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Part 2

Describe a time you encouraged someone to do something they did not want to do

This episode's vocabulary

  • In particular - especially.
  • Vital (adj.) - necessary for the success or continued existence of something; extremely important.
  • Initially (adverb) - at the beginning.
  • Animated (adj.) - full of interest and energy.
  • Beckon (verb) - to move your hand or head in a way that tells someone to come nearer.
  • Firm (adj.) - not soft but not completely hard.
  • Fashion (noun) - a way of doing things.
  • Mischievous (adj.) - (of behavior) slightly annoying or slightly bad, esp. in a playful way.
  • Disruptive (adj.) - causing trouble and therefore stopping something from continuing as usual.
  • Task at hand - its is the current task that someone is doing that they are currently working on.
  • Bodily (adj.) - if you lift or carry someone bodily, you lift or carry them in your arms.


Questions and Answers

M: Rory will describe a time he encouraged someone to do something they did not want to do. He'll say who he or she is, what he encouraged them to do, how he or she reacted and explain why he encouraged them to do these things. Rory, are you ready, darling? Rock and roll.

R: Well, I do this every day because I teach young people English and generally speaking, young people do not want to do things that adults want them to do. That's just in their nature. Any teacher will tell you that. It's not just English teachers, it's primary school teachers, for example, as well. Anyway, I do remember one particular case in my grade one class this academic year. And we were trying to do an activity and one girl in particular did not want to participate at all. She was hiding under the table and not joining in the circle to see the demonstration of the task. When I say circle, I just mean like the kids are or were sitting around me and they were watching what was happening. And this is pretty vital because without clear models and demonstrations, they can't do much at that age. And I wanted them all to talk to each other in English beyond just a few words. So they needed to understand this task. It's kind of important. So I encouraged her to join us initially by calling her name and then by raising my eyebrows, which I do. My eyebrows are quite animated. And then after that, by beckoning her over with the finger. And when all of that failed, I pointed to the ground next to me in a very like firm fashion, that didn't work either. Then I asked in Russian nicely, and there was no response beyond the sort of mischievous look on her face. And after that, I asked again in Russian, but less nicely and still nothing. And it was beginning to get a bit disruptive at that point because I was focusing on her, not the other students. So they were beginning to get a little out of control. And I really needed to get on with the task at hand. So I went over and I picked her bodily up and I carried her over to the group and placed her gently on the ground next to me. I think it was quite a shock for her and the other kids, to be honest with you. But one thing is for sure, we never had any problems like that again after that. I can only imagine why that might have been.

M: Wow. And how did the girl feel?

R: Um, I think she was surprised, but then she was able to do the task, which was more surprising for me, to be honest.



M: Well done, you. So we encourage people to do something and that's the phrase to encourage someone to do something. Like encourage basically you motivate them.

R: We encourage people to listen to our podcast. We also encourage people to join us on social media. We have a clubhouse account. I don't know what that is. I don't know what it does, but it's a thing.

M: Yeah, Rory, you didn't used to have any social media back, what, like six months ago? One year ago. One year ago Rory didn't used to have any Instagram, no Telegram. He had no idea what Facebook was.

R: No, it was not a year ago. When this episode goes out it's going to be nine months, I think.

M: Oh, wow. OK, now Rory's everywhere.

R: Except for clubhouse. I don't know what that is. It's a thing.

M: Yeah, we are on the clubhouse, right. So encouragement. So Rory encouraged that little girl to sit right next to him and be focused on the task at hand.

R: Yes. So the task at hand is just the task that's happening now.

M: Yeah. What else can our listener talk about, like when you encouraged someone to do something that they didn't want to do. OK? That's important.

R: Well, anybody with children will have a time when this happened. So all of your problems are solved. Just get yourself pregnant.

M: Have a child.

R: This episode is brought to you by the Russian government.

M: You can you can borrow someone else's child. 

R: That's illegal in this country.

M: You have a friend who has a child and then you can just speak about your friend imagining that it's you.

R: Any situation involving children will be like, always, every time. No one has ever had an experience to try and encourage your child to do something and they've never wanted to like they've always wanted to do it. Everyone has been through this. So unless you've never met a child in your life, you're pretty safe with this option. If you haven't, then...

M: You can talk about how you encourage your friends to listen to this podcast, but they just don't want to listen to our podcast. But you encourage them, encourage them, or you encourage somebody to learn English. Exactly. And then you can start by saying, I do remember one particular episode.

R: Using do for emphasis.

M: Yes, I do remember. And also it's like the intonation, like I do remember one particular occasion.

R: Yeah. And actually, that's quite important because first of all, it's really difficult to do. Here we go, that word again do. And the other thing is it's one of the things that you can do to vary your intonation patterns, which is something they look for. For band eight and nine scores. And some band seven as well. So please be able to do this do.

M: Do do this. Yeah. You can say, for example, I did encourage them or I do encourage my relatives to listen to this podcast.

R: And we can fit this into the wider situation of talking about the story. So I described the background because it's my job to teach people. So generally I encountered the situation and then I focus on one particular time, which is the task. So then you can say and I do remember this one particular time. And that is the start of your story as well. So it's a chance for you to actually do the pronunciation part and structure your story effectively.

M: Yeah, you also use the so to kind of to continue and to make it logical. To connect your ideas. So and lots of like these, that, then, after that.

R: Well, this and that are important for holding the whole thing together because they refer back to previous ideas basically.

M: Yeah. It makes it easier for the examiner to follow what you are saying. Again, the first criterion is fluency and coherence and coherence means like the logic of the organization of your answer. And the examiner should follow what you are saying easily. Without any effort. That's why all of this so, then, after that, as I said before, bla bla bla bla bla.

R: Or the first time you talk about something you can say initially, which is what I did.

M: Yeah, that's good. You start off with initially and then you finish off ultimately.

R: Yeah. So initially and then ultimately. And then I started with so again. So I went over, picked her up, picked her bodily up and carried her over.

M: You picked her what?

R: Bodily up just means like you just pick up the whole body, drop them down.

M: I picked the body.

R: Yeah.

M: Yeah. OK, anyway the strategy goes with any part to answer. Again, if you have no idea what to talk about, if you've never encouraged anybody to do something, you should make it up and follow this kind of like linking phrases.

R: This story, like you could pretty much replace some of the details and everybody has done this like everyone has had at time a child refused to do something.

M: Yeah, not me. Oh, no, I'm a teacher, aren't I?

R: You've had a time when a student has refused to do something for sure.

M: Oh, yeah, God, yes. Yeah. But like, if you're not a teacher, if you don't have children? 

R: Everyone has been around children.

M: Yeah. Okay. True. Yeah. Just this is a current topic, so make sure that you have a story or you make it up like before your exam or you at least have like an idea of what you can talk about.

R: When we talk about joining parts of the story together, you don't always have to use connectors as well. It's important to point out, like I did use ones like so and after that. But then I also just said still nothing. So this way it's not a connecter it's just like repeating but with still. So it's like there continues to be nothing, which is a kind of connecter, but it's more advanced because I didn't use... It's like it's more of like a pattern than a set phrase.

M: Don't overuse the connectors and linking phrases because for band nine you just don't notice them.

R:The story flows naturally.

M: Like a river.

R:The very difficult one to do.

M: Yeah, that's why it's band nine. At band six or band seven even you do use this like so well blah blah blah after that then all the time. But then at higher levels like eight and nine pretty much the examiner doesn't notice the linking phrases. We really hope it was useful.

R:We encourage you to use this in order to pass your part two. It's amazing what I can achieve when I'm high on caffeine isn't?

M: Thank you so much for supporting us on our premium. We really appreciate everything. You make this studio possible. You make our recordings possible. So thank you so much and we'll see you in our next episode.

R: We're going to talk about motivation. Bye!

M: Bye.


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