to open one of those big meetings. Imagine the mood in the room as you look out and see these different faces representing the different nations. Imagine the tone you would have to use in your speech, the specific wording, to gain their attention and their respect, to speak with the relevant level of importance, to try to create a feeling of goodwill, to make the different delegations feel respected, and then to attempt to unite these different nations with competing interests and worldviews.
Imagine having a specific project, and trying to get it off the ground – arranging smaller meetings to try to build alliances. Taking the time to chat one on one with people between meetings, drafting emails with proposals, and finally trying to edit formal documentation in collaboration with other delegates in huge writing sessions that can last days.
That’s the world we’re talking about here and specific things about how we have to adapt our language in these situations.
Several other things
My friend is also a really good guitarist, and so at the end of this conversation we couldn’t help but turn our attention to the guitars in my podcastle. He plays one of my guitars and we talk about guitars. So, we do move from international diplomacy to guitars. If you want to hear him play, just stick around until the end of the conversation.
Background noise. There was a guy in the corridor outside my podcast room doing some work – sanding a wall. So, apologies – you’ll hear the sounds of normal life bleeding into the recording slightly. I think it’s not too bad, but if you hear some noise and wonder what it is, it’s a guy sanding a wall outside.
Right, so without any further ado let’s get started. The first thing you’ll hear now is me saying that often the most difficult part of podcasting is the very beginning of a recording, and M__ gives me a good bit of advice which he has learned from his work at UNESCO.
So, let’s now join the conversation at that point. I’ll chat to you a bit at the end.
Communication Idioms (explained at the end)
To beat around the bush
To talk at cross purposes
To grab/get the wrong end of the stick
To hit the nail on the head
It strikes a different chord in people’s minds (if you speak from the heart)
This guy is trying to wrap me round his finger (to manipulate/control me)
How would the same car accident be described in over 15 completely different styles of English? What are the differences in vocabulary, grammar and organisational structure? How should I change my voice to read each description? Let’s see how English changes in different situations. Styles presented include: formal and informal English, news reports, an action movie screenplay, an Eminem rap, a romantic novel, a Shakespeare play, a politician making a speech, a stand-up comedian, Liam Neeson in the film Taken, and Luke in an episode of Luke’s English Podcast. PDF transcript available.
Reading an article by Gavin Lamb (PhD) about the conclusions of academic studies into language learning, and adding my own reflections and comments. What does research tell us about the best way to learn a language? What are the most important things to consider? What are the best methods? The article boils it all down to three main points.
How do we know when someone’s English is good? Is it just about having the right accent, or speaking with no errors? In fact, there is a lot more to it than that. IELTS can show us how someone’s level of English is properly assessed by looking at a wide range of skills and sub-skills and there is a lot more to it than making no errors while speaking with a “British accent”. This episode should help you consider your own level of English level, get some perspective on what language competence really means, and hopefully cause people to think twice when making snap judgements about other people’s English.
How can IELTS help us to understand what “good English” is?
Why is all of this important anyway?
Here’s an episode which I hope will be really useful as a way of helping you to understand what it really means to be good at English.
We’re going to consider some things about
how English is assessed (how your English level is judged),
the different skills which are involved in using English,
and what aspects of English are the most important.
I hope this episode gives you a bit more perspective on what it means to have a good level of English.
Also there will be a lot of vocabulary for describing English skills and English levels or assessment in English, and that includes a lot of metalanguage – the language we use for talking about language. So try to notice all that vocabulary too.
Hopefully this episode will help you think about
your level of English,
how to assess a person’s level of English
and also how to talk about both of those things.
It’s important for any language learner to get a sense of what they should be aiming for in their learning, so that they don’t spend their time on the wrong things, and that they have the right things prioritised in their learning.
Do you remember the episode I published at the beginning of the year (2023) with Santi from Spain, working in a top job at Oxford University Press?
806. PERSEVERANCE, POSITIVITY & PRACTICE with Santiago Ruiz de Velasco from Oxford University Press
You will find it in the episode archive and if you haven’t heard it, go back and check it out.
This episode follows on from that one. I was inspired to do it after seeing some responses from my audience.
Just as a reminder, Santi learned English mostly as an adult when he moved to London after studying at university in Spain.
He had some very challenging experiences being immersed in the English language and eventually found his way to a top job in the English teaching industry itself – not as a teacher, but in publishing. He ended up as the Managing Director of English Language Teaching at OUP, and he got to that position despite the fact that his English is not “perfect”.
I was pleased with that episode because it allows us to use Santi’s personal experience as a way to consider the importance of motivation and attitude in dealing with challenges in learning English (or any language) and also it raised questions about what “good English” really means.
With Santi, “the proof is in the pudding”, which means that we know his English is good because he uses it successfully every day.
Every single day at work he uses English to successfully perform a number of different communication tasks. I expect he writes emails and reports in English, conducts interviews in English, does presentations, has meetings, probably does negotiations, sells products and services in English, and builds relationships with people in English – no doubt both professional relationships but also meaningful personal relationships too.
I’m assuming a lot of that because I don’t know every single thing he does in his job every day – but I’m pretty sure that he does all of those things. They’re just totally normal communication tasks at work. And it’s not just at work for Santi. I’m sure he also socialises in English.
So, I think the fact that he does all those things, seemingly successfully, this is proof of his competence in English, right?
I think it would be very hard to be the Managing Director of the ELT Dept of Oxford University Press without those kinds of communication skills in English.
But, as I mentioned, his English is certainly not “perfect” by any means (and he says this himself too), and a number of listeners in the comment section on YouTube pointed this out, saying things like “He clearly has a Spanish accent” or “He made mistakes which made me surprised that he is in that position” and “I expected someone with RP English.” etc. I am paraphrasing there, but that’s the gist of it.
What does it actually mean to have a “bad accent”?
Maybe he could use some different fillers, just to avoid repeating the same thing. But why did this person focus only on that when there were so many other positive things to take away from the episode?
What is wrong with saying “you know” ?
It doesn’t stop us understanding him. It doesn’t stop him expressing himself.
It’s just an aesthetic issue, not a functional issue.
It’s just annoying for some people, but it doesn’t actually change the message or cause anyone misunderstandings.
Perspective here – it’s not such a big deal, unless you’re really focused on it. Sure, Santi could work on this, but we all have things to work on.
Fair enough, that one is quite funny.
I shouldn’t focus on the negative comments. The vast majority were positive, I must say. But I notice that whenever I feature someone on this podcast who is not a native speaker, and even some guests who are native speakers but have accents that are not RP, some listeners have to comment or criticise what they are hearing. I don’t think this is really the right attitude to have.
It’s not a competition, is it?
But, the fact that Santi has that job, has achieved that and continues to do that in English is something that can’t be taken away from him. I mean, people can point out errors in his English, but ultimately, the fact remains that he uses English very successfully on a daily basis. That’s important – the fact that he uses English “successully”.
Because this is the point of language. It is functional and it should be judged first and foremost on that – whether it works as a communication tool.
Sure, aesthetics are important too. The absolute best communicators also have English which is a pleasure to listen to, which is easy on the ears and is rich, pleasant and entertaining. But that stuff is also a matter of opinion and taste, and is really just the cherry on the top of the cake most of the time. Why focus on the cherry? You need to have a cake first, before you can have the cherry. You need something for the cherry to go on, right?
Priorities – focus in the really important things first – the cake – and then work on the aesthetics – the cherry on the top.
I’m getting a bit lost in this metaphor now, but I hope you get what I mean.
Common attitudes and assumptions about “good English”
The point is that these comments are indicative of certain attitudes about English proficiency. They show us what a lot of people think makes someone “good at English”, namely:
Accuracy (using English without making errors) especially grammatical accuracy is the most important thing and speaking with zero errors is what makes you good at English. No mistakes.
All learners of English should have RP as their target in terms of pronunciation, and if you speak with a different accent or with obvious traces of your first language then this is a problem. And hearing someone use English with an accent is somehow “shocking” or even “unpleasant”.
You’re good at English if you use complex English, meaning longer words, formal words, idioms and convoluted sentence structure.
So, basically, you need to make no “pronunciation errors” or “grammar mistakes” and use complex “impressive” language.
That short list of assumptions is based on the things I’ve heard and read from learners of English during my teaching career. I’ve met thousands of learners of English and also read thousands of online comments from learners of English too and I often notice those attitudes.
I suppose it is understandable really, that some people think like that.
Not everyone has thought about this subject a lot because they don’t work in language teaching, people have been taught that English is all about correct grammar and correct pronunciation, and these things are obvious “low hanging fruit” in terms of English assessment.
It’s not everyone’s job to think about how to assess someone’s language level, and to be honest I only learned about this from doing professional training, reading academic books, teaching IELTS courses and working out the assessment criteria for Cambridge Exams and stuff.
And we’re going to look at that official assessment criteria for judging someone’s language level later in this episode in order to find out that it’s not just about grammar and pronunciation errors and that there are other important factors. Obviously, being “correct” in pronunciation and grammar are important things, but only to a certain extent.
Like with the example of Santi. I feel like some of those comments are trying to take away Santi’s achievements, but you can’t, can you?
The fact remains that although he makes a few mistakes in grammar, and clearly has a Spanish accent when he speaks English – despite those things, he is a very successful user of the English language and you can’t take that away from him. So how does he manage it, without being “perfect”?
What makes someone good at English then? What else is important?
What I’d like to do now is to talk about actually what makes someone good at English and to show that there is a lot more involved than just accuracy (making no errors) and also complexity (using big impressive, rare words that nobody else knows).
Defining what makes someone good at English should be an important thing for us all to consider and remember.
For you, if you are a learner of English, this is all about how you can get a sense of what you should be focusing on and what you should be trying to achieve. Also it can help you get out of a negative frame of mind when learning English. If you’re afraid that your pronunciation is not perfect or that you know you make errors, it might help to know that those things are not the be-all and end-all in this English speaking game.
Also, if you are a teacher of English, like me, thinking about this can help us to guide our students and provide the right kind of teaching to help them to achieve things in English.
How do you assess someone’s English level?
Let’s use IELTS as a way of helping us to answer this question. By looking at how IELTS measures someone’s English level, we can work out what “good English” actually means.
What is IELTS?
The International English Language Testing System, is an international standardized test of English language proficiency for non-native English language speakers. It is jointly managed by the British Council, IDP: IELTS Australia and Cambridge Assessment English, and was established in 1989. (Wikipedia)
Basically it is probably the standard international test for assessing someone’s level of English as a foreign or other language.
Working out someone’s level of English accuractely and reliably is not easy. Sure, I could speak with a learner of English for 10 minutes and get a good idea of their level, but to get a fully detailed assessment including different reading, writing, listening and speaking skills, a longer and more rigorous test is needed.
This is why the IELTS test is quite long and quite complex. It takes a few hours to do the test and it’s divided into lots of different parts. It’s all done in a serious and thorough way.
IELTS is a test that has been developed over a very long time, by experts in English language teaching and testing, based on a lot of academic research and professional experience into how people learn and use the English language.
IELTS was developed by academics, teachers and examiners from Cambridge University and The British Council. These people know what they’re doing when it comes to finding out someone’s level of English. They want to do it properly, because this is important.
Universities and employers want to get a reliable sense of the level of English of potential students or employees so they can be sure that those people will be able to use English to study or work successfully. A reliable test is vital for this, and that’s what IELTS is for.
It might not be a perfect test. There’s probably room for improvement. In fact, it probably could be even longer and even more thorough, but that might just be impractical.
Anyway, let’s look at the way IELTS works, and we’ll see if we can draw from it some conclusions about the whole question of what it means to be good at English.
IELTS is in 4 sections – Speaking, Listening, Reading, Writing.
Already this shows that there are 4 skills involved in someone’s English ability, and of course this reflects the type of things that you might need to do in English.
You have to speak to people, listen to people speaking in various situations, you have to read English in different forms, and you have to be able to write in English. OK.
So it’s not just speaking skills. That’s just one part of the picture.
Speaking
Of course speaking is often considered as the most important skill. It’s the obvious skill. This is what we notice in people. As well as being vital for functional social communication, speaking is very closely connected to our identity and the way we express who we are to the world.
Naturally, it is often the way your English is judged. Because people meet you, talk to you and then immediately get a sense your English level from that conversation. Fair enough. Speaking is important, but in IELTS it is only 25% of the test. It represents 25% of your final IELTS score. And as we will see, speaking can be divided into different sections too – and pronunciation is only one of those sections.
Listening
This is underestimated in terms of its importance. I’ve talked before about how, perhaps surprisingly, we spend more time listening than doing any of the other skills.
Also, it is absolutely vital that we understand the people we are talking to. If not, everything breaks down.
One way that I judge someone’s language level when I’m talking to them, is the amount of effort I have to make for me to be understood by that person. This is a way for me to judge their listening skills in conversation.
If I just talk normally, without having to adapt my English or pay close attention to make sure the other person is following me, if I can just talk normally and be myself, it means their English is great.
I have met people who have had good English on paper and who were capable of producing sophisticated spoken English, but they were simply bad at having a conversation because their listening skills were not so great. They didn’t seem to be listening or just did not pick up on a lot of the things I was saying.
For example, while listening to me talk, they didn’t seem to realise how I felt about certain things we were talking about, they didn’t notice little jokes I was making, they didn’t react to certain points I made and did not respond to my efforts to talk about certain things, and it wasn’t because they were just bad communicators even in their own language. It’s because their listening just wasn’t good enough and they were not able to follow what I was saying, and in fact didn’t even realise it.
Listening also relates to being able to deal with different accents. English is a diverse language and people speak it slightly differently all over the world, and this is a good thing and a beautiful thing, so being good at English means being able to understand English in all its diversity.
Only a very small percentage of people speak English like me, with my accent (let’s call it standard modern English RP). If you hear someone from, well, anywhere, and they have an accent which is in any way different from my standard British English, or whatever accent you consider to be neutral, and you don’t understand it then I’m afraid that is not the fault of the accent or the person speaking it.
It’s because your listening skills are still not good enough. You are still not familiar with spoken English. Don’t feel bad about it though, that’s not the point.
The point is, listening skills are a huge part of the puzzle. Think of Santi. He described struggling so much every day when working in London as a waiter. He did not understand what people were saying to him.
People were asking for a coke and he was bring them their coat. His first arrived in London and actually heard real English being spoken and he freaked out. It wasn’t like in the text books at school.
In London I expect he met various English people from different parts of the country. The English he heard was unrecognisable to him at the beginning, because he simply had never heard it before.
His English listening skills improved dramatically while living in the UK. When I spoke to him I felt he was completely on my wavelength and I didn’t have to struggle or make a lot of effort to kind of adapt my English or myself during the conversation. I could relax and I felt like he would be able to follow my train of thought.
A lot of listening is connected to pronunciation. Good listening skills also relate to an ability to understand the way people produce the oral version of English, and this means being familiar with things like connected speech, elision, sentence stress, word stress, weak forms and all of those things. It’s about knowing the oral version of the language, which is often very very different to the written version. This doesn’t just mean knowing it academically (understanding the phonology), but knowing it through familiarity – having heard a lot of English from diverse sources so that you have kind of trained your ears to it, so it’s not a huge shock or surprise when you actually hear it being used in the normal way.
Reading
I don’t have so much to say about this except that reading is not just about knowing the words that you are seeing, and knowing which grammatical forms are being used. It involves being able to identify the bigger picture – what those words and that grammar are really communicating to you.
Can you identify the opinion or attitude of the person who wrote the text? (What they think, or whether they are being serious or humorous in their writing)
Can you identify their mood, their intentions, the overall purpose of the writing?
Can you identify what kind of text it is – an article in a newspaper, a business report, an advertisement, a formal email, a personal email, an internal email, an external email, a piece of fiction, a humorous true story, a religious text, an old fashioned piece of writing, something modern?
Are you aware of the different stylistic and linguistic conventions of different types of text?
Are you able to read between the lines?
Can you identify specific information as well as more general things?
It’s more than just knowing individual words and grammar forms. It’s also about overall text structure, organisation, and tone.
Again, it’s not just about speaking. In the real world, all of these things come into play, all the time. It’s all a mix of dealing with input, understanding it, and responding to it, while managing the pragmatics of communication – what impact language has on other people.
Writing
This relates to reading in the way that’s it’s not just about knowing lots of words or grammar points, but knowing how to put those words and structures together to make a piece of writing that is coherent (easy to understand), cohesive (logical and organised) and which does what it is supposed to do (persuade, inform, request information, entertain, etc).
With writing, sometimes the whole is greater than the sum of its parts. It’s a bit like cooking a good meal. It’s not just the ingredients and the cooking utensils, it’s about having the overall vision for making a delicious meal and then using those ingredients and utensils to produce the intended result, and deliver it at the right time and have your guests say “Mmm, this is delicious” at the end of the process. Writing is a bit like that.
In terms of words that you might use in writing (or speaking) it’s not about knowing a lot of words. That helps of course but some people might judge their English by the number of words they know – like, the higher the number, the better they are at English.
And it’s not about how fancy or obscure those words are. Some people might judge their English by the rarity of the words they know – e.g. knowing some words that even a lot of native English speakers don’t know. That’s not necessarily an indication of being good at English. What’s the use of writing something that most people just can’t understand because you’re using very old or very obscure words?
It’s not about the number or the value of each word on its own, it is about using the right words, in the right combinations, at the right moments, to achieve the right result.
It’s no good writing an email to someone and filling it with loads of complex and literary words than nobody really uses on a daily basis. The effect on the reader will be just to confuse them. That’s failing to communicate.
Watch out for those teaching materials, videos, whatever that say things like “Use these 5 words to get a high score in IELTS”. It’s not just about using certain fancy words. It’s all about whether you are able to achieve certain results in English communication.
I’ve said it before and I’ll say it again:
English is not just about what you know, it’s about what you can do.
It’s about your ability to complete tasks in English effectively. To understand other people and then have other people understand you. It’s about knowing when to use simple English and when it is appropriate or necessary to use something more complex, or something more specific. Right words, right form, right order, right time.
So I just talked about the 4 skills in English – speaking & listening, writing & reading.
Speaking & listening are together because they deal with the oral version of the language. The language in the air.
Reading & writing go together because they deal with the written version of English – the language written down.
Now, because I’m referring to my interview with Santi, which was an oral interview, let’s focus our attention for the rest of this episode on the spoken word, on speaking skills.
I did say that speaking is only a quarter of the whole picture, but I think for many of you out there, speaking is what you want to focus on, right?
So let’s consider what makes someone a good speaker of English?
What I’m going to do now is look at IELTS assessment criteria.
Assessment criteria means the specific ways in which English is judged. The specific standards by which English is assessed.
How do IELTS examiners judge someone’s level of English?
When you take an IELTS speaking test you will receive a score.
This score is calculated by the examiner after they have listened to you and then marked you in a few sub-categories. Speaking is broken down into a few sub-categories and you’re given a score for each category, and then those scores are added together and then an average score is worked out.
What are those categories?
Fluency & coherence
Lexical resource
Grammatical range & accuracy
Pronunciation
Each category is defined further and certain criteria or standards are defined which help the examiners decide what score to give in each category.
In other Cambridge Exams, like FCE and CAE, speaking scores are assessed with similar criteria to IELTS, but there’s also a score for Global Achievement. This is like a score for overall task achievement.
When you do a speaking test, you’re given a few tasks to do (short interview, having a discussion, doing a short monologue or presentation) and global achievement basically means “did the person manage to complete the task effectively”.
Candidate speaking performances are assessed using scales which are linked to the CEFR. The assessor gives 0–5 marks for each of the following criteria:
Grammar and Vocabulary;
Discourse Management;
Pronunciation;
and Interactive Communication.
Marks for each of these criteria are doubled.
The interlocutor gives a mark of 0–5 for Global Achievement.
This mark is then multiplied by four.
Basically, this means that “global achievement” is more important than any other single criteria.
What is “global achievement”? For me, this is how well the person succeeded in the communication task.
Your ability to complete a communication task effectively is more important than just your correct pronunciation or grammar. Having a few errors in your English is not the end of the world and what’s more important is task achievement. And that includes all that stuff about getting things done in English and getting the right result from a bit of speaking.
For example, did you work well with your speaking partner in order to achieve the task you were doing – maybe to discuss some travel options before deciding together which one was the best, or having to make another joint decision.
Actually, let’s have a look at a sample part 3 section from a CAE speaking test.
By the way, CAE is another English test, designed by Cambridge English. If you pass the test, you get a certificate which proves that you have advanced level English at C1 level.
CAE is similar to IELTS, is based on the same research and conclusions that have been used in creating IELTS, so it can also help us to understand how English is assessed.
Let’s look at the extracts to see an example of a speaking task that people have to do when taking CAE. In part 3 the examiner is interested in seeing how people use English to achieve something in collaboration with someone else. It’s about interaction and working together for a common goal. Important communication skills, right?
You should see how Global Achievement or Task Achievement is important here. This is about how you were able to use English to complete a communication task and I think that is a really important thing to be included in the exam and for people taking the exam to consider. Remember what language is for – it is for achieving things and completing tasks effectively.
If you can do that, you’ll get a good score for Global Achievement.
So this means that having good English is not only about the individual words being used, the accuracy of the grammar or the accuracy of the pronunciation. It is about those things, but it is also about whether you organised your ideas correctly and clearly, whether you listened carefully to the other person, understood their intentions and responded with relevance to what they said, and that you were both able to complete the task.
It’s not about any one single thing, any one single aspect of English. It’s about all of them, in combination.
Ultimately, communication is a means to an end (a tool for a job). The means (the tool) is the language, but the end result is to actually make an agreement, make someone feel something, make someone understand something, organise something with someone, and successfully complete a specific task.
So, Santi didn’t pronounce some words and sentences “correctly” or in the same way that I would, but in the grand scheme of things, it didn’t matter.
He might have conjugated some verbs wrongly (like getting a few ED endings wrong, or forgetting 3rd person S or even just using present tenses when he should have used past tenses, sometimes) but in the grand scheme of things, it didn’t matter.
Now, those things are still important to get right – don’t misunderstand me. I’m not saying that you don’t need to be correct in grammar or pronunciation or that it doesn’t matter which words you’re using. Santi would get more points in an exam if he improved some of those little errors.
Of course those things are important. The point I’m making is that it’s about the bigger picture and there are plenty of other factors involved.
Specific IELTS Speaking Band Descriptors
I’m going to get really specific now. Let’s look at the specific IELTS speaking band descriptors.
What the hell does that mean Luke?
IELTS scores are given in bands.
Band 0, Band 1, Band 2, Band 3, 4, 5, 6, 7, 8, 9.
9 is high, 0 is low.
Cambridge English (IELTS.org) publishes a list of “descriptors” for each band score. These describe what the different bands mean in terms of specific speaking skills. This should reveal the ways in which speaking is assessed in IELTS.
You can consider your English as we talk about these “descriptors”.
We’re going to look at them all in a moment, on a PDF from the IELTS website.
How do IELTS examiners assess someone’s spoken English?
I’ve done IELTS training before and I’ve done mock IELTS tests quite a lot of times. I’ve also done the same with FCE, CAE, BEC Vantage, BEC Higher etc. They’re similar.
If I was doing a mock IELTS test with my students and I was the examiner, I would interview the candidate, give them speaking tasks to do and at the same time I would have to work out their score.
On the desk in front of me I would have a script for me to follow, different tasks and questions for the test and some paper and a pen for writing the person’s score.
But it’s not just a single score for speaking.
I wouldn’t just have a single category on that paper called “Speaking” with a space for a number.
❌
Instead, I would have a piece of paper in front of me with at least 4 sub-categories on it.
✅
Overall score / average: _________
I’d give a score in each category and then work out an average across the 4 categories.
I’m not an official IELTS examiner, I’m a teacher who is trained to prepare students for IELTS, so that’s just the way I do it.
But I know for certain that the examiners use at least 4 sub-categories when assessing a candidate’s speaking.
Here are those categories.
Fluency & coherence
Lexical resource
Grammatical range & accuracy
Pronunciation
Note that accuracy is only half of one of those categories.
What do the categories mean?
Let me talk about what those categories actually mean, and then we will look at the descriptions of different scores for each category. What’s the difference between an IELTS 6 and IELTS 7 for example.
Fluency and coherence refers to the ability to talk with normal levels of continuity, rate and effort and to link ideas and language together to form coherent, connected speech.
The key indicators of fluency are speech rate and speech continuity.
The key indicators of coherence are logical sequencing of sentences; clear marking of stages in a discussion, narration or argument; and the use of cohesive devices (e.g. connectors, pronouns and conjunctions) within and between sentences.
What is “Lexical Resource”?
Lexical resource refers to the range of vocabulary the test taker can use and the precision with which meanings and attitudes can be expressed.
They key indicators are the variety of words used, the adequacy and appropriacy of the words used and the ability to circumlocute (get around a vocabulary gap by using other words) with or without noticeable hestitation.
What are “Grammatical range and accuracy”?
Grammatical range and accuracy refers to the range and the accurate and appropriate use of the test taker’s grammatical resource.
The key indicators of grammatical range are the length and complexity of the spoken sentences, the appropriate use of subordinate clauses, and the range of sentence structures, especially to move elements around for information focus.
The key indicators of grammatical accuracy are the number of grammatical errors in a given amount of speech and communicative effect of error.
What is “pronunciation”?
Pronunciation refers to the ability to produce comprehensible speech to fulfill the Speaking test requirements.
The key indicators will be the amount of strain caused to the listener, the amount of the speech which is unintelligible and the noticeability of influence from the test taker’s first language.
Now let’s have a look at some of those descriptions from IELTS.org
Perhaps use my level of French as an example, also Santi’s English.
We could compare the different levels (maybe the difference between 5 and 7) across each sub-category.
Which categories are the most important?
The 4 categories are of equal importance in the exam, I expect, but if I had to choose, I would say that they go in order of importance from left to right, but of course if any one of those categories is significantly weak, they will drag down the overall level. For example, if you are unintelligible in pronunciation, it sort of doesn’t matter how many words you know or if you don’t pause to think.
Grammatical accuracy is mainly significant if errors cause misunderstandings, but I guess errors can give the wrong impression.
Interestingly, I feel like pronunciation, grammar and lexis all help us to achieve fluency. Fluency is where those three systems combine. Without a wide range of words which we can recall and use instantly, we can’t express ideas quickly, specifically and coherently.
Without grammatical structures, we can’t link ideas together clearly and express complex things without our speech breaking down and falling apart.
Without pronunciation we can’t get our words out fluidly and clearly, with words linked, and yet stressed to give emphasis and impact.
Assessing Santi’s English (I hope you don’t mind Santi!)
I wonder what score Santi would get if he took an IELTS speaking test.
I shouldn’t really speculate about that, but I can say that his weak spot is probably pronunciation, (although this is still at a good level because I was able to understand him and after all he is Spanish and so it’s normal that he has a Spanish accent)
and then perhaps grammatical accuracy (he made a few grammar mistakes which probably stuck out because we were looking for them – I bet a lot of people listening were focusing intently on his English and judging him a lot – and he handled that very well),
but he really makes up for his weak spots by having:
Good grammatical range. He was able to employ a range of structures which allowed him to have control over what he was saying and to express some complex ideas.
Strong Lexical resource. He was able to find just the right words, he used words which were appropriate for the conversation (switching from bits of slang when it was appropriate, to more formal language to describe his work etc) and generally used some very nice, descriptive, idiomatic and frequently used expressions, phrases and words.
Excellent fluency and coherence. He organised his ideas with clarity, he didn’t seem to struggle any more than someone might in their first language, he didn’t pause excessively, he was able to keep going and going, linking one idea to the next.
So there you have it. Some things to think about.
Conclusions
Being good at English is not all about having “a British accent” or never making a grammar mistake. There are plenty of other things involved in being “good at English”.
Of course, it is up to you. If your goal is to have a British accent (which one?) then I’m not going to stop you, but I do want you to put that in perspective and to realise all the many other things which you can focus on.
And finally, at the end here, I just want to give you a message of encouragement, because one of the main lessons learned from my conversation with Santi was that perseverance, positivity and practice are 3 of the most important factors in this game that we call learning English.
So keep your chin up! Keep practising!
Don’t stop, even if it seems difficult!
Don’t let your weaknesses stop you! There are other areas where you can be strong.
Don’t worry about achieving perfection!
Just keep going and do your best and you might find that is enough or more than enough!
And enjoy it! You only get one life and it’s happening right now, so what are you waiting for – go ahead and use English and make some connections with people.
Be curious about others, be keen to connect with them and be kind. Be kind and generous with your time and your attention, to other people you meet and talk to, and be kind to yourself as well.
Don’t judge other people’s English too harshly. It’s not a competition.
I hope you’ve enjoyed this episode.
If you did, and you found it useful – give me a like or a comment or a review.
Have a nice morning, afternoon, evening or night and I will speak to you soon.
Join us on a trip to a virtual pub for a couple of pints, a packet of crisps and some advice about how to go to the pub in English, with plenty of funny tangents, with Charlie Baxter. Video version available.
James and Luke discuss designs sent in by listeners, and choose the winner(s). The prize: to have your design featured in the LEP Merch Store, plus an £80 reward! Listen for plenty of descriptive language, diplomatic language and ways of giving positive and feedback in English. Video version also available (with all the designs on screen) below.
Talking to Michael Lavers from the Level Up English Podcast about learning Japanese, embarrassing moments in language learning, social awkwardness and some “very British problems”. Are you as socially awkward as a British person? Let’s see how you and Michael would respond to some quiz questions that will test your British awkwardness to the max. Video version available.
Today on the podcast I am talking to Michael Lavers who is an English teacher from Cornwall in the South West of England. Michael also has a podcast for learners of English. It’s called The Level Up English Podcast – you might want to check it out if you haven’t already done so. It’s available wherever you get your podcasts.
As well as being an English teacher, Michael is also a language learner himself and in his podcast episodes he often talks with guests about experiences of learning other languages, including those embarrassing or awkward moments that happen when you feel shy or you make mistakes. Also, Michael has described himself as a socially awkward person who lacks a certain amount of confidence in himself. In fact, he says that one of the reasons he started his podcast was to try and gain some confidence by going out of his comfort zone.
So this is what I thought I would ask Michael about: his language learning experiences and those awkward and embarrassing moments, and then I’d like to chat about social awkwardness and whether this is a uniquely British thing. And we’re going to go into some specific examples of how this so-called British awkwardness manifests itself.
That’s the plan, so now, let’s meet Michael Lavers from the Level Up English Podcast.
Awkward Situations – Very British Problems
Here are some questions based on some tweets by the popular Twitter account, Very British Problems. Each one describes a specific problem that British people typically experience in social situations. They seem to sum up the experience of being a British person. We’re socially awkward – I don’t know why.
Let’s see how you respond to these questions. And listeners, I want you to consider your answers to these questions too, then we’ll see what Michael says, and then we’ll see the original tweets and we can see if they match up.
Questions & Tweets
How do you feel when you walk through the “nothing to declare” gate at an airport?
You’re sitting with a group of people. It’s time for you to leave. What do you say as you kind of slap your hands on your knees and stand up?
If someone says something to you but you don’t hear it, how many times are you willing to ask them to repeat themselves?
What do you say to your taxi driver as they approach the point where you want to get out of the cab?
If you’re on a train, sitting in the window seat with a passenger next to you, and your stop is approaching, what do you do to signal to the passenger in the aisle seat that you will need to get up?
You’re standing at the exit door of the train as it is pulling into the station, slowly coming to a stop, and there is a crowd of other passengers right behind you, eager to get off the train. The “Open door” button isn’t yet illuminated. What do you do? Do you press the button?
How do you feel when the ticket inspector inspects your perfectly valid ticket?
What do you say, modestly, to guests arriving in your home, even though you spent some time before their arrival, tidying things up?
There’s one last roast potato on the table at Sunday lunch. You want to eat it. How do you achieve this?
Just take it and eat it
Ask if you can eat it
Offer it to everyone else first
Do you ever tell your housemates or family that you are “off to bed” but then just stare at your phone in bed for an hour?
Imagine you are walking through a hallway with lots of doors in it, like in a library or something and you’re walking just behind a stranger who keeps having to hold the doors for you. How many different ways of saying “thanks” can you think of?
How do you end an email? Is there a subtly less friendly difference between kind regards and just regards?
What do you do when you get an incoming call from an unknown number?
How good are you at overtaking someone on foot?
Do you feel it necessary to speed up at all, when walking over a zebra crossing?
If you pay for something with exactly the right change, and you know it’s exactly the right change, do you wait for the cashier to count the money?
I have had some entries already. If you’ve sent me something, then thank you. Please send your designs to podcastcomp@gmail.com and my brother and I will review the entries we receive, talk about them on the podcast and pick at least one to be featured in the LEP Merch store.
Think of a t-shirt that LEPsters would want to wear
PRIZE: The winning design will be put on t-shirts, mugs and other merch, and the winner will also win £80!
SPECS: A high-resolution transparent .PNG at 150dpi. Minimum dimensions of at least 1500px by 1995px (not including outer transparent pixels).
CLOSING DATE: 22 October 2021
Send your t-shirt designs to podcastcomp@gmail.com
Talking to author Natasha V Broodie who has written a book which aims to help learners of English understand the subtle codes of polite language when making requests and giving information in professional and personal contexts. In the conversation we explore the topic and consider some tips for making your language more culturally appropriate.
In this episode I am talking to author Natasha V Broodie who has written a book which aims to help learners of English to find the right tone in their speaking and writing. Tone is something which is very much affected by culture and often relates to things like being direct, indirect, formal, informal, the use of modal verbs and phrasal verbs and so on. In English the general tone is often quite friendly, indirect and polite, and this can sometimes cause problems for English speakers coming from different places where codes of politeness or professionalism are different.
Natasha has worked as an English teacher and has also worked in international contexts for the UN and so she has direct experience of observing people communicating in English and not quite getting the tone right.
So in her book, “Give me tea, please. Practical Ingredients for Tasteful Language” she lays out a sort of style guide with theory, practical tips and a glossary of defined vocabulary at the back.
It sounds like an interesting book which could be a worthwhile read for my listeners, so I thought it would be good to chat with Natasha a little bit and explore some of the ideas presented in her book.
“Give me tea, please” is currently available on Amazon but from 24 September should be available from all other providers too.
Right, so now you know what sort of thing we’re going to be talking about, let’s meet Natasha Broodie and find out some of those practical tips for tasteful language.
So that was Natasha V Broodie, talking about her book Give me tea, please – available from all good bookstores. Go ahead and pick up a copy and if you like it, leave a review on Amazon.
Thanks again to Natasha for her contribution in this episode.
A Short Ramble
T-shirts Design comp – link here for details https://teacherluke.co.uk/2021/09/22/742-new-lep-t-shirts-merch-lep-design-competition-2021-with-james/ Premium YouTube
Sneezing caused me to take a trip to tangent town…
Talking to English teacher Matt Halsdorff about a project to train native English speakers how to communicate better with non-natives. We talk about the reasons why native speakers are often bad at communicating with non-natives, what they should do to fix this and the wider issues relating to this project. Video version available.
Hello listeners and video viewers, how are you doing today?
In this episode you’re going to listen to me in conversation with Matt Halsdorff who is an English teacher with many years of teaching experience, and we’re going to be discussing the question of whether native English speakers are in fact the worst communicators in an international English environment.
Matt is currently working on a project with Christian Saunders from Canguro English. I think the project sounds really interesting and raises a few good questions about how native speakers of English and non-native speakers communicate with each other, what non-natives really struggle with in this language, and whether native speakers can do anything to help.
If you saw my latest video interview with Christian from Canguro English and you watched until the end you might remember us discussing this project briefly. If you remember, Christian mentioned a training course in communication in English – but the twist is that it’s for native speakers – more specifically it is for native English speakers who need to communicate internationally.
Because, It’s not just learners of English who need training in this language. Apparently – It’s native speakers too.
English is a global language, and everyone is using it for business and also for travel purposes. Everyone needs to use this language to communicate successfully so the world can continue spinning.
Everyone uses English, and everyone has to work on the way they use it, in the same way that we all have to work on our email writing and IT skills to make them as efficient and effective as possible.
As a non-native speaker of English, of course you’ve got to work on the entire system – you need vocabulary, you need correct grammar, you need clear pronunciation, fluency, confidence and so on – obviously, that’s what’s involved in trying to use another language.
You learn as you go and try to do your best and you almost certainly feel a great deal of responsibility, pressure, and challenge when communicating in English. You are probably keenly aware of your performance in English and sensitive about any kind of failure in communication and how that might be your fault.
But do native speakers share a similar sense of responsibility?
In fact here are a number of other questions which arise when thinking about this topic.
Do native English speakers do all they can in international situations to make sure they are understood clearly, just like everyone else does?
Are native speakers aware of what it is like to operate in a second language?
Might there be other reasons why native English speakers don’t adapt the way they speak in order to improve shared communication?
Who is responsible for the success of any act of communication? Just one side, or both?
Should native speakers adapt their English? Or is it up to the non-natives to do all the heavy lifting in this situation?
And if native speakers should adapt their English, how should they do it?
What kind of English should they avoid and what kind is likely to be the most successful?
And what about other considerations and questions, such as what happens to the English language when it is being adapted in this way?
Well, I am interviewing Matt today in order to discuss these things and find out about this project in general. First we’re just going to take a few minutes to get to know him, and then we’re going to dive into this training project for native speakers, which is called The Travel Adaptor by the way. We’re going to find out about the project, about what native speakers do and say which can be so confusing, how native speakers can facilitate communication with non-natives, and the wider issue of global English and successful international communication.
As well as getting into the specifics of this conversation, you can certainly learn about some of the major obstacles that non-native speakers have when understanding natives.
So there’s plenty to pick up from this. There is a YouTube version too just in case you need to see our faces as well as listen to us.
Well, that was Matt Halsdorff talking about The Travel Adapter – a training course for native-speakers of English, to help them communicate better globally.
So, what do you think? I’m very keen to read your comments and I am sure you had things popping into your head during this conversation. Why not express them in English here in the comment section?
Do you have experiences of communicating with native speakers in English? What was it like? Did they adapt their speech? What was difficult?
Do you think native speakers should adapt their speech when talking to non-natives, or not? Why?
But that’s it for now. Thank you for listening and I will speak to you again soon. I’ve got a little announcement coming in the next few weeks that’s pretty cool, plus the usual free episodes and premium episodes on their way as usual.
Speak to you soon, but for now – goodbye bye bye bye bye bye bye!
Talking to Emma from YouTube channel Pronunciation with Emma about accents, improving your pronunciation, understanding pragmatics in English, and learning English through video games.
Hi listeners, welcome to the podcast. It’s mid December and Christmas is coming very soon. I hope I find you well and in good spirits. You might be wondering about the competition results after having voted for your favourite candidates. Thank you if you did vote, that’s fantastic. I’ll be revealing the results on the podcast soon when I’ve worked out the specifics of how to proceed with the competition. Once I have worked out the details of the next step I will let you know all the results.
This episode is sponsored by LEP Premium. Go to teacherluke.co.uk/premiuminfo to get the details. Regular lessons with language teaching, memory tests for target language and pronunciation drills to work on your speaking, with plenty of stupid examples, nonsense fun and impressions too. Series 27 is currently being produced and you can expect to get episodes 3-8 in the next few weeks. teacherluke.co.uk/premiuminfo for all the details.
697. Pronunciation, Pragmatics & Procrastination with Emma
Hello listeners,
Welcome to episode 695 which is called “Pronunciation, Pragmatics and Procrastination with Emma” which is quite a mouthful isn’t it?
Can you say it? Pronunciation, Pragmatics and Procrastination.
What does this mean exactly? I’m going to tell you in this introduction.
What you’re going to hear is another conversation with a new guest on the podcast. I’ve had lots of guests on the podcast in the last few months. Here’s another one.
This time it’s Emma from the YouTube channel Pronunciation with Emma.
So, what can I say now to set up this conversation for you, and help you to enjoy it and learn from it as much as possible?
Emma is an English teacher with lots of qualifications – in language teaching and linguistics, as you will hear.
Pronunciation
The pronunciation part is that in her YouTube videos she focuses on helping learners of English improve their knowledge and use of natural English pronunciation – you know, all the different features that make up natural English speech, including things like the specific vowel sounds & consonant sounds, sentence stress, word stress, intonation, elision, connected speech, and so on.
Emma is particularly interested in pronunciation as it is one of the things that she focused on during her university studies.
So we talk about pronunciation as you might expect, with some bits about different accents and the question of what kind of pronunciation learners of English should aim for, and what kind of accent teachers should present to learners of English.
Pragmatics
Another thing Emma focused on at university was the linguistic area of pragmatics. When we think about language, we usually analyse it in terms of grammar, vocabulary or pronunciation, but pragmatics is also a very important thing to consider.
David Crystal says it’s actually the most important factor to consider when looking at how language works.
According to David Crystal, pragmatics is the study of the choices you make when you use language, the reasons for those choices and effects that those choices convey. That’s a bit abstract at this point, but we do get into some examples during the conversation, examples like how to phrase requests in English, and how different types of requests can give a different impression on the people you are talking to. Or more simply, how certain requests can make you seem more or less rude.
For example, what’s the difference between these things? And let’s imagine you’re on an aeroplane and the flight attendant wants you to put your bag under your chair. What’s the difference between making that request in these different ways?
“Put your bag under your chair” and “Please put your bag under your chair” and “Can you put your bag under your chair?” and “Could you put your bag under your chair, please?” and “Could you just pop your bag under your chair for me please, thanks.”
That could also apply to the way people use English when requesting things from me, in comments or emails, for example, as I discussed in a recent episode, if you remember, and if you don’t remember too.
So that’s the bit about pragmatics.
But this episode is called “Pronunciation, Pragmatics and Procrastination with Emma”. I’ve mentioned the pronunciation and the pragmatics, so what about the procrastination part?
Procrastination
Well, this relates to Emma’s other online English teaching channel – Procrastination with Emma, which is on Twitch.tv. Basically, Emma also does Twitch live-streams in which she plays computer games and helps people with their English while she’s doing it.
As you may know, procrastination means putting off doing other things which you have to do by wasting time doing something else. Like, for example if you have some important work to do, but you don’t want to do it for some reason, so you end up telling yourself you’ll do it later and then doing something else instead, essentially wasting your time. How do you procrastinate? Let’s say you’ve got English homework to do, but you end up spending your time playing computer games instead. Is playing computer games a waste of time? Maybe not. Maybe it can help you learn English. That’s the spirit behind Emma’s Twitch.tv gaming channel “Procrastination with Emma”.
So, stuff about accents & pronunciation, stuff about the pragmatics of how we make requests in English, and some stuff about improving your English through computer games.
Actually those things mostly come up in the second half of this conversation. The first half is spent mainly getting to know Emma, finding out the usual things like where she’s from, what her accent sounds like, how she approaches language learning (because she speaks Spanish and also enjoys learning other languages from scratch) and any tips she has about learning English.
I won’t say much more here, except that I really enjoyed talking to Emma and you should certainly check out her YouTube videos and her live streams on Twitch.
Keep listening all the way through and I will chat to you again at the end of the episode, but now, let’s get started!
Links
Pronunciation with Emma on YouTube (Pronunciation videos) – https://www.youtube.com/channel/UCNfm92h83W2i2ijc5Xwp_IA
Procrastination with Emma on Twitch (Live streaming/Gaming/English) – https://www.twitch.tv/procrastinationwithemma
Ending
So that was pronunciation, pragmatics and procrastination with Emma from Pronunciation with Emma on YouTube and procrastination with Emma on Twitch. That’s quite a mouthful isn’t it, again!
Right, well I hope you got a lot out of that conversation in various ways including just general knowledge, linguistic knowledge and not to mention specific vocabulary and phrases you might have noticed.
Thanks again to Emma for being a great guest on the show.
So Christmas time is approaching fast.
Normally at Christmas I take a break for a couple of weeks, but since I’m not going back to the UK this year I might continue podcasting. I certainly have a few episodes in the pipeline and they’ll drop over the coming weeks. I might take a break in the new year but we will see.
So, episodes in the pipeline include more conversations with guests on different topics and a returning guest who is a friend of the podcast who we haven’t heard from in a while.
Also P27 parts 3-8 are coming with the usual language practise and pronunciation work. Remember all my premium series have a lot of pronunciation drills so you can improve your speaking by simply repeating after me, paying attention to certain little language features as we go. www.teacherluke.co.uk/premiuminfo
In terms of the competition. Thank you to those of you who voted. As I said before, voting is closed now and I am working on the next stage in which I will announce the winner or winners and then the next steps for things like interviews, which will probably happen in the new year.
So hold tight for the results of the competition, and thanks for voting.
That’s all I have to say at this point except that I hope you are well. Please stay safe, stay positive, be excellent to each other and I will speak to you again soon, but for now, goodbye…
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