In this lesson, you encounter a few natural and meaningful ways to provide alternative expressions to simple "Yes" or "No" responses in the first part of the speaking test.

In this lesson, you observe a few different ways to answer simple Yes/No questions without hesitating, which contributes to fluency.

In this lesson, you meet several alternative ways to express a reason instead of using the simple "Because" to start a sentence, which can help show more grammatical range.

In this lesson, you are encouraged to memorize alternative set expressions to the simple "Because" to convey a reason, which helps to reduce hesitation when responding during the first part of the speaking test.

In this lesson, you see and hear short interviews in which the speakers used discourse markers to connect two reasons in a list, which contributes to fluency and coherence.

In this lesson, you encounter a few natural and meaningful ways to provide alternative expressions to simple "Yes" or "No" responses in the first part of the speaking test.

In this lesson, you see several speakers qualify adjectives with a short explanation connected through some spoken discourse markers, which contributes to fluency and coherence.

In this lesson, you see several speakers qualify adjectives with a short explanation connected through some spoken discourse markers, which contributes to fluency and coherence.

In this lesson, you are encouraged to learn fixed sentence beginnings with advanced pronunciation features when asked to identify a problem, which helps show more grammatical and lexical range.

In this lesson, you are made aware of how less common and idiomatic vocabulary contributes to the higher level lexical resource band descriptors.

In this lesson, you study several interviews in which the speakers made their language sound more advanced by using fixed expressions with slots for your own simple ideas, which contributes to grammatical range.

You have the chance to observe several speakers mix the past continuous and simple past without noticeable effort in this lesson, which contributes to fluency and coherence.

In this lesson, you are encouraged to learn fixed sentence beginnings with advanced pronunciation features when asked to suggest a solution, which helps show a wider grammatical and lexical range.

In this lesson, you watch speakers use several hesitation devices at the beginning of their response, which contributes to fluency and coherence.

In this lesson, you see different ways to present an opinion clearly from the beginning of the sentence, which shows a deeper lexical resource.

In this lesson, students were made aware of intonation patterns in lists which is an important pronunciation feature in English.

In this lesson, you see several options for when and how to ask for clarification during part 3 of the speaking test.

In this lesson, you meet several alternative ways to make your grammar and vocabulary sound more advanced through meaningful frequency expressions and comparatives.

In this lesson, you study alternative adverbial expressions of frequency to "sometimes" and observe speakers use them without hesitation, which contributes to lexical resource and fluency.

In this lesson, you learn how to respond to a question about a past event using a past modal naturally and without hesitation, which helps with grammatical range and accuracy.

In this lesson, you receive advice on how to close off a response on one or two questions during the speaking test, which contributes to both fluency and overall rapport with the interviewer.

In this lesson, you observe several examples of how the addition of the present perfect continuous to the end of a simple response can add grammatical range.

In this lesson, you are exposed to interviews in which the speakers framed their responses with one grammatical item followed by providing the details with the modal.

In this lesson, you see several speakers begin a part 2 response naturally without reading the cue card back to the interviewer, which is important because you have the opportunity to show a wider range of language to the interviewer.

In this lesson, you see some different ways to appropriately extend an answer during part 3 of the speaking test using some fixed expressions to start you off.

In this lesson, you see some different ways to provide an example during part 3 of the speaking test using some fixed expressions to start you off.

In this lesson, you see some speakers express contrasts with a range of discourse markers, which contributes to fluency and coherence.

In this lesson, you see several speakers combine two contrasting ideas using devices that sound natural and friendly, and this contributes to fluency and coherence.

In this lesson, you observe how several speakers express their preferences using different grammatical patterns, which contributes to range.

In this lesson, you hear some examples of how to transition between the opening and second section of your long turn response, which helps you stay organized during your part 2 answer.

In this lesson, you see how several speakers use the past perfect effectively to comment on something during their part 2 response, which contributes to grammatical range.

In this lesson, you see how several speakers use the past perfect effectively to comment on something during their part 2 response, which contributes to grammatical range.

In this lesson, you study some fixed expressions that can be used to express a future prediction during the discussion part of the exam, which helps with both grammatical accuracy and fluency.

In this lesson, you hear some speakers begin their long turn answers without reading straight from the cue card, which contributes to your overall fluency.

In this lesson, you hear study how some speakers are able to use paraphrasing in a natural and friendly manner, which contributes to lexical resource.

In this lesson, you hear study how some speakers are able to use paraphrasing in a natural and friendly manner, which contributes to lexical resource.

In this lesson, you hear a speaker describe an event in the past with grammar that brings the action closer to the listener.

In this lesson, you hear some speakers speak at length about a common topic area from part 2 of the IELTS test.

In this lesson, you study how some speakers explain what they would like to do in the future with respect to some common topics from the discussion section the speaking exam.