In this series of episodes you’re going to learn to pronounce the 2000 most common words in English in an Aussie accent!
AE 367: 101-200 Most Common Words
Australian Accent Pronunciation Exercise
Listen & Repeat:
Become a member to get weekly lessons to improve your Aussie English!
Want to support the podcast?
Click the image below to become a supporter on Patreon today!
New course just released!
Save $13 by enrolling before the course is complete!
When you enroll as a student in the Effortless Phrasal Verb course you’ll get access to:
- 2 lessons per week as they are released, which will include:
- Video of LiveStream + Slideshow
- Downloadable PDF / .doc Transcript
- Downloadable MP3 for each lesson
- Phrasal verb glossary for each lesson
- Exercises to learn each lesson’s phrasal verbs
- Access to the private EPV Facebook student group.
Live Stream Lessons
MONDAYS & THURSDAYS
7PM EST (UTC +10 HRS)
Success! Now check your email to confirm your subscription.
About the AuthorI learn languages, teach Australian English, and love all things science and nature!
You Might also like
By pete — 5 months ago
Watch the interview video here:
AE 479 – Interview: How to Prepare for IELTs with Kit Perry
G’day, guys. Welcome to this episode of Aussie English.
So, today, I have an interview episode with you all about IELTs, and we do mention the PTE and some of the other tests as well. But yeah, I thought I would get on my fiancée’s old English teacher from Townsville, Kit, and he is from the Townsville International English School, and Kel had been harassing me for a while to get him on the podcast and saying he was an amazing guy, a really good teacher, has a lot to say, a lot of knowledge about IELTs and some of these other exams as well. And so, I thought it would be awesome to get him on and just chat to him about how to prepare for the IELTs, what to expect, how to do well on the IELTs, and hopefully put a few of your concerns at ease.
Anyway, without any further ado, let’s just get into this interview today with Kit from the Townsville International English school.
G’day, guys! Welcome to this video! Welcome to this interview of Aussie English, today I have Kit from Townsville International English School with me and he is my fiancée’s old English teacher. So, Kit, welcome to the podcast! Thanks so much for coming on.
Thanks for having me.
So, I guess, first of all, how did Kel get so good in English? What was her secret?
Well, there’s a few different things, I guess, to answer that question that’s Kel herself and her propensity or ability to pick up the language, but yeah, hopefully, I think there was an element of the school and what we do up here in her success as well. So, I think yeah there’s a few things involved in that.
That’s what I’m always saying when I hear like, she told me when she got here she spoke no English, at least I have no idea, but she said she spoke none, very limited.
Very, very limited. I remember when she first came in, we’re doing our placement test and we happened to have tablet chairs in the classroom that she was doing a test and I remember asking her, just a simple question, are you left handed or right handed? And, you know, I was just met with this complete blank sort of expression and, you know, from that point it was sort of obvious okay, well, she’s going to be pretty low. So, and yeah, she tested at a beginner level when she started and we had her for…I don´t know how long it was, but by the end, by now, you know, she’s… yeah, she’s brilliant.
You know, she speaks very much like a native speaker, I would say, you know, her vocab is incredible and yes, I don´t know, I think Raquel is a bit of an exception in some ways, you know, like I think she’s naturally talented at languages which really helped a lot and she has a great memory. I always… always think that, you know, when I have students with a really good memory that goes such a long way in learning a language. So, that also helped, but yeah, hopefully, you know, we played a part in her progression and where she’s at now too.
Yeah, definitely. I just think it’s so good that you can see how much someone could attain in just two years, you know? If they work their ass off she will say she read 30 books in a year or something and was just constantly studying. So, it’s good to know that, you know, obviously talent is part of it, but hard work is a massive part of this as well.
I absolutely agree. And she was really a very hardworking student so she really sort of, you know, put her best foot forward in everything she did. She was always doing homework, always asking for extra stuff to do. So, yeah, definitely goes a long way I think, you know, the attitude and the mentality of wanting to improve is what was there with Raquel, so yeah, definitely.
Yeah, she´s a bit of a champ.
Less about her and more about you, Kit. How did you wind up doing what you’re doing where you’re doing it? Can you tell me the story of how you ended up in Townsville, teaching English in a school?
Absolutely, yeah. So, I spent most of my young years in Townsville, actually I grew up in Townsville. I was born in Papua New Guinea, but then came back and lived in Townsville with my parents, so I grew up here. Went to the university down in Brisbane and then landed a dream sort of job up here in Townsville at a local high school and did that for about five years and I loved it. I had a great job, I had lovely students, beautiful sort of facilities and a great place to teach. However, I sort of felt over that time that my… my personal idea of what a good education is was a little bit divergent to what was going on at the school, that the focus of the school was very much on students getting, you know, As and, you know, producing results that, you know, maybe look good on paper, but I think in reality doesn’t necessarily go with what I consider a good or an effective education. So, I sort of… in many ways I sort of thought okay, well, you know, if I can’t achieve what I want to achieve as an educator within that system, that we would branch out and start our own school. One of the things that’s sort of, you know, the final straw that broke the camel’s back was I had 18 classes that I taught as a middle teacher, so 18 separate classes of students. It was ridiculous and I sort of…I went to the principal actually the year before I left and I said listen, it´s just… is too many, you know, like I was capable of teaching that many students, but… and knowing individuals for that many students, but it was just too much.
But how can you connect too, I mean, you might be able to remember their name, but how much time can you give to them?
Absolutely, yeah, totally and that’s what it was, it was about sort of, you know, like yeah, I knew the students, but could I really connect? Could I really make a difference for them? No, it was too much and I said, you know, give me a couple less classes or one less class next year and I guarantee we can do more with these students, but I came back the next year and I think I had one extra class, so I said at the start of that year, you know, that’s enough, you know. It didn’t really match with my philosophy of education so my wife is also a teacher and so we basically had a discussion at the start of that year and said well, you know, if this is not…if it this doesn’t reflect who we are as educators, then let’s create a school that does. So yes we open TIES in about 10 years ago now and we’ve been going ever since and we’ve basically created everything from what we wanted to reflect as educators and what we thought was a great education. So, you know, we have small class sizes, with a maximum of 18 students, but typically we have between sort of maybe 12 or 14 students in the class. We had a lot of individualized focus within the class, a lot of attention directly with our students and you know, maybe going back to Raquel´s example, maybe that is one of the reasons why she for example improved so much is that we’re really able to make a difference in our students lives and in their… obviously, their English ability.
So, yeah, and everything we do here works from that philosophy and that core driving principle that we start the school with.
So, what kind of advice would you have for people thinking about getting into schools and working out whether a school is going to be good, whether it’s in general or just for them? Like, are there things, are there warning signs, are there things that they can find out about different schools or it’s just a crapshoot where you have to just hope?
I mean, at the end of the day, if you can talk to a teacher who has been in that particular school for a period of time and you can get honest feedback from them, I think that’s a good place to start, but it’s not always easy to do that. I think a lot of schools on the outside looking incredible and this particular school that I was at was incredible and beautiful school, beautiful facilities and everything, but I don’t think you can really get a sense of the true cultural, the underlying cultural, the education establishment until you’re actually teaching.
It´s a hard one.
Yeah, it’s a hard one, absolutely.
There’s kind of like an anecdote I know about… one of my friends are really into cars, he loves Ferraris and I remember he was with a friend looking for a Ferrari for him. He’s not rich, but the friend was and they test drove Shane Warne’s old Ferrari. Shane Warne’s a cricketer in Australia and it looked amazing and then they got in it and there were cigarette burns in the leather, it had been destroyed, but it was like they had no idea until they got in the car that it was a piece of junk.
So, it’s a bit like that, unfortunately, is it? That you sort of have to show up in and do it then you find out. So, what would you say, what are the key things that your school does or focuses on that enables students to sort of flourish?
Sure. So, one of our key principles is to understand the needs, interests and motivations of every student and then to use that within the classroom. You know, I always think if you can really sort of tailor your classroom to what your students need, what their interests are, what their motivations are, you can teach them anything and everything, you know, if you’re interested in cars and you’re teaching comparatives and superlatives, obviously some comparisons between different models or different aspects of a car. You gonna get that person’s attention and I think it’s it’s not something that’s, you know, you can’t really say there’s a generic way I guess of teaching a particular topic, but if you understand each individual student and their needs, interests and motivations I think you can teach them anything.
That’s so true, I think Like, thinking back to high school with teachers that I really admired and enjoyed learning from with those who connect with me on a personal level, as opposed to just this is how I teach and the students need to adjust to my methods.
And so, Townsville, how do you get students in Townsville? Like I would have…before meeting Raquel, I would have thought no one’s going to Townsville, it’s so far north in Queensland what are the reasons for people to, obviously, go to Townsville and to think about it as a location to get work or to learn English? What are the benefits of going to Townsville?
Absolutely. I mean it’s a hard one because we aren´t really well known internationally, but I think in many ways it’s a benefit for our students. If you compare the cost of living for example amongst largest cities in Australia like Brisbane or Sydney or Melbourne. The cost of living in Townsville is significantly cheaper. So, I think that’s a huge advantage. We’re sort of big enough that we have a variety of different industries where students can work, yet we don’t have the high-level competition that some of the big cities have as well so there’s a lot of jobs. The biggest hurdle for us I guess is the fact that we’re relatively unknown globally. Like, you sort of talk to anyone from overseas about Australia they´l mentioned Sydney, of course, and Melbourne, Brisbane, Cairn and other centres, but not a lot of them now about Townsville so, a lot of our students come from word of mouth. So, it’s students that have recommended friends or family members to come and study. We also work with education agents both in Australia and abroad who recommend us to students from overseas, but it’s probably the most difficult thing for us is the fact that Townsville is so unknown globaly.
Does it get easir to get to, though? Because it’s unknown and there are fewer people there. Is it easier for students to get visas or to get positions at schools and stuff like that there?
I mean, the visa regulations are the same regardless of where you´re located, in terms of the student visa.
Ah, ok, gotcha. Because I was thinking rural areas, but is that work related more?
Yeah, that´s more work related, but there are I mean, there’s a lot of students that are moved to Townsville, you know, to get points for visas and things like that, but no, for a student visa is exactly the same. Yeah, I guess it’s… we’re sort of like we talk about Townsville being a small city or a large country town, you know, so it’s sort of… it doesn’t match every student, like some students really want the nightlife of the big city, they want you know their huge shopping centres and things like that. And we don’t sort of offer that, you know, like we´re more for students that really want that sort of Australian experience and really immersive in the culture and serious about improving. I think Raquel is probably, you know, as a student is probably one of the best ones to sort of ask about that you know. What was her experience of living in a small…
She said It was the deep end of the pool, she got chucked in the deep end and was like ´´oh my God! All these people speak with the strongest accent!´ Sink or swim, you either learn that accent… And now her listening comprehension is off the charts.
It is, totally. I think there´s a lot more opportunities in a regional or more rural, although I wouldn’t say rural, but a regional area like Townsville. There’s more opportunities to get to know the locals, to you know, to have that one on one with people and connect with the local community which you do get in a big city, don’t get me wrong, but I just think that there’s more opportunities for it in a small place.
And so, I guess moving on to the different kinds of exams and things that you’re preparing students for. Can you talk about which ones exist and the pros and cons of doing each one? Which are the ones that your students focus on mainly?
Yes, so our main focus is IELTS, IELTS preparation. We have an IELTS testing centre in Townsville. We don’t actually have a PTE test centre at the moment so, students if they choose PTE have to travel to Brisbane or Sydney, which adds a bit of an expense to it. But yeah that’s the other option so, so you go out and you go PTE, then you’ve got a few other tests that are more sort of job related like you have OET, The Occupational English Test for Nurses and Doctors and Health Care Professionals, and obviously you know TOEFL and TOEIC and all the rest of them, but yeah, our main focus is on IELTS preparation, specifically, but in terms of the two big comparables ones it would be PTE and IELTS.
What are the benefits? What´s are the reasons you would pick one over the other?
Yeah, I mean, at the end of the day, they´re both a test of the student’s English language ability. So, you know, like a lot of students come to me and say ´which one is easier, Kit?´ ´Which one should I shouldn’t choose to do?´ and to be honest you know it’s in my opinion it’s much of a muchness. You know, like, there might be slight benefits for some students to do PTE, for example, if they´re good at keyboards and good at typing and they writing isn’t very good. Yeah that’s definitely going to be a slight advantage PTE. However, in saying that, you know, like I think that the advantage is so small that it’s… I wouldn’t even worry about it, you know what I mean? So, at the end the day for me it’s not about necessarily which test is easier, but about preparing your general English ability, your language ability to pass the test, if you know what I mean.
That’s it and I think it was one of those things that I didn’t… I hadn’t really had that much experience with understanding how it exactly worked, either the PTE or the IELTS, but you actually need to be studying not just English, but the specific exams, right? So that’s a key thing that a lot of English learning students don’t realise when they’re trying to prepare for these exams, they better realise that learning English is one part, right? But you need to also be focusing on what do I need to be able to do in this exam to get a good score.
Absolutely, an obvious difference between the two, with IELTS being paper based and PTE being computer based. However, in saying that, IELTS also does have computer-based versions I think in Melbourne and Sydney and perhaps Brisbane, I’m not 100% sure, but there is a computer based version as well. I guess another benefit of PTE is the time that it takes to get the results of its and then arts and things like that. But I mean at the end of the day they´re both a test of your English language ability.
So, you know, I think or is an option if you both too.
Do you know the rough prices for each of them and how long’s…
They are about the same.
They´re about the same?
Yeah, exactly, in terms of price. I mean, in some areas IELTS is more expensive if it’s administered other location that isn’t the principal location, but generally speaking they´re both 330-ish dollars. So, yeah, no real difference in price point, just the fact that PTE the results come out quicker than IELTS, although I think IELTS is probably gonna up their game and change that soon with having a computer-based version as well. What else? PTE you can choose different times to do the test and there´s more frequent tests. Yeah. I mean, they’re pretty much, apart from that, they’re both a test of, you know, reading, writing listening and speaking, your vocab needs to be really good. I would say both are much of a muchness in my opinion.
Oh, brilliant, so what different kinds of exams for ILETS exist and what are the benefits or what are the reasons that you would do one over the other?
Sure, you’ve got the General at the Academic module. The Academic module is primarily used for gaining entry to to TAFE, like, vocational education or universities or for recognition to work in particular jobs like as a teacher, for example, you have to do an Academic IELTS test for teaching registrational, as a nurse or a doctor or another health care professional, that’s where Academic is the one that you need to do. The general module is more commonly used for migration purposes, to prove the level of English that a person has and to get different points at different levels within the nine band score for IELTS.
Having said that, it’s interesting, I find some students actually get higher schools in the Academic module than they do in the General module. So, in some ways it’s actually benefit to some students to do the academic for PR, for residency purposes, just depending on the student, you know? Like if I have… let’s say for example someone that has studied at university in Australia, they’ve done Accounting or whatever it is. I often would recommend to them to the Academic version because of the different scale for reading, in particular, it’s a lot easier easier in a sense or you can make more mistakes to get a higher score in the Academic than the General.
How do they differ exactly? Is it a different kinds of language? I mean, obviously, it’s academic language, but I mean, how foreign is that from the General one if you’re just saying learning English generally? Are you going to be able to do the Academic one if you wanted or you would need to sort of have some kind of experience in academic English at university or something?
Yep, sure, absolutely. So, I mean, I guess, at the end of the day, it’s like when I look at a student and if they have the option of doing the Academic or General, is about sort of identifying that student’s past experience in English and then which one is going to better suit them and what they need to do. So, yeah, so if I have a student that studied at university level in Australia, for example, then I often recommend to them to do the academic version of the test, just because I often find that they get a higher score, actually, than the general. So, yeah, I guess it depends on the students in a sort of case by case basis.
Brilliant. And so how are the exams scored? And what are the kinds of scores and what do they mean? I guess, what’s the minimum to say be able to do whatever it is that you need to do in Australia, whether it’s studying or residency or whatever?
Sure. So, it’s got an nine sort of band scale. 9.0 being the equivalent of a native speaker and then each level going down has a different sort of a descriptor as to the language ability of the student. Different levels are applied to different things so, if you have, you know, for example as a teacher, if someone comes from abroad who wants to teach in Australia. In most cases, they need an 8.0 in each. So, out of the listening, reading. writing and speaking they´ll need a 8.0 minimum in each, which is really quite a high level, to get a teacher registration.
I was wonderful and school that if I just went in blind and did the test.
I´m sure you would. I have had a few cases over the years where I had native speakers actually come to me because of they´d failed the test, but in most cases it´s just because they didn’t really understand the format or what was being asked of the test, rather than their ability.
Which emphasizes the importance in studying how to actually complete the exam, right?
Absolutely, 100 percent. It sort of…I guess, it’s a trick one. Most of my students when they get with doing IELTS preparation they want to know straightaway. What are the tips? what are the tricks? what are the techniques? And that’s important, don’t get me wrong.
You know, like, it’s… it’s quite a specific test and written in a particular way and actually there’s a benefit to that, in my opinion because if you understand the test, you can answer the questions much more effectively. However, in saying that, if a student doesn’t have the general English language level or ability right, you know, I can talk about tips and tricks and techniques until I’m blue in the face it’s not going to make any difference.
You need that ability to be able to improvise, right, on the spot. You’re not necessarily going to get the exact questions you’ve been studying, but you need to be able to know ´okay, how do I respond to this? What´s needed?´.
100 percent. Going back to the different levels required for different things, for nurses, for example, in Australia they have to do, if they do the IELTS test for their registration, they have to do the Academic modules and they have to get a 7.0 in each band, with nothing lower than a 7. Some courses at university ask for six overall. Some ask for six point five. Some ask for seven. Just depends on the university in the particular course, but for any of those examples it has to be an a. Academic test. For…More for migration purposes, students have the choice of General or Academic and the level that students get helps them in different points with applying for residency. So, you know if they can score higher, for example, or Academic they often say well, you know. you’re crazy not to do it, you know what I mean?
The good thing with Academic that it obviously applies… it covers what General covers and more.
It does, to some extent. Yeah, I mean, the only sort of issue I get sometimes with IELTS is that the results are only balanced valid for two years. So, you sort of yeah… you have to sort of think about timeframes and, you know… like I’ve got a student at the moment for example who has recently passed to get into university to study nursing and she got a 7.0 in each in a couple os higher results, which was high enough for her to get into university, but because it´s only valid two years, unfortunately, at the end, to get her qualifications recognised and her registration as a nurse, she will have to do the test again, which is a bit frustrating…
I can understand aside from obviously wanting more people to do the test more often to get money, I can imagine like… if you were to do the IELTS and then straight away leave and not speak English for two years, I can imagine that your English can deteriorate as my my French has, for example, since not speaking it for the last two or so years.
But it’s yeah, it’s frustrating as well for a lot of students, you know, that they have to do it again if they need it for registration purposes and something.
Far out! So, what would you say is the best way to prepare for IELTS? Is it that you definitely need to go to school? Is it that you don’t need a school? Like, if you were to give advice to someone who has obviously organised getting a visa and coming to Australia to study, you know, whatever it is, what’s the best way to go about studying for IELTS?
Sure absolutely. So, it’s a tricky one. I mean, I think you know most people can attain a certain level of language ability on their own, you know in isolation. But I think when you sort of… you’re talking about reaching that next level like a lot of students improve really quickly from the beginner to an intermediate level of language ability, but then they reach that plateau and they get really stuck there. I think any sort of preparation for any tests like IELTS sort of… in the same way as, you know, a student reaching a plateau, they need to have someone that’s looking at their level of English, the good things their are doing or the mistakes they´re making, a coach, trainer, someone that can look at them and say well, yeah, you do this great, but you know, if you want to attain that next level, you need to focus on your articles or you need to focus on your pronunciation of this particular sound. I think in isolation it’s really difficult for most students to attain a starting a 7.0, for example, or higher. It’s not impossible. You know, like there’s a lot of self-study material out there, but I really do feel like you need that feedback and that continual feedback.
Pushing you and giving you, as you said, feedback on the things you screwing up which you can’t necessarily get yourself, you know?
Absolutely. Having someone that knows the tests and is able to sort of identify your weaknesses and what you need to work on and them to give you continuous feedback to reach that next level. I think that’s really really important.
You know, there’s obviously face to face classes, there´s online providers, there’s lots of different options, but I think as long as you have someone, you know, a coach, a mentor, a teacher, someone giving you that feedback that’s really, really important.
And so, how long does it normally take people to prepare for the exam? You know, for say, someone like Raquel who had zero experience, it obviously took a year or two and can you compare her to say someone who does have say an intermediate level before they arrive in Australia and what each person would need to do to apply for or get a good score on IELTS?
Yeah, it’s a hard question to answer. You know, it’s sort of like the “how long is the piece of string?”, but, you know, because it all comes down to individual aptitude and how much they apply themselves and a lot of different factors, and also it comes down to the level, you know, like once you’re talking about like a 7.0 or an 8.0 and those higher levels, the differences between them and the subtleties of the language and getting students to reach the level takes a lot more work. You know, it’s almost like that last 10 percent takes 90 percent of the effort. So, it depends on the level of the student when they start, I guess, and how high they want to get. And obviously the aptitude and the attitude and all those sorts of things as well.
But, generally speaking, you know, we get lots of students that perhaps come in at an intermediate level and maybe need to get a 7.0, for example, in most cases I would sort of recommend one or two terms to get to that level.
How long’s a term? 6 months?
So, for us, it’s 11 weeks. Yeah, four eleven-week terms during the year. Generally speaking probably yeah, one to two terms to get to that level, but it depends on the student. I mean, you know, I’ve had some that you know have done brilliantly like I had a French student last year who, before starting with us did an IELTs testing on the 6.0 overall, studied with us for six months and by the end of the year, the six months, she got like an 8.0 overall with a couple of 8.5 and 7.5 so that’s a really, really high number. So that’s not uncommon too, I actually. How do you go from Colombia who recently did the test and again, passed it at 8.0 overall. So, I mean, those higher levels are harder to get too because of the subtleties and complexities of getting there, but generally speaking one turn most students got by one level. So, if I have a student that starts at 5.0 at the start of the term, generally speaking, they should be up to a 6.0 by the end of the, but it depends on every student, some are quicker, some are slower.
So, what’s normally the most difficult part to for people? I’ve heard that writing and speaking tend to be the most difficult parts, where you’ve got to produce, you’re not reading and you’re not listening. Is that true?
Yes and No. I think it depends on the individual so much and it depends on, you know, to some exten the first language, the country, the culture and so many different things. I might find, for example, maybe an Italian student my struggle with the reading part, whereas a brazilian student might struggle with the writing. I think it depends too much on the individual. You know, I think that there is definitely within IELTS there is a level that a lot of students get stuck at an academic which is 6.5, you know, you get a lot of students that are achieving 7s or higher in speaking and reading and listening, but that writing of the 6.5, they really get stuck on there.
That’s the story that I’ve heard of the writing constantly bringing the overall score down and that’s what´s screwing them over.
Absolutely and yeah that 7.5 Academic is a real sort of gateway mark for a lot of different things so, but in saying that, you know, like I think if you have a teacher who is very familiar with the writing criteria and how it’s marked and they needed very specific feedback on your task response, on your grammar, on your coherence and cohesion, on your spelling, your vocab, for example, and they say to you, well, based on you task response this is bringing you down to a 6.5, based on maybe you’re making the same grammatical errors too many times or whatever it is, I think, if you have that direct feedback and you can identify those mistakes, then it’s not really that hard, it’s just that you need someone to give that feedback and I think a lot of students miss that, unfortunately, and I think if you’re studying in a really large classroom, it’s really difficult for a teacher to provide that as well. I think having that sort of individualised, one on one sort of attention within a smaller class or small school, for me, anyway, I think that makes the biggest difference. You know, like, yeah, I think that what makes the difference.
Awesome, man. So, say you’re preparing for an exam. What if instead of asking you for, you know, the tricks and tips, what are the things that people who fail do too much of? What is the kind of person or what are the kinds of habits or things that someone who is going to not score very high, even if they have the ability, what are the kinds of things that they’re doing with regards to say study outside of class and then when they in the exam themselves? Are there any things that you would say look that’s a no-no, you need to not do that, we need to avoid this?
You know, I mean I think again it comes back to the individual and being able to identify with that student and help them to sort of understand where they’re making their mistakes and I don’t know if I can generalize about that, if you know what I mean, like it´s just… it really depends on each individual. But I mean as long as a student has an awareness of where they’re making mistakes and why they’re not achieving a particular level that they need and they’re given constructive feedback as to how to fix that, and you know that continual process I think at the end of the day that’s the most important thing.
Is there a trick to fostering that? Because I always get questions about building confidence and how do I speak English more confidently? It feels like quite often the answer is just do it, which isn’t necessarily a very productive and actionable piece of advice, but is it just a case of you just need to start trying and it’s only going to get easier with regards to building confidence for these exams or for just speaking in general?
I think building confidence is, again, comes down to the individual. I think there are some… nationalities I can say that are naturally or genuinely quite confident.
Yeah. Having said that, you know, not all Brazilians are out there and are extroverts, you know, like the stereotype, you know. So, I think it’s easy sometimes a little bit to stereotype in that way. But yeah I if I generalize there are some nationalities that I teach that are naturally more extrovert and I think that does help them in some ways to pick up language quicker. However, in other ways I think it’s also a burden to their language learning ability because quite often that confidence, unfortunately, can equate also with continually making the same mistakes and not really working on it and focusing on it. I always think if I could take you know maybe a South American brain and an Asian brain and put them together, you’d have the perfect language learner, but unfortunately we’re not like that and that’s not necessarily a bad thing too, you know, like we all bring our own you know baggage if you like to learning a second language.
And I think that if you if you’re able to identify those areas of your language and your language learning ability and then you work on the ones you weak at, then you you’re going to improve in the end. So, yeah. So, if you have a student who is typically you know maybe more shy than other students, I guess, for me it’s about building that confidence within the classroom. It’s about you know, as a teacher, for example, if I have a… you know, like when I ask students questions I try as much as I attempt to ask a question that I know they’re capable of answering. You know, like, I don’t put a student on the spot and make nervous about not knowing it. So, I guess, a lot of it comes down to your…the student experience of learning languages as well, I think you’re a great teacher can make an amazing difference for students, but then I think as well, unfortunately, a poor teacher can also have the opposite effect. So, yeah, if I have a student that’s a little bit more introvert and nervous about the language then, for me, it’s about identifying, like I said start, like their needs, interests and motivations. So, if I find that they’re particularly interested in sport or music or some particular topic and I use that in a classroom that’s immediately going to start building that confidence I think of them and being able to use the language. So, yeah, I guess once again it comes back to the individual and I guess as a teacher being able to understand that person and incorporate as much of them into the classroom as you possibly can.
What advice would you have for someone on…well, if you have any advice left over for doing well in the IELTS, but also just doing well with regards to their experience learning English in Australia are there any things that you would suggest students try and focus on or keep in mind when they come to Australia and study English or think about doing the IELTS?
Absolutely. I mean, apart from coming to Townsville to study English at Townsville International English School.
Sneaky plug there.
Honestly, I think do your research, you know, find a school that sort of matches or find a location in the school that matches what you want to get out of the experience. I guess take an interest as well. You know, I find students that that take an interest in the learning process do a lot better than those students that, you know, are a little bit disinterested. So, it’s a two-way street, like I think teachers can do a lot to help that, but I also think, you know, at the end of the day it’s about that student’s attitude towards learning as well. I mean for Raquel, for example, that’s one thing that is really in her favour. You know, she… I think very much had a thirst for knowledge and a passion for learning the language and I think that shows in how quickly and how effectively she picked up the language. So, yeah, I guess advice to people probably yeah, do you research before you come, try to choose a place that matches your own what you want to get out of the experience.
And then once you actually arrive and get in the classroom, try dissidents immerse yourself, you know, like when the school does outings or excursions get involved with it, when they do offer conversation classes in the afternoons or whatever, get involved in it, and try to take an interest in everything, you know, ask questions. I think that goes a long way.
Awesome! Well, Kit, thank you so much! Again, Kit is from Townsville International English School, guys! I think Kel would say definitely go to Townsville if you´re thinking about coming to Australia and you haven’t pick the city yet so, thanks again so much for joining me, Kit.
It’s my pleasure. Thanks for having me.
All right, guys. So, I hope you enjoyed that episode today. Thanks again Kit from the Townsville International English School for coming on the podcast and sharing all of your knowledge about the IELTs exam.
Guys, I hope this helps. I hope that if you are planning to do the IELTs exam in the future or if you’ve done it in the past and may need to do it again sometime soon, I hope that this episode helps. I would love to know what you think. So, make sure you leave a comment below on the website and I will check you guys soon.
Catch you, guys.
Watch Aussie English Interviews Here!
Enjoying this episode?
Learn English even faster in the Aussie English Classroom!
Success! Now check your email to confirm your subscription.Post Views: 1,483
By pete — 3 years ago
In this episode of Walking With Pete I chat a little bit about the importance of surrounding yourself with like-minded, positive, motivated people when it comes to pursuing what’s important to you.
[sdm_download id=”896″ fancy=”1″]
Walking With Pete: If you want to be a lion then surround yourself with other lions
G’day everyone. Welcome to this episode of Walking With Pete.[I’m] back at it again out in the park having a… a cheeky little walk in the afternoon. I’ve been listening to some of my language podcasts, and just walking around and enjoying the sun as it’s been pretty cold more recently here in Melbourne. There’s been a lot of… a lot of cold weather, and it actually snowed recently around um… Victoria at sea-level, which is a pretty rare event. I mean, it didn’t… it didn’t snow in the city but, there were some smaller towns / cities nearby like Ballarat that ah… got a little bit of a blanket of snow the other day, and Tasmania, again, down in the south has been getting covered with it. So, if you were on the Facebook page recently you may’ve seen the kangaroo sanctuary picture that I put up that had all of those kangaroos huddling together in the snow down in Tasmania, which is a bit of a rare sight. So, that was interesting.
Um… Today I was going to talk to you about a few things. One of them was, if you want to be a lion you’ve got to surround yourself with other lions. So, what does this mean? This is a term or an expression that isn’t really… it’s not really used. I mean it’s not really said like that, but this is what someone said to me once when I first started jiu-jitsu, the martial art of Brazilian jiu-jitsu. Someone said, you know, if you want to be a lion you’ve got to train with other lions, and I guess the basic idea is that if you want to be good at something obviously you need to surround yourself with other people who also want to be good at something, are better than you at the thing that you’re trying to be good at, and who are incredibly motivated. So, people who you can feed off. And when I say “feed off of someone” it means to sort of gain motivation from someone. So, if you feed off of someone’s motivation it means that from their motivation you yourself gain motivation. So, say, if I’m trying to lose weight. If I’m a bit overweight and I want to… I want to go outside and exercise more often it’s going to obviously be better for me to surround myself with like-minded people, other people who are motivated to be fit, to be healthy, whether they are fit and healthy already or whether they also want to lose weight and become fit and healthy. And then, because of their motivation I can feed off of that and also be motivated, and vice versa. So, they can feed off of my motivation, and we can both work hard together. As opposed to, if you surround yourself with people who don’t want what you want, who don’t have the same kind of motivation or ambition or interests that you do it’s going to be so much harder for you to try and attain the goals that you’ve set yourself, say, weight loss, in that example. If you’re trying to really concentrate on getting into shape, losing some weight and getting fit, if you surround yourself with people who are overweight and eat a lot of bad food, they stay at home, they’re not very active, you know, they don’t go outside, they don’t exercise, they have no interest in being healthy then it’s going to be a lot harder for you to follow your ambitions of losing weight and becoming healthy if you’re constantly surrounded with other people who aren’t interested in that at all. You know, it’s kind of like, if you want to learn English surround yourself with other people who want to learn English or who want to learn languages, whereas if you surround yourself with people who don’t give a… don’t give a crap about learning languages, or about you know, learning English or self-improvement, it’s going to be a lot harder for you to motivate yourself and follow your dreams. So, I guess the idea is that if you want to be a lion surround yourself with other lions. If you were to go into Africa, into the wild, into well… the bush in Africa, and you wanted to be a lion your best option is to find lions and join them. Behave like them. Live with them. If you want to be a lion then it’s a pretty stupid idea to go and find a herd of zebras and follow them around, you know, you’re going to become a zebra. So, that’s the basic idea of that.
I guess one of the second points was that don’t be afraid to be the dumbest part… the dumbest person in the room, you know, or the worst person in the room. That’s often an incredibly good sign guys. So, this is… this sort of comes back to worrying about making mistakes in English and having conversations with people who are at a higher level than you, or who are native speakers. You should really look for these opportunities and relish these opportunities. And what do I mean by “relish”? When I say “relish” I mean enjoy them, you know, really have fun with them. Be excited to be in those sorts of situations, because that is when you’re truly going to improve. You don’t… you don’t get better by surrounding yourself with people lower than you with regards to whatever it is that you are trying to improve upon. So, if I want to get better at French it’s a lot better for me to surround myself with people who speak French better than me, people who are native French speakers, than it is for me to surround myself with say, people who’ve just started French, who’re beginners, who don’t speak French at all, who don’t speak French very well, who don’t speak French as good or better than me. It’s going to be a lot better for me to be the worst person in the room than for me to be the best person in the room, at least in terms of my personal growth. So, that’s why I wanted to say that as well. I wanted to touch on the fact that it’s often… it’s hard, it’s difficult to be the worst person in the room, but if you can continually put yourself in that situation you’re going to advance a lot quicker than someone who only looks for situations where they are the best in the room, because they’re not going to be getting pushed. They’re not going to be getting um… into situations where they have to learn as much, as you would if you were the worst person in the room. And this happens exactly with me and jiu-jitsu. If I want to get good at jiu-jitsu I need to be focused less on beating people who are worse than me and focus more on not losing to people who are better than me, but trying to survive. I may not necessarily be able to beat people who are better than me, but I’m going to be able to learn a lot more from losing to better people than I’m going to be able to learn from beating worse people. So, I guess that’s the main take-away point. If you guys want to be really really good at English continually look for situations where you are the worst speaker in the room, and I… I don’t mean intentionally be bad, I mean just look for situations where you’re going to be pushed. Look… look for situations where you’re going to really have to try hard. You’re going to make a lot of mistakes. You’re surrounding yourself with people who are better than you, and you’re only option is to improve you know, you kind of give yourself no exits. You have to get better to be able to hang around with these people. And by hanging around with these people you will naturally just get better anyway. So, you can’t avoid it. So, that’s… that’s mainly today’s subject. I just wanted to sort of go over that idea of if you want to be a lion surround yourself with other lions. And I guess there’s one other point to it, which I kind of, sort of, covered previously, a moment ago, but it’s so much easier to stay on track, to stay on track, to stay motivated, to continue doing what you’re doing on a daily basis, if you only surround yourself with like-minded, motivated, positive people. So, if you have negative people in your life who lack ambition, who lack… who lack motivation, who don’t want to see you succeed, or who are going to have a toll, or take a toll, on your success, who are going to hold you back, you need to think about removing those people from your life. Maybe not permanently, but you need to try and get rid of the… those people who have a negative effect on you and are holding you back from your true potential in whatever area that is, you know, whether it’s language learning, whether it’s in the professional realm, you know, with regards to your job, whether it’s your family as well, you know. For example, say you have um… one person who always comes to family events, who turns those family events into really horrible parties, you know, they just… they always end up doing something wrong and offending a lot of people, or upsetting someone, then obviously if you want to make those events in the future better you need to think about removing that person from the equation. So, removing that person from those sort of situations, or at least talking to them and telling them, you know, “Hey, this is why we get together. This is what we want to do. We want to have fun. We want to enjoy ourselves, and by you doing these things you’re having a really negative impact on that and you need to be thinking about whether or not it’s fair on everyone else, and if you’re going to behave like that in the future you shouldn’t come to the parties”. So, with regards to language learning, if… if someone’s holding you back, or making fun of you, or… you know, just having a negative effect overall with regards to your English learning, or language learning, whatever language you’re learning, you need to think about trying to remove them from your life to some degree at least so that you can follow your ambitions, follow your motivations and be more successful. You know, maybe it doesn’t mean removing them completely, but maybe it means spending less time with those sorts of people, you know, if you see them all the time, if they’re a negative influence, you probably want to try and reduce the amount of time you spend with them so that you can pursue your… your dreams. What you’re interested in, and do as best as you possibly can. So, try and find like-minded, similarly interested, motivated people to surround yourself with, and in turn they’re going to keep motivated. They’re going to keep you motivated. You’re going to keep them motivated, and you’ll feed off one another. You know, you’ll both head towards success at a faster rate than if you were both trying to do so on your own, or on your own and worse, surrounded by negative people. So, that’s today’s thing anyway guys.
Um… I’m going to try and go home now and smash out a few more episodes of the pronunciation and some expressions. I’ve dropped quite a few expressions in this… in this podcast, Walking With Pete. So, more recently I’ve been trying to record the Walking With Pete episodes first and then as I write the transcript out in these episodes I actually see the expressions and idioms that I used naturally without even thinking about it, because I make these episodes with no script, I just talk, and that’s probably why you hear a lot of um’s and ah’s and half finished sentences a lot of the time, especially if you read the transcripts of these episodes, um… you probably see a lot of half-finished sentences. But I hope you like that format because I feel like it hits home a little more if I use these expressions and idioms that I use naturally, for one, you know that I use them naturally, and I’m not thinking about it I just say them, and two, you’ve heard them previously. So, when I make a specific episode on these expressions and idioms you can then listen to these older episodes of Walking With Pete and you’ll hear the same ones again. And you can hear me use them in a natural setting, in a natural context without thinking about it.
So, anyway, this episode’s probably gone long enough today. I hope you guys are all well. I hope your English is kicking arse. I hope you’re improving and listening and… and just enjoying the process. If you have any questions, any queries, anything you want me to cover in the future, you know, if it’s expressions, words, pronunciation related um… things. If you have any… any topics that you’d just like me to talk about feel free please to contact me whether it’s on Facebook or whether it’s on the webpage. Send me a message. Send me a comment publicly. [It’s] totally up to you guys but I love interacting with you, I love talking to you. So, even if you just want to say hello please feel free to. I’m always available to chat to you guys. So, anyway. I’ll leave it there and I’ll chat to you next time guys. All the best!
A blanket of – A thin layer of
To feed off of someone/something – to be nourished, sustained, or fueled by something.
To get into shape – to get fit.
To [not] give a crap about something – To [not] care or worry about something.
To touch on something – To mention or talk about something.
A take-away point – The main or primary point.
To give no exits – To give no means of escape.
To stay on track – To continue doing what you’re doing.
Like-minded – Of the same opinion or view.
To hold someone back [from something] – To prevent someone from doing what they want to do.
To remove someone from the equation – To remove someone from the situation.
To hit home – To really make sense; to be completely understood and have strong effect.
To kick arse – To do very well.
Success! Now check your email to confirm your subscription.Post Views: 1,383
By pete — 2 years ago
THIS EPISODE IS A FREE EXAMPLE OF THE SUPPORTER PACK TRANSCRIPTS COMING SOON 2017!
Expression: To Take The Bait
- Red text = Variants of today’s expression
- Blue text = Aussie Slang
- Gold text = Synonyms for today’s expression
- Black text = Episode vocab
G’day guys. Welcome to this episode of Aussie English. Today I’m going to be teaching the expression to take the bait.
So, the expression to take the bait is quite often used in English. I mean, this is the kind of expression that I would use quite a bit, that I hear quite a bit in Australian English, and it kind of surpasses all kinds of English. So, you’re going to hear it in American English, English English, Canadian English, New Zealand English, Australian English. It’s a very common and ubiquitous kind of expression that’s used by all kinds of natives all over the world.
So, let’s define the words in the expression to take the bait.
We’ll start with the noun the bait, bait, a bait, the bait. Bait is food that is placed on a hook or in a net or some kind of trap that’s used in order to lure in an animal and then catch it. So, if you go fishing, you know, you cast out the BAIT on a hook with often a sinker above the hook or below the hook as well depending on how you’ve set up your tackle on your fishing rod, and you’re hoping that a squid or a fish, whatever it is that you’re trying to catch whilst finishing, grabs onto that bait. So, you’re hoping that they literally take the bait.
And the verb to take in this sense can mean here to eat, to swallow, to bite onto the bait. So, like a fish coming across the bait that you’ve got on a hook or in some kind of trap, and taking that bait, biting it, swallowing it, eating it, you’re hoping that that fish takes the bait.
But then there’s also that idea of to take as in to accept, to take something from someone you’re accepting it. They’re giving it to you, you’re taking it.
So, the definition of to take the bait, when we put this sentence together, if someone takes the bait it’s to accept something that was offered to get you to do something. So, it’s when you accept something, you take something that was offered to you, often bait, and it gets you to do something. And I might add too that it’s the idea of doing something or using something in order to sort of trick someone into doing something that you want them to do that may not necessarily be something that they want to do. So, that’s the idea of using bait in this sense. If you’re using bait it’s in order to sort of literally catch an animal that obviously doesn’t want to be caught. So, you’re using food that it would like but the food is there as a bait, it’s there to trick the animal into coming into the trap or biting the hook and obviously doing something it doesn’t want, which is being caught.
So, when you use this phrase to say that someone has taken the bait or you’re trying to get someone to take the bait it’s often trying to trick that person into doing something that is not necessarily in their best interest. So, not necessarily that they would want to do if they knew the full circumstance or the full circumstances.
So, let’s go through some examples guys.
Ok, number 1. Imagine that you’re hunting an animal. So, imagine that there is a pest species in your local park, say a squirrel. So, in Australia we don’t have squirrels. If you had… somehow they had escaped out of the zoo and they were living in the park across the street from the zoo and you’ve got someone going in there to try and catch them, you could say that he’s set up traps and he’s put BAIT inside of these wire metal traps, and if the animals go in the door at the back shuts and they get trapped in the traps and they can be taken back to the zoo. So, imagine that this pest controller or this hunter, this guy who’s gone out to catch these pest squirrels has set up all of these traps, he’s hoping at the end of the day that all of the squirrels that have escaped into the park, they’ve escaped out of the zoo and they’re living in the park now wild, he’s hoping that they take the bait. He’s hoping that each one of these traps is going to be successful in catching one of these animals by luring in one of these animals, hoping they go into the trap, take the bait, bite the bait, swallow the bait, grab the bait, and the door shuts and traps them there so that they can be taken back. So, that’s one example where we could literally use this phrase of hoping that something literally takes the bait in a trap. So, it’s fooled, it’s lured in, it’s tricked into taking the bait and getting trapped, which is obviously something that it doesn’t want. So, that’s example number 1.
Example number 2. Imagine that you are a chess player. And chess is that game with I think 64 squares. You’ll have like black and white squares in alternating succession, in alternating patterns across a checkered board. And you have, I don’t know the exact number, but you have all of those pieces. So, you’ve got like rooks, that first row of rooks, and then… actually, sorry, the first row is pawns. The first row is pawns. The rooks or the castles are the ones on the end. And you’ve got the horses, the bishops, and then the king and the queen. So, that’s the game of chess, you know, it’s a strategy game where two people play it. One’s white and one’s black, and you’re effectively trying to take the king of the other person, trap the king, you’re wanting to checkmate that person and win the game of chess.
So, imagine that you’re playing this game of chess with someone and you’re trying to trick them into doing a certain thing, making a certain move to actually open up their king so that you can check mate them and win. So, you’re trying to lure them in and hoping that they take the bait. So, imagine that you’ve set up some kind of arrangement of your pieces that makes you look weak, but you know that actually you’re going to be able to checkmate the opponent if he takes the bait, if he gets lured in, if he’s tricked, if he does a certain action and opens himself up for you to be able to make a certain movement, do a certain movement and trick the guy, and checkmate the guy. If he does what you want him to without knowing it though that’s him taking the bait. And the bait in this example would be, say you’ve exposed a certain piece. So, in chess, for example, everyone’s always worried about losing their queen, you know, everyone doesn’t want to get checkmated and lose their king, obviously, ‘cause the game’s over, but prior to that, at least for the novice, for the person who doesn’t know the game incredibly well, the most important piece that everyone seems to always want to protect is the queen, the queen. And so, imagine that you’ve opened it up and you’ve made your queen look incredibly exposed and that he can… your opponent can take your queen easily. He takes your queen and then all of a sudden you make a movement and checkmate. You could say when he takes your queen that he has taken the bait, that you’ve tricked him and then you’ve won. So, that’s a good example of him taking the bait.
Example number 3. This is more a figurative one as well. Imagine that you have a father who’s about to have his 60th birthday. And this is the case with my father actually. Well, at least his 60th birthday’s in this year, 2017. But, imagine that you’re trying to set up a surprise party for your father. You don’t want him to know that you’re going to have a surprise birthday party. So, a surprise birthday party where you invite all over… you invite over all of your friends, you get all of the cake and food and drinks, everything, set up in your house or wherever it is that you’re having the party. You have all of the family come over and you hide in the room, you know. He’s going to come in and you’re all going to jump out and yell out “Surprise! Surprise! Happy birthday!”. In order to get him to go out and do something, to be away while you’re setting up the party, because he would know otherwise, you need to sort of trick him and lure him out to go and do something. So, imagine that you ask him to go to the shops to get some snags, some sausages or some lamb chops or something because you want to have “a small barbecue tonight”, you know. “Hey dad, it’s your birthday. Let’s just have a small gathering. Just, you know, me, my sister, mum and you. We’ll have a small barbecue. Can you go get some meat? Can you go up to the shops. Can you go to Woolies or Coles.” Those are the two different chains that you’ll most often see in Australia, Woolies and Coles. “Can you head up to Woolies and Coles, go down the shops and get some meat, some snags, sausages and some lamb chops for tonight.”. So, you’ve tricked him, he’s gone out and then just as he leaves and goes out to the shops everyone comes over. You get ready, you’ve got all your food out, you get all your drinks set up, you get your presents set up, all the family’s there, friends are there, and then as soon as he gets back you all yell out, you know, “Surprise! Happy birthday! Happy 60th!”.
So, if he were to go to the shops and do what you’ve asked him to do that is when you could say he’s taken the bait. He’s taken the bait, he’s been tricked, we’ve lured him away from the home so that everyone can come over, he’s taken the bait. And you could ring everyone up and be like, “He’s just gone. He’s gone to the shops. He took the bait. We asked him to go get some snags and some lamb and some meat and everything for the barbie. He’s gone out and he’s done it. He’s taken the bait. He believed it. He’s been tricked. He’s been lured away. It’s safe to come over. He’s taken the bait.
So, hopefully by now guys you get the phrase to take the bait, and hopefully you’ll be able to use this yourselves whenever you’re speaking English.
And, to end up let’s just do a substitution exercise guys where in this substitution exercise the sentence that I’m going to be using is going to be along the lines of, “Did I take the bait?” and I’m going to conjugate this through all the different pronouns, but I’m going to get you to substitute take the bait for fall for it. So, if you fall for something it means that you’ve been tricked by something. So, if your dad got lured out, like in that last example to the shops, he fell for it. You know, you’ve tricked him to go out so that he does something, he fell for something, he’s falling for something, I wanted him to fall for something.
So, we’ll go through this substitution exercise, guys. The first sentence I’ll say, for example, “Did I fall for it?” and then you’ll substitute in “Did I take the bait?”. And so, we’ll go through like that and you’ll associate taking the bait with falling for something. So, you get to learn two things at once.
Did I fall for it?
Did you fall for it?
Did he fall for it?
Did she fall for it?
Did we fall for it?
Did they fall for it?
All answers below in the Answers section.
So, that’s it for today guys. I hope you enjoyed this episode. I hope you can now use the phrase to take the bait, and I’ll see you in the next one. All the best!
Substitution Exercise Answers:
- Did I take the bait?
- Did you take the bait?
- Did he take the bait?
- Did she take the bait?
- Did we take the bait?
- Did they take the bait?
Additional exercises + tips in the FREE EXAMPLE PDF of this transcript
If you wish to support me and the many hours of hard work I put into The Aussie English Podcast then please consider donating a few dollars a month via Patreon! The more support I get, the more I can work on The Aussie English Podcast!
Success! Now check your email to confirm your subscription.Post Views: 2,215