M: You put me on the spot. On the spot?

R: On the spot. A spotlight. All of the focus is on you. And you're, you're stuck because it's just, it's a new situation, and you have no idea what to do.

M: Imagine you're sitting there and somebody just like puts all the light on you, on the spot. And you're kind of like... So the strategy is you say this sentence and then you give the answer. It's not just like, oh, you put me on the spot with this one.

R: That's all.

M: Next.

R: We're done. Next question.

M: Yeah, you should give the answer, right? But this sentence helps you to buy some time to think. For example, I'm gonna now ask some IELTS Speaking questions and Rory is gonna use this phrase naturally. Okay, Rory? Naturally.

R: I will try.

M: Are libraries popular in your country?

R: Oh, you put me on the spot with that one. I would say they're not as popular as they used to be. But we do have a cost of living crisis in this country, so they're probably still quite well-frequented.

M: So Rory here said you put me on the spot with that one. Or you said this one?

R: It can be this one or that one. Because you're referring to something that has come previously. So it actually draws a nice connection between what you're saying now and what's been said previously.

M: Another question, Rory. Is it important to study stars?

R: Oh, you put me on the spot with this one. Well, if you're an astronomer, then it's very important to study the stars because that's your whole job. And if you didn't do it, then, well, you wouldn't keep your job, I suppose.

M: Are historical films popular in your country?

R: Oh, you put me on the spot with this one. I would say... Well, again, they're more popular than they used to be because you have all these blockbuster films like Oppenheimer coming out now. Also, people who produce Oppenheimer pay me money for advertising.

M: You use this phrase once in your exam. Okay? Now we're just giving you examples.

R: Yes. Just one time.

M: Yeah, just once. Okay? Please!

R: The clue is in the phrase, this one, one time, that's it. You only have one.

M: Okay, phrase number two.

R: Ooh.

M: Our favourite phrase. Rory, could you read it out?

M: I'm not an expert. But if I were to guess, if I were, the second conditional if I were to guess. You can say if I was to guess, like I'm imagining, I'm guessing, but we use the second conditional. For example, do you think climate change will affect water sports in the future?

R: Well, I'm not an expert. But if I were to guess, then probably. I imagined if the sea levels are rising, then there will be more water for water sports to happen.

M: So you see, this sentence is very good if you're asked a very specific question. This question, like climate change will affect water sports in the future. It's very specific. I'm not an expert. Okay? On climate change. I'm not an expert on watersports. Really, I don't know. But if I were an expert, I'd say, I would say that, you see? So use this phrase for a very specific question, usually for a difficult question. Alright? Another one. Is it hard to protect historical buildings?

R: Oh, well, I'm hardly an expert. But if I were to guess then I would say probably because they're made from different materials to the ones that are used to make buildings now. So you'd have to match it up somehow. Or at least be very careful that you didn't damage them by accident.

M: I'm hardly an expert. Hardly? Kind of like I'm not really.

R: It's like there's the expert and then you. Very little.

M: Like I'm hardly an expert. Really, I'm not an expert. But if I were to guess I'd say that. How does rain affect life in your country?

R: Oh, well, I'm hardly an expert on meteorology, but if I were to guess, I would say that it probably has quite a significant effect, actually, especially on the West Coast where it's more exposed. So if they have more rain over there, then that could cause quite significant disruption to traffic.

M: If you use this phrase, do not be like a robot, dear listener. I am hardly an expert but if I were to guess, just to say the phrase. No, no, no, you should mean it.

R: Yeah. Because you're confused.

M: You see? You should mean it. Okay? So no robotic usage. Okay? No monotonous usage.

R: And you can add things in. Like, I'm hardly an expert or the kind of expert you would be. So for example, I said, I'm hardly an expert in meteorology, Scottish meteorology. It's very free.

M: Sentence number three. Rory, could you read it out?

M: If you don't know what to say, use this phrase. For example, do you think water sports are safe?

R: Well, it's hard to say with any certainty, because I don't do water sports that often. But they're probably less safe than sports on land because there's greater instability in the water, which you are engaging in the sport on.

M: So it's hard to say with any certainty, I'm not sure. Kind of I'm not sure. Right? Maybe, maybe yes, maybe no, I don't know. Or are paper maps still necessary?

R: Well, it's hard to say with any certainty because we've got phones now but what happens if the technology that we need to navigate fails, then they might be more necessary than they are now. So it really depends on the circumstances, doesn't it?

M: Do people dress more formally now compared to the past?

R: Well, it's hard to say with any certainty because first of all, I'm not a fashion historian. And second of all, I don't own a time machine. But I think people probably dress much less formally now compared to in the past, because, well, there, there seems to be a greater volume of casual clothes on offer. When you go out shopping, you don't see lots of formal clothing stores in comparison to the more casual fast fashion ones.

M: Phrase number four.

M: Yeah.

R: That is the phrase. Not that I have absolutely no idea what the phrase is.

M: I have absolutely no idea. Enjoy saying this phrase. It's really nice. I have absolutely no idea. Come on, come on, say it with us.

R: It's very liberating to admit that you have no idea.

M: And this is a very good strategy. The question is difficult, and you really don't know, you don't know the answer. Right? Say it, admit the truth. Right? I have absolutely no idea. And then say something. For example, what invention do you think has had the greatest impact on people's lives in your country?

R: I have absolutely no idea. And I mean that. However, if you think about just developments in general, then probably the internet. Just because it's connected different parts of the country and different people in new and interesting ways. I don't think that's specific to Scotland, though, that would be a general.

M: What games do children play these days?

R: I have absolutely no idea because I'm not a child. I'm an adult and I have work to do. But I think they love like anything, anything they can download onto their phone. So I suppose it'd be quite simple mobile games. It seems that way anyway.

M: Phrase number five.

M: To be honest. I'm honest. I am telling you the truth. I've never thought about that. Present Perfect, a very nice tense. I've never thought. I have never thought about that. Rory, could you say it again?

R: Well, to be honest, I've never thought about that.

M: Well, to be honest, pause, I've never thought about that. The intonation goes up or down?

R: Where?

M: At the end. On that.

R: Oh, okay, then it will be going down. Because like, to be honest, I've never thought about that.

M: For example, why do some people prefer to shop at small businesses?

R: Well, to be honest, I've never thought about that. It could be because that's the only choice in their area, especially like in a village where all you have really are small businesses, most of the time.

M: What are the biggest challenges parents have to face when raising children?

R: Well, to be honest, I've never thought about that. Mostly because I don't have children of my own. However, I imagine, oh, discipline, that must be the biggest challenge, surely. Like keeping them in order and making sure they behave in an appropriate way. That's got to be a constant challenge.

M: Phrase number six.

M: Now this one is quite complicated because it has this question tag. Is it?

R: Yes, the question tag.

M: We're not asking a question for the examiner. Is it, examiner? Is it? Come on, you tell me. No, no, no. It's kind of like a statement. Right, Rory?

R: Oh, what's the difference? A question tag is like a real question. This is just a confirmation tag. It's confirming. Yes, it's a difficult question.

M: So by saying this, you are saying it is a difficult question.

R: Yes. You're seeking agreement or you're assuming the agreement of the examiner. Because it's an exam, of course, it's a difficult question.

M: Yeah. But kind of like it might be confusing because you're saying it's not a difficult question.

R: Well, yes. But that's just the balance to make sure that the meaning is clear.

M: Wait, wait, so the examiner asks you a difficult question. And you say, in a kind of like a jokey way? Well, it's not a difficult question at all, is it? But actually, it is very difficult.

R: Yes. That's why it's called a confirmation tag. Because you're confirming that it's difficult before you launch into your answer.

M: So if the examiner asks you a difficult question, and you can say this, that's not a difficult question, is it?

R: But it is.

M: But it is. Okay? If it's confusing, forget about this, use some other sentences. Okay?

R: We can just say that's a difficult question. And then answer.

M: So these tags questions are for higher scores because you give a range of grammar structures. Okay? If you're not comfortable with this one, just forget about it.

R: Use something else, there's, there's at least three other phrases that we haven't given you yet.

M: Here I have some difficult questions. What can be done to reduce the noise pollution from the traffic?

R: Well, that's not a difficult question at all, is it? I think, in some countries, they put up soundproofing barriers around roads to stop noise pollution, from escaping that confined area. And that seems to be quite effective.

M: What motivates people to volunteer and help others in their communities?

R: Well, that's not a difficult question at all, is it? I imagine there are as many reasons as there are people. The main ones are probably that they have this charitable spirit, or maybe it's part of their religion to volunteer, to help people out.

M: Phrase number seven.

M: Some IELTS questions are just like, oh, come on. Like, how many people? Is it popular? Is it not? And then kind of like, how do you know? I haven't seen the numbers. So here, you can say, if I could see the statistics. The statistics, okay? Statistics. Like numbers, fingers. Right? The statistics. And again, we're using the second conditional, because if I could see, but now I don't see the numbers. So I'm imagining that if I could see, but I don't see, right? So the second conditional. Past. For example, why do many young adults keep changing jobs?

R: Oh, if I could see the statistics, I could give you a more exact answer. However, I suppose it's because there's lots more instability in the job market compared to in the past. So that would explain it, why young people in particular are doing this.

M: So if I could see the statistics, I could give you a more exact answer. But now you're giving just like... And you just say like, if I could see the statistics I could give you or I would give you. If I could I'd give you or I would give you a more exact answer. What subjects are popular with young adults today?

R: Oh, if I could see the statistics, I could say for sure. But at a guess, probably, those involving technology, since this is what young people seem to be very invested in these days. And usually, they are early adopters.

M: Phrase number eight. The last phrase.

M: So we can use this phrase as the very end of the answer. Right?

R: Well, if it's what else, then you've already said something. So at the end, or close to the end.

M: Now I'm going to ask you a question. Could you give us the answer and then use the phrase towards the end? Okay? Should people take part in volunteering more often these days?

R: Well, yes, you can never do enough good for your community or for other people. I'm not sure what else I'm supposed to say, to be honest with you. That's like the point.

M: So you see? Just to signal that, okay, I'm done, I don't have anything else to say. That's it. Okay? Stop. Ask me another question. You can use this phrase. Is rain good?

R: Yes? I'm not sure what else I'm supposed to say, to be honest with you. I mean, it is good. It helps plants grow. It makes sure your skin does not get too dried out. I can't think of anything else to say.


M: Is rain good? I took it from IELTS questions. Is rain good? Yes?

R: No, it's awful. You know, the worst thing that could happen to somebody is rain.

M: Thank you very much for listening! Don't forget to check out our phrasal verb course. The link is in the description. Bye!

R: And it's in my head. Bye-bye!

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