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  • in this video, we're going to run through another isles.

  • Listen and repeat exercise to improve your child speaking.

  • Remember to push yourself to repeat the words and phrases exactly as you hear them, so mimic the intonation, the syllable stress, the pacing and any merged or dropped sounds you hear.

  • I'll put an MP three version of this exercise in the description, as well as an MP three of the original conversation without the pauses.

  • And please excuse the quality, because I had to use my computer microphones to record it.

  • So it's not the greatest of quality, but it should be able to still serve the purposes you need.

  • I'll also include a link to a full transcript in the description section of the video.

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  • Don't come.

  • Okay, so here's the exercise.

  • Enjoy.

  • Please give me your identification.

  • Here you are.

  • Here you are.

  • Thank you.

  • Now, in this first part, I'd like to ask you some questions about yourself.

  • Do you come from a large or small family?

  • My family is relatively large.

  • My family is relatively large.

  • There are five of us.

  • My parents brother, sister and me.

  • There are five of us.

  • My parents Brother.

  • Sister in me.

  • Okay.

  • Under the members of your family.

  • Live together?

  • No.

  • My parents live in the same house I grew up in.

  • No, no.

  • Live in the same house I grew up in live in the same house I grew up in.

  • No, my parents live in the same house I grew up in.

  • This house is in a town called Pembroke.

  • This house is in a town called Pembroke At the moment my sister is living there too at the moment my sister is living there too.

  • But she is only there because she is on break from her studies at University.

  • But she is only there because she is, but she's only there because she is on break from her studies at University on break from her studies at University.

  • But she is only there because she is on break from her studies at university.

  • My brother lives and works in Toronto, and I am living in Toronto to my brother, lives and works in Toronto, and I am living in Toronto to do you have a lot in common with the other members of your family?

  • Um, not really.

  • But we're nevertheless very close, nevertheless, nevertheless nevertheless very close, nevertheless very close.

  • Um, not really, but we're nevertheless very close.

  • We always love getting together and catching up on each other's news.

  • We always love getting together.

  • We always love getting together, catching up on each other's news, catching up on each other's news.

  • We always love getting together and catching up on each other's news.

  • My parents have ah, quiet country lifestyle.

  • It's very different from the busy city lifestyle of Toronto.

  • My parents have a quiet country lifestyle.

  • My parents have a quiet country lifestyle.

  • It's very different from the busy city lifestyle of Toronto.

  • It's very different from the busy city lifestyle of Toronto.

  • My parents have, ah, quiet country lifestyle.

  • It's very different from the busy city lifestyle of Toronto.

  • My brother enjoys watching sports and camping and hiking in the mountains.

  • My brother enjoys my brother, enjoys my brother, enjoys watching sports and camping and hiking in the mountains.

  • He's very outdoorsy.

  • He's very outdoorsy.

  • My sister is a bit of a socialite.

  • My sister is my sister is my sister, is a bit of a socialite, so she likes going out with friends and arranging little get togethers.

  • So she likes going out with friends, so she likes going out with friends, so she likes going out with friends and arranging little get togethers.

  • I am a bit on the quiet side.

  • I am a bit on the I am a bit on the I am a bit on the quiet side at the moment.

  • I mostly just focused on my studies at the moment.

  • At the moment, focus on my studies focus on my studies.

  • At the moment, I mostly just focused on my studies.

  • Are you currently working?

  • I am, but only part time, but only part time, but only part time.

  • I am but only part time.

  • I am a part time university student.

  • I am a part time university student.

  • Can you tell me about your studies?

  • Well, I'm completing an undergraduate arts degree with a major in criminology.

  • Well, I'm well, I'm well.

  • I'm completing an undergraduate arts degree with a major in criminology because I am a part time student.

  • I only have nine hours of class a week because I am a part time student because I am a part time student.

  • I only have nine hours of class a week.

  • I only have nine hours of class a week because I am a part time student.

  • I only have nine hours of class a week.

  • I have three hour lectures every Monday, Tuesday and Wednesday.

  • I have three hour lectures.

  • I have three hour lectures.

  • I have three hour lectures every Monday, Tuesday and Wednesday, and I'm really enjoying the courses and I'm really enjoying the courses.

  • The professors are interesting.

  • The professors are interesting.

  • That's wonderful.

  • And what sort of part time work do you do?

  • I am a waiter in a restaurant on the campus of my university I am a waiter in a restaurant.

  • I am a waiter in a restaurant.

  • I am a waiter in a restaurant on the campus of my university.

  • I see.

  • Do you enjoy that kind of work?

  • Honestly?

  • Not really.

  • Honestly, not really.

  • I'm not naturally a very social person.

  • I'm not naturally a very social person.

  • And waiting tables tends to demand.

  • This sort of personality tends to demand.

  • This sort of personality tends to demand this sort of personality, and waiting tables tends to demand this sort of personality.

  • Also, university students do not tend to leave.

  • Handsome tips also also do not tend to leave.

  • Handsome tips do not tend to leave handsome tips.

  • Also, university students do not tend to leave handsome tips.

  • But I shouldn't complain.

  • It's a job, and it does help fund my studies.

  • But I shouldn't complain, but I shouldn't complain, and it does help fund my studies, and it does help fund my studies.

  • But I shouldn't complain.

  • It's a job, and it does help fund my studies.

  • Let's talk about friends.

  • Do you have many friends at your university?

  • Yes, I have a small handful of friends I have.

  • I have a small handful of friends, a small handful of friends.

  • Yes, I have a small handful of friends, but I suppose I would describe our relationship.

  • Bazemore Study partners than friends.

  • But I suppose I would, but I suppose I would describe our relationship.

  • Describe our relationship, describe our relationship.

  • Bazemore Study partners than friends Describe our relationship.

  • Bazemore Study partners than friends.

  • But I suppose I would describe our relationship.

  • Bazemore Study partners than friends.

  • We don't really socialize outside, of course, related topics.

  • We don't really socialize.

  • We don't really socialize outside, of course, related topics outside, of course, related topics.

  • We don't really socialize outside, of course, related topics.

  • Do you think friendships change as people get older?

  • Yes, definitely Yes, definitely.

  • I think life often makes demands of people.

  • I think life often makes demands of people, and this can pull friends closer or push them away.

  • And this can and this can.

  • And this can pull friends closer or push them away.

  • A good friend of mine recently had a baby.

  • A good friend of mine recently had a baby.

  • I am very happy for him, but I know that this new development in his life will mean he and I will spend less time together.

  • I am very happy for him.

  • I am very happy for him.

  • But I know that this new development in his life will mean.

  • But I know that this new development in his life will mean he and I will spend less time together.

  • He and I will spend less time together.

  • I am very happy for him.

  • But I know that this new development in his life will mean he and I will spend less time together.

  • This is fine.

  • I mean, of course, he needs to spend time with his baby.

  • This is fine.

  • I mean, of course, he needs to spend time with his baby.

  • This is fine.

  • I mean, of course, he needs to spend time with his baby, but I think these sorts of life developments can change the dynamics of friendship.

  • This is fine.

  • I mean, of course, he needs to spend time with his baby, but I think these sorts of life developments can change the dynamics of friendship.

  • I think these sorts of life developments can change the dynamics of friendship.

  • I think these sorts of life developments can change the dynamics of friendship.

  • This is fine.

  • I mean, of course he needs to spend time with his baby, But I think these sorts of life developments can change the dynamics of friendship.

  • What sort of person do you easily make friends with?

  • I like people that have opinions.

  • I like people that have opinions.

  • I like people.

  • I like people.

  • I like people that have opinions.

  • I enjoyed talking with people about different subjects.

  • I enjoyed talking with people about different subjects, enjoyed talking with people, enjoyed talking with people.

  • I enjoyed talking with people about different subjects and hearing what they have to say about those subjects.

  • I think I easily make friends with people that are good communicators.

  • I think I easily make friends with.

  • I think I easily make friends with people that are good communicators, people that are good communicators.

  • I think I easily make friends with people that are good communicators.

  • I don't think we need to like all of the same things.

  • I don't think we need to like all of the same things, like all of the same things, like all of the same things.

  • I don't think we need to like all of the same things.

  • But if we do share a few interests, that's obviously a plus.

  • That's obviously a plus.

  • That's obviously a plus.

  • I don't think we need to like all of the same things.

  • But if we do share a few interests, that's obviously a plus character wise.

  • I prefer quiet people too loud people, character wise, character wise, character wise.

  • I prefer quiet people too loud, people.

  • Thank you.

  • Okay, let's change topics.

  • What do you do in your free time?

  • I have several hobbies.

  • I have several hobbies.

  • I enjoy jogging.

  • I tried to get a jog in every day.

  • I enjoy jogging.

  • I enjoy jogging.

  • I try to get a jog in every day.

  • I try to get a jog in every day.

  • I enjoy jogging.

  • I tried to get a jog in every day.

  • I also have a dog.

  • I also have a dog, so I spend quite a bit of time at the park quite a bit of time at the park, quite a bit of time at the park, so I spend quite a bit of time at the park, reading and surfing the net, reading and surfing the net.

  • Um, I enjoy reading and surfing the net I keep in online vlog.

  • I keep it online.

  • Vlog.

  • It is a diary of my day to day life.

  • It is a diary of my day to day life.

  • I enjoy watching movies.

  • I enjoy watching movies.

  • I guess those are the main things I do in my free time.

  • I guess those are the main things.

  • I guess those are the main things.

  • I guess those are the main things I do in my free time.

  • What sort of past times are popular among Canadians?

  • Most Canadians like to play and watch hockey.

  • Most Canadians like to most Canadians like to play and watch hockey, play and watch hockey.

  • Most Canadians like to play and watch hockey.

  • I would say this is a very popular pastime.

  • I would say This is I would say this is I would say this is a very popular pastime.

  • Canadians also like the outdoors.

  • Canadians also like the outdoors, so hiking in the mountains, camping and canoeing or all popular hobbies.

  • So hiking in the mountains, camping and canoeing or all popular hobbies.

  • Canadians also like the outdoors, so hiking in the mountains, camping and canoeing or all popular hobbies.

  • Um, Canada is a multicultural place.

  • Um, Canada is a multicultural place, so I feel there are a lot of cross cultural hobbies, so I feel there are So I feel there are cross cultural hobbies, cross cultural hobbies.

  • So I feel there are a lot of cross cultural hobbies.

  • Many Canadians like learning how to cook foods from other countries, for example, for example, for example, from other countries from other countries.

  • Many Canadians like learning how to cook foods from other countries.

  • For example, these are probably the most popular Canadian hobbies.

  • These air, probably these air, probably.

  • These are probably the most popular Canadian hobbies.

  • Thank you.

  • Now, I'd like to ask you to speak 1 to 2 minutes on a topic.

  • Normally, you would have one minute to plan your answer.

  • But for the sake of this recording, we're going to skip this step.

  • Your cue card reads.

  • Describe someone who has an important influence on your life.

  • You should say who the person is, how long you have known him or her.

  • Explain why they have had such an influence on you.

  • Remember, you have 1 to 2 minutes to deliver this monologue.

  • I'll tell you when the time is up.

  • Start speaking now, please.

  • I am going to talk about my high school music teacher, Mr McGrady.

  • I am going to talk about I am going to talk about.

  • I am going to talk about my high school music teacher, Mr McGrady, and how he has influenced my life, my life, my life and how he has influenced my life.

  • I have known Mr McGrady for about five years.

  • I have known Mr McGrady for about five years.

  • He is a very patient man and an excellent teacher.

  • He is a very patient man.

  • He is a very patient man and an excellent teacher and an excellent teacher.

  • He is a very patient man and an excellent teacher.

  • And I feel he instills music appreciation and understanding in all of the students he teaches.

  • And I feel he and I feel he instills music appreciation and understanding instills music appreciation and understanding.

  • And I feel he instills music appreciation and understanding in all of the students he teaches.

  • He is also a very dedicated teacher.

  • He is also a He is also a.

  • He is also a very dedicated teacher.

  • I remember he would come to school early, four days a week.

  • I remember he would come to school early, four days a week.

  • I remember.

  • I remember.

  • I remember he would come to school early, four days a week to conduct our high school band.

  • I remember he would come to school early, four days a week to conduct our high school band in doing this, I think he demonstrated a lot of commitment and leadership in doing this in doing this.

  • I think he demonstrated a lot of commitment and leadership.

  • I think he demonstrated a lot of commitment and leadership in doing this.

  • I think he demonstrated a lot of commitment and leadership, and I believe these qualities rubbed off on the students he taught.

  • And I believe and I believe, rubbed off on the students he taught rubbed off on the students he taught.

  • And I believe these qualities rubbed off on the students he taught.

  • I haven't seen him in a few years, but I haven't seen him in a few years.

  • But I do not doubt he is just a cz much the positive image today as he was when I was his student I do not, Don't I do not doubt just a cz much, just a cz much.

  • I do not doubt he is just a cz much the positive image today as he was when I was his student, as he was when I was his student, as he was when I was his student.

  • I do not doubt he is just a cz much the positive image today as he was when I was his student.

  • For me personally, Mr McGrady has influenced the way I see the subject of music for me personally.

  • For me personally, the way I see the subject of music, the way I see the subject of music for me personally, Mr McGrady has influenced the way I see the subject of music.

  • I played saxophone in the high school band.

  • I played saxophone.

  • I played saxophone.

  • I played saxophone in the high school band.

  • And by watching Mr McGrady interact with the different instrument groups, I saw firsthand how these orchestral sections operate and and by watching Mr McGrady by watching Mr McGrady and by watching Mr McGrady interact with the different instrument groups and by watching Mr McGrady interact with the different instrument groups I saw firsthand.

  • I saw firsthand.

  • I saw firsthand how these orchestral sections operate.

  • I saw firsthand how these orchestral sections operate, and by watching Mr McGrady interact with the different instrument groups, I saw firsthand how these orchestral sections operate and come together to create music, to create music, to create music and come together to create music.

  • Mr.

  • McGrady was also always trying to push students outside their comfort zones.

  • Mr.

  • McGrady was also Mr.

  • McGrady was also always trying to push students outside their comfort zones, always trying to push students outside their comfort zones.

  • Mr.

  • McGrady was also always trying to push students outside their comfort zones, and this greatly influenced me.

  • And this greatly influenced me.

  • For example, he encouraged me to join a singing group that he had organized.

  • For example.

  • For example, he encouraged me.

  • He encouraged me.

  • For example, he encouraged me to join a singing group that he had organized.

  • I couldn't sing then, and I can't sing now.

  • I couldn't sing.

  • Then I couldn't sing.

  • Then I couldn't sing then and I can't sing now.

  • But it was encouraging to feel that he believed enough in me to ask me to join, but But it was encouraging to feel it was encouraging to feel.

  • But it was encouraging to feel that he believed enough in me to ask me to join.

  • So of role, so of role, I feel, Mr McGrady, firstly acted as a wonderful role model.

  • Firstly, acted as a wonderful role model.

  • Firstly, acted as a wonderful role model.

  • I feel, Mr McGrady, firstly acted as a wonderful role model.

  • Secondly, he taught me how to look at music differently.

  • Secondly, secondly, he taught me how to look at music differently.

  • He taught me how to look at music differently.

  • Secondly, he taught me how to look at music differently.

  • And thirdly, he pushed me to try new things.

  • And thirdly, and thirdly, he pushed me to try new things.

  • He pushed me to try new things, and thirdly, he pushed me to try new things.

  • These are the three main ways he influenced me.

  • These are the three main ways he influenced me.

  • And I'm very thankful that I had a teacher like him, and I'm very thankful that I had a teacher like him.

  • These are the three main ways he influenced me and I'm very thankful that I had a teacher like him.

  • Thank you.

  • You mentioned you haven't seen Mr McGrady in a few years.

  • Do you think you will see him again?

  • I hope so.

  • I know he's busy teaching his class is these days.

  • I hope so.

  • I hope so.

  • I know he's busy teaching his class is these days.

  • I know he's busy teaching his class is these days.

  • I hope so.

  • I know he's busy teaching his class is these days.

  • I should drop by my old high school and see him and thank him again for the things he has done for me.

  • I should drop by my old high school and see him.

  • I should drop by my old high school and see him and thank him again for the things he has done for me.

  • And thank him again for the things he has done for me.

  • I should drop by my old high school and see him and thank him again for the things he has done for me.

  • I should drop by my old high school and see him.

  • I should drop by my old high school and see him and thank him again for the things he has done for me and thank him again for the things he has done for me.

  • I should drop by my old high school and see him and thank him again for the things he has done for me.

  • How important is it for people to have positive role models during their formative years?

  • I think it is quite key.

  • I think it is quite key.

  • Young people are very impressionable, in my opinion, in my opinion, in my opinion, young people are very impressionable.

  • In my opinion, they're willing to mimic the actions of those around them, those around them, those around them, they're willing to mimic the actions of those around them.

  • Surrounding a young person with positive role models gives this person something healthy to aspire, to be surrounding a young person with surrounding a young person with positive role models.

  • Positive role models gives this person something healthy.

  • To aspire to be gives this person something healthy.

  • To aspire.

  • To be surrounding a young person with positive role models gives this person something healthy to aspire to be.

  • Do you think the role models young people look up to today are similar to the role models young people looked up to 25 years ago.

  • That's an interesting question.

  • Mmm, That's an interesting question.

  • I would say that the core values of today's role models are the same as 25 years ago.

  • I would say I would say the core values, the core values the same as 25 years ago, the same as 25 years ago.

  • I would say that the core values of today's role models are the same as 25 years ago.

  • I think qualities like integrity, diligence, benevolence and reliability will always be considered positive.

  • I think qualities like I think qualities like integrity, diligence, benevolence and reliability, integrity, diligence, benevolence and reliability will always be considered positive will always be considered positive.

  • I think qualities like integrity, diligence, benevolence and reliability will always be considered positive.

  • I suppose a difference today is that young people are exposed to more people through different media channels.

  • I suppose a difference today is that young people are exposed to more people through different media channels.

  • I suppose a difference today.

  • I suppose a difference today are exposed to more people through different media.

  • Channels are exposed to more people through different media channels.

  • I suppose a difference today is that young people are exposed to more people through different media channels, so the pool of potential role models increases, so the pool of potential role models increases.

  • I would say this is a positive thing.

  • I would say this is a positive thing so long as parents ensure the role models young people look up to are healthy ones so long as so long, as are healthy ones, are healthy ones so long as parents ensure the role models young people look up to are healthy ones.

  • But to answer your question, yes.

  • But to answer your question yes, I would say the majority of today's role models are more or less the same as 25 years ago, I would say I would say the majority of today's role models are The majority of today's role models are more or less the same as 25 years ago, more or less the same as 25 years ago.

  • I would say the majority of today's role models are more or less the same as 25 years ago.

  • What sort of people make poor role models.

  • In your opinion, people with serious personal problems, I think people with serious personal problems, I think anger problems or people that have become generally disappointed with life, anger problems or people that have become generally disappointed with life.

  • I don't think they inspire hard work or ambition.

  • I don't think they inspire hard work or ambition.

  • Of course, people with substance abuse problems, of course, people with substance abuse problems, role models should be individuals that you can aspire to be that you can aspire to be that you can aspire to be Role models should be individuals that you can aspire to be.

  • If that person has serious problems than aspiring to be like them may not be healthy.

  • Aspiring to be like them may not be healthy.

  • Aspiring to be like them may not be healthy.

  • If that person has serious problems, then aspiring to be like them may not be healthy.

  • Do you think pop icons make good role models?

  • Bye, Pop icons, You mean bye Pop icons?

  • You mean singers?

  • Actors?

  • Well, I think they can be role models.

  • Well, I think they can be role models, but the facts that they aren't completely accessible to young people makes them significantly different.

  • But the facts that but the facts that makes them significantly different makes them significantly different.

  • But the facts that they aren't completely accessible to young people makes them significantly different.

  • Young people can't call Oppa pop icon and ask them for advice.

  • For example, young people can't call Oppa pop icon and ask them for advice.

  • For example, Young people can't call Oppa pop icon.

  • Young people can't call Oppa pop icon and ask him for advice, for example, and ask him for advice, for example.

  • For example, for example, young people can't call Oppa pop icon and ask them for advice, for example.

  • But so long as the star is a good person, but so long as but so long as but so long as the star is a good person, I don't think they are a negative influence on a young person.

  • I don't think I don't think I don't think they are a negative influence on a young person.

  • So, yes, pop icons can make good role models, so yes, so yes can make good role models can make good role models.

  • So, yes, pop icons can make good role models, but young people also need role models they can talk to and learn directly from.

  • Young people also need role models they can talk to.

  • Young people also need role models they can talk to and learned directly from and learned directly from.

  • But young people also need role models they can talk to and learn directly from.

  • Are you anyone's role model?

  • Am I anyone's role model?

  • Am I anyone's role model?

  • Yes, my cousin has a son named Ethan.

  • Yes, my cousin has a son named Ethan.

  • He's five.

  • He's five and I see him every other week and I see him every other week because because they live here in Toronto.

  • They live here in Toronto.

  • I think Ethan looks up to me.

  • I think Ethan looks up to me.

  • I guess that's partly because I am a man in his life that is a little younger than his father.

  • I guess that's I guess that's is a little younger than his father is a little younger than his father.

  • I guess that's partly because I am a man in his life that is a little younger than his father.

  • I try my best to be a positive person so that he will aspire to be one too.

  • I try my best to be a positive person.

  • So I try my best to be a positive person so that he will aspire to be one too that he will aspire to be one too.

  • I try my best to be a positive person so that he will aspire to be one too.

  • Thank you.

  • That is the end of the speaking test.

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