Live: Preparing for the EduSynch CEFR Test (B2 to C1/C2 Practice)

0:00 Welcome to my channel. Welcome to Alex's Adventures in English. I'm Alex. Of course, I'm the host of this channel. These channels actually because I'm I'm on YouTube, Instagram, Tik Tok, Facebook, Twitch, and you can watch this live stream on any of those platforms at the moment except Facebook. Anyway, what are we going to do today?

0:30 I have to take a test, an online test, a CEFR test. That's a common the it's a test based on the common European framework of reference for languages, right? So if we talk about CEFR, we are actually talking about that. Just read it to you. There you go. Common European framework of reference for languages.

1:19 Anyway, in the previous live stream, in the previous episode, I started getting ready for this test. Well, today is the test. In about 3 hours, I will have to test the to take the test and I will take it live. So, yeah, this is my first experience doing something like this. I mean, I've taken loads of exams in the past. But it's been some time since I took the last test.

1:53 It must have been I don't know. Don't remember when it was I took a test years ago. I think it was years ago. Yeah. Anyway, so I must have I must be a bit rusty to be honest with you. Rusty, if you're a bit rusty, that means that you kind of it's been sometimes it's been some time since you did something and you kind of you know you're not that good at it any longer because you haven't practiced doing that in a very long time.

2:43 Yeah. So anyway, in the last in the last live stream, we got to the point of let me go and I'm reading from a document. Okay, so we discussed in the previous live stream what the exam is all about, how to study for it, etc., etc. Today we're going to talk about the reading section. Yes, this exam is based on four sections. There are four sections to it.

3:23 Reading, writing, speaking, and listening or listening and speaking. So, let's talk about the reading section. This is I'm going to be reading article from the website that provides the exam educ that's the platform I'm taking the exam on today. So, the CEFR reading test made easy. Okay, I'm taking a cup of tea. So, I do this.

4:14 I'm actually having a cup of tea. You can call it a cuppa in informal English. In British English basically. Okay, just let me go to the Yeah, go here. Okay, guys, let's let's do this. Let's do this.

4:43 So, the CEFR test. Just let me check something because I just received a notification from Tik Tok. I'm not sure if that's okay. Oh, thank you guys. Thank you for following me. Thank you.

5:02 Welcome. Welcome, Leebar. Hello. Hello, Leebar. Welcome to the live stream. I really appreciate it.

5:15 Hello, Amy. Amy Cartson. Thank you very much. Thank you very much guys for the likes on Tik Tok. I really appreciate it. And yeah, so if you're ready for this, let's do it.

5:39 Let's do it. Let's get to it. So I'm going to start reading from this document I've prepared for this live session and I hope you find this useful you know if you have to set if you have to sit for this test too I hope this helps you so let's talk about the reading… Section of the exam the CEFR exam I'm going to take in about three hours. Oh yeah, I'm really nervous, guys. I'm really nervous.

6:20 Gosh, what am why am I doing this?

7:05 So it's a good opportunity for me to you know to test my English. And of course, as I do this, you will get to see what the exam is all about and you will be more prepared to take it yourselves. So, it's going to be an interesting experience. You know, it is going to be quite interesting. Okay, let's start reading about the reading section. So, the CEFR reading test might seem challenging, but with a little practice, you'll find it's all about understanding texts in a practical real world way.

7:58 This f sorry, this test focuses on how well you can comprehend written English from identifying main ideas to interpreting specific details. Shall we get to it? All right. Yeah. Shall we get to it? Let's get to it.

8:21 Just going to check if everything's going well with the live stream everywhere on because I'm on YouTube, Instagram, Tik Tok, Twitch at the moment. I'm sharing this with loads of people on different platforms. Yeah. Anyway, let's go back to it. Let's continue. Yeah.

8:53 Okay. Understanding the CEFR reading test structure. The test is designed to measure your ability to understand written information in various contexts such as articles, emails, reports or narratives. It is divided into 15 25 questions with a 20inut time limit. So time management is key. Each question is linked to a short passage and your task is to read carefully and answer questions based on what you've read.

9:35 Okay. Testically evaluates main idea. Can you identify the main point of a paragraph or passage? Details. How well do you pick up specific information or facts? Inferences.

9:53 Can you understand meaning that isn't directly stated? Vocabulary in context. Do you understand the meaning of specific words in context? And purpose. Are you able to determine the author's intent or the purpose of a text? 10 sample CEFR reading prompts and questions.

10:22 Okay. To help you get familiar with these question types, here are 10 sample prompts. Main idea. What is the main idea of this passage about climate change? Okay. Detail.

10:40 According to the text, what is one solution proposed to reduce pollution? Yeah. Contamination, you know, the environment inference from the paragraph. What can be inferred about the author's opinion on social media? What else? Vocabulary in context.

11:02 What does the word mitigate mean in this context? Purpose. Why does the author include a quote from a scientist in the second paragraph? Tips for a high school in CEFR reading. Guys, these are some things you need to bear in mind when sitting for one of these exams. You know, read actively.

11:40 Underline key points as you read, especially facts, opinions, or words you're unsure of. This makes it easier to find answers later. Okay. Skin first the focus. Quickly scan the text to get a general sense and read more carefully to pick up details when answering questions. Okay.

12:07 Use context clues. For vocabulary questions, look at the surrounding words or sentences to help you figure out meanings. [snorts] Look for signal words, connectors like for example, however, in addition and therefore. These could help you understand the flow of ideas, especially for main ideas or inferences. Manage your time. Aim to answer each question in about a minute or two to ensure you can finish within the 20 minute limit.

12:51 Okay, we're going to have 20 minutes to finish this section, the reading section. Preparing for the CEFR reading test doesn't have to be overwhelming. Okay. By understanding the structure, practicing different question types, and focusing on clear, concise answers, you'll be well equipped to succeed. Okay. All right.

13:25 Let's talk about the writing section, guys. This is from structure to scoring. How to nail the CEFR writing test. The CEFR writing test is designed to evaluate your ability to write clearly. Organize ideas organiz actually organize ideas clearly actually effectively and express thoughts on a range of topics. The test challenges you with prompts that assess how well you can express opinions, describe experiences, analyze trends, or make comparisons.

14:18 So, first and foremost, let's begin by understanding what this test is all about. Understanding the CEFR writing test structure. This test involves one primary task, giving you 20 minutes to respond to a prompt in at least 250 words. Ask yourself these four golden questions and you are halfway through it. Task achievement. Did you fully address the prompt?

14:57 Okay, remember that. Did you fully address the prompt? Don't forget that. And cohesion. Is your writing logically organized and easy to follow? Right?

15:11 Something to bear in mind. Lexical resource vocabulary. Do you use a variety of words accurately? Okay. Grammatical range and accuracy. This goes without saying, right?

15:28 But we don't have to Are you using correct and varied sentence structures 10 CR writing prompt examples right now you ready for the types of prompts you may encounter here [snorts] they are expressing an opinion Yeah.

16:02 Expressing an opinion. Do you believe that social media has improved communication? Okay, that's one prompt. Describing an experience. Describe a time when you overcame a challenge. Okay, so we've got 250 words to do this.

16:29 Analyzing a trend or change. Discuss the impact of online shopping on traditional retail stores. Making comparisons. Compare the benefits of urban life, urban living with those of rural living. Expressing an opinion. Should children be required to learn a second language in school?

16:57 Describing an experience. Share a memorable travel experience and what you learned from it. Analyzing a trend or changed. How has remote work changed the traditional work environment? Making comparisons. Compare the advantages of working for a large company with those of a small company.

17:19 Expressing an opinion. Is it better to save money or spend it on experiences? Describing an experience. Describe a time when you tried something new and how it impacted you. By using these prompts, you can see the kinds of topics that come up, which helps you think through your responses and organize ideas better. It also gives you a chance to try out new vocabulary and send instructions.

17:55 Plus working with prompts under time conditions builds confidence for the real test. High scoring sample responses. Let's have a look at them. Do you believe that social media has improved communication? Look at this one. These got a C1 score.

18:17 I believe that social media has both improved and hindered communication. Look at these words. When writing these kind of tests or texts actually have to look at these kind of words, you know improved I believe that expression to express your opinion. I believe that social media has both improved and hindered communication. Right. This is okay.

18:57 It's like a balanced argument. So I'm saying that social media has both improved and hindered communication. So in a way it has made communication worse. It not only it hasn't only improved communication. Okay. On one hand, actually usually come across on the one hand rather than on one hand.

19:38 Don't know why they went for on one hand. On the one hand, actually. Look at that. The corrector isn't correcting that any longer. So on the one hand, let's begin with the improving section. On the one hand, it enables people.

19:56 So this means it allows people to stay connected regardless of geographical distances. So regardless of geographical distances that means despite geographical distances. So that could be another way of putting this despite geographical distances. So good. Yeah. Like that.

20:37 Okay. I can keep up with friends who live abroad and share moments instantly which would be impossible without these platforms. So this is a okay on the one hand we're going to talk about the improving section or the improvement of communication thanks to social media. So this is a connector you can use to introduce that. I mean you can start talking about one side of the argument in general. On the one hand it enables allows people to stay connected regardless of geographical distances or despite geographical distances.

21:28 And then it gives the author gives an example. Right? This is the example. I can keep up with friends who live abroad and share moments instantly. So this is clearly an instance of you know you being allowed to stay connected despite geographical distances. Like for example, I don't know, this could have been something like I believe the social media has both improved and hindered communication or made communication worse, but hindered is a bit more formal.

22:16 On the one hand, it enables or allows people to stay connected despite geographical distances. And then the example I can keep up with friends who live abroad and share moments instantly which would be impossible without these platforms. The witch at the end this idea at the end introduced like this is not that formal you know because that's a very common very commonly said in spoken English. This could have been something like I can keep up with friends who live abroad and share moments instantly. Let me think about it.

23:12 I can keep up with friends who live abroad and share moments instantly. Okay, maybe just saying this you can use instead of a comma you write will stop and you say this kind of communication maybe This kind of communication would be impossible would be impossible without these platforms.

24:07 This kind of communication would be impossible without these platforms. Yeah. You know what? Nowadays when you study guys, you can use AI. You can help yourselves. You can help yourselves using AI.

24:28 Sometimes we can ask AI for their opinion for its opinion actually. And I think I'm going to do that. You know, I'd like to know what does I like to know what, for example, I don't know, Claude AI thinks about this. And I'm going to ask that right now. Just if you allow me to do that, guys, I'm going to do it. [clears throat] I'd like to know So, let me ask him the question.

25:18 Claude, can you hear me? No, I don't think he can. Assess this text as CEFR written text. What could be improved? What could be improved? And what Okay, what could be improved?

25:57 Let's see what Claude has to say. It says this is a strong response genuinely C1 maybe brushing the low end of C2 in places. Here's the breakdown. Range of language hindered. Well, that's a good word. Superficial layer, genuine bonds, geographical distances.

26:17 This is well above B2 vocabulary used accurately and naturally not just in search of a show cohesion on the one hand on the other hand. Well actually I use on the one on the one hand and closing while and the closing while it is essential. Okay, that's the closing this one. Hedging register. I believe it is essential to appropriately formal academic tone for the task. Okay.

27:02 What could be improved? The enables allows and regardless of despite slashes. Well, that is not actually part of the text. That was something I did. Okay, it got it's confused now. I'm going to speak to it.

27:26 Okay. Hello, Claude. Okay, you can hear me. Great. Let me ask you, let me tell you something. In the text I shared with you, there are some slashes there you'll find and some words like for example the word example.

27:47 So that's something I added to the text. Don't assess that as being part of the text. Okay. Let's let's see what it says what clause says. Okay. Could still push it higher towards C2, the text, right?

28:17 Okay. The conclusion restates the thesis rather than developing it further. A stronger closer would add a new angle prediction additional etc. Okay. All right. It doesn't have to say much about it to be honest with you guys.

28:41 So, it seems that Well, Claude liked the text. So, let's leave it there. All right. Let's continue analyzing the text. Let's forget about this. Okay.

29:04 All right. Let's let's move on to the sentence that begins that introduces the opposing I mean the part of communication being hindered on the other hand this connects with the first expression on the one hand then on the other hand you can use that you know this connects two…

29:30 Sides of an argument That's good to do. Social media can create a superficial layer in our relationships. Okay. Often and now comes the So this is the topic sentence. You know this is what you claim to be the case. Now you have to back it up, right?

29:55 You have to back up your argument. You have to say why you're actually saying that. Often people pri prioritize if you're writing in British English this is with an S spelled with an S zed for American English. Often people prioritize online interactions over real life connections. Okay, which can weaken genuine bonds? Again, this relative clause at the end, which I don't like much to be honest with you.

30:40 I don't like it much. Yeah, I have to be honest with you. Okay. And the conclusion. Okay. But anyway, do you know what this relative clause does at the end?

30:56 It introduces the writer's opinion. You know, when you do that at the end, this one too, you say which would be impossible without these platforms, meaning that's what I think. And this one too which can weaken genuine bonds. These are called sentential relative clauses in grammar. Sentential relative clause that introduces your opinion. Okay, you can use it.

31:46 It's not that bad. While social media they expect me to use it. So I will use it. I will use them. While social media has made it easier to stay in touch, to stay in touch, it is essential to balance online interactions with meaningful face-to-face communication. So this restates the topic sentence, right?

32:21 I believe that social media has both improved and hindered communication. So you're making a concession here. Why social media has made it easier to stay in touch? Made it easier to stay in touch means improved, right? Is another way of saying improved. Why social media has improved communication?

32:54 But what why is the author doing this to paraphrase not so as not to repeat him themselves, you know? So you can do this while social media has made it easier made it easier to stay in touch to stay in touch is to communicate right to made it easier that's improved it is essential good that's a good introduction it is essential that's introducing the writer's opinion…

33:29 I think it's essential actually to balance to do something to balance online interactions with meaningful face-to-face communication. Face to face communication. Face to face opposes is the opposite of online, you know. So yeah, so it's saying that okay, social media is well, it's got its positive aspects, but I mean we can't communicate only online. We need to, you know, hold Yeah, we need to hold face tof face interactions as well. So that's the conclusion.

34:25 Okay. All right. That's good. I like it. Let's read the second text. It says, "Describe a time when you a time when you overcame a challenge." I think I should write my own text, you know.

34:57 Let's remember something. Let's let me jog my memory for a second. I like to check how much time I've got to do this during the exam. I think it's only check. Okay. 20 minutes to respond to a prompt in at least 250 words.

35:33 Okay. One primary task, giving you 20 minutes to respond to a prompt in at least 200 words. Yeah, I'm really nervous, guys, because I'm going to have to do this myself in less than that three hours. Yeah, pretty much. I've got three hours to do that. Let me check how many words this got.

36:12 Okay, so I'm going to use the word count tool. It's got 101 words really. So this is wrong because supposedly I'm to write an answer in 250 words at least, right? Yeah. Anyway, that's strange, isn't it? Yeah.

36:49 I don't Okay, 250 words. Yeah, that's what it says here in at least 250 words. That's a bit strange, guys, isn't it? I mean, you have no idea why. Okay. Okay.

37:17 Let's continue, guys. Let's continue. So, we've got to get ready for this test. Okay. What if I write the text myself? Okay.

37:44 Let's got 20 minutes to do this. So, let's set reminder. Okay, let's get started. 20 minutes as of now. All right. Do you believe that social media has improved communication?

38:16 Well, let's use I believe. I believe that. Sorry. How can we do this? There you go. I believe that social media has improved communication in several ways.

38:53 Okay. Or maybe we can has improved communication or has let's use the other the topic sentence we saw before has both improved communication has both improved and hindered communication.

39:20 On the one hand, on the one hand well, yes, on the one hand, sorry, on the one hand, what did I write? Sorry. On the one hand social platforms allow people to be connected.

40:07 Despite geographical barriers. I like that word barriers. For example, if you are abroad, you can still be in touch with your loved ones.

40:52 Using I don't know video calls using video calls and therefore This is communication, right?

41:20 Social media has improved communication and I feel and therefore feel much closer to them much or and therefore be able to Interact.

41:50 Interact with them as if they were with you. Okay. They were with you. On the other hand, let's talk about the other the negative aspect of social media. On the other hand, so I'm I'm looking for another synonym of social media because you can Social media. Social platforms.

42:51 Social platforms. Okay. I believe that's social media. Then I used I went for social platforms. Allow people to be connected despite geographical barriers. For example, if you are abroad, you can still as a first conditional sentence.

43:21 If you are abroad, you can still be you can use a you have to use a comma after the first clause in a conditional sentence. For example, if you are abroad don't use contractions in these kind of texts. Don't say this if you're you're abroad. No, if you are abroad, if you are abroad, right? If you're in a in another country traveling, for example, you can still be in touch. Be in touch is to communicate with your loved ones, your family, friends, etc.

43:58 Your girlfriend using video calls and therefore is a formal word for so and as a consequence be able to interact with them as if they were with you. As if they were with you. That means well, yeah, that's what it means. As if they were with you. As if they were with you. On the other hand, oh gosh, I'm really nervous, guys, because I would have to do this.

44:37 I've got 13 minutes left. Okay. On the other hand platforms looking for a synonym of a synonym of social media. Let's see if I can get some help somewhere else, mate. One question. I'm writing a text right now and this it goes like this.

45:21 I believe that social media has both improved and hindered communication. Can you think of a synonym of hinder and a synonym of or synonyms of improved in this case or improve? What about social media? I'm looking synonyms of social media. Social media social platforms I don't know you tell me. So on the one hand social media or social platforms allow people to be connected despite geographical barriers.

45:59 For example, if you are abroad, you can still be in touch with your loved ones using video calls and therefore be able to interact with them as if they were with you. All right. So, let me know if you like if you like it so far. Okay. And this is I'm talking to Claude. Nice.

46:29 This is shaping up well. Let's go through your questions first. Then I give feedback on the next so far on the text so far. Sorry. Improved. Okay.

46:42 Synonyms of improve, enhanced, boosted, facilitated, good, transformed, revolutionized. Okay, be careful. Boosted is a bit informal for this register. Okay. Facilitated and enhanced fit a C1 argumentative essay best hindered hamper. You can say hamper impair undermine disrupted.

47:15 Okay, these are I'm going to share these with you guys. Okay. So, enhanced, boosted, facilitated, transformed, revolutionized with an S. Okay. Hampered, impaired, undermined, disrupted, had a detrimental effect on I like that one. Social media, synonyms, social platforms, online platforms, digital platforms.

47:48 I like that one. Social networking sites. Good one. Social platforms which you already used works well and avoids repeating social media every sentence. Okay, let's continue with the text then. On the other hand, look at these guys.

48:17 I'm connecting the text using on the one hand first then on the other hand. So we can do this here. Okay. Yeah. There you go. So on the other hand, 9 minutes left, for example, if you are abroad, you can still be in touch with your loved ones using video calls and therefore be able to interact with them as if they were with you.

48:57 Okay. On the other hand, we said online platforms these sides. I like that one. These sides. What about these digital spaces? What about digital spaces or these digital spaces for this the beginning of the second paragraph of the paragraph that begins with on the other hand gosh digital spaces works nicely there is a good C1C2 choice because it's slightly more abstract and reflective social platforms.

50:01 Okay, I like it. All right. On the other hand, these digital spaces, that's what the word I went for, right? Spies can can be detrimental or can have a detrimental effect on communication because or as it can isolate people.

50:53 Okay. As it can be or as they can be as they can be alienating, right? Let me ask Claude. What about this Claude? On the other hand, these digital spaces can have a detrimental effect on communication as they can be alienating. What do you think about that?

51:30 Or I was thinking about they can isolate people or they can be but then I had second thoughts and went for they can be you know, alienating. Yeah, that's the one. Okay, let's see what alienating is a strong choice. Good instinct sticking with it over isolate. Okay, here's why it works better than the alternatives you were considering. All right, we can share that with you here.

52:14 Isolate people is more literal concrete. It describes an outcome. People end up alone. Alienating is more abstract and psychological. It describes a feeling of disconnection even while surrounded by interaction. Okay, we haven't got much time left.

52:34 Only five minutes left as I can be alienating. Oh, alien. That's the word. This is the word alienating. Alienating. Okay, now I have to back up my topic sentence.

52:53 These digital spaces can have a detrimental effect on communication as they can be alienating. I don't know. I want to talk about those times I see people having dinner and I don't know everyone is using their phones you know people can be sharing the same space having dinner for example, but each can be watching I don't know there preferred that's…

54:08 Preferred But each can be watching their preferred platform on their phone without pay on their phone.

54:42 So again, let me see how many words have I written so far. Word count 99. Only 99. God's sake, not going to get there. Okay. I believe that social media has both improved and hindered communication.

55:05 On the one hand, social platforms allow people to be connected despite geographical barriers. For example, if you are abroad, you can still be in touch with your loved ones using video calls and therefore be able to interact with them as if they were with you. On the other hand, these digital spaces can have a detrimental effect on communication as they can be alienating. People can be sharing the same space having dinner for example, but each can be but each can be watching their preferred platform on their phone without paying sorry paying attention to the rest or but each can be okay.

56:07 Let me do write it differently. People can be sharing the same space having dinner for example but each can be ignoring the rest while watching their preferred platform on their phone. While while social networking has indeed improved communication.

57:02 It has brought some detrimental or it has brought some detrimental There are some negative aspects to it.

57:48 Has indeed improved communication by Oh gosh, time's up. While social networking has indeed improved or let's not use improved again. While social networking has indeed made communication better by making it possible by making it possible for people to get in touch with others across the globe.

58:59 There are some negative as there are indeed some negative aspects to it. Let me see how many words have I written so far. 134. So supposedly I'm I'm supposed to write 250 words. Yeah. But I don't but in the model there are no one I mean this one's got less than one less than 250 words.

59:39 Let me just double check something else. What about this one? The next one. The next model. It's got around 94 words. Only 94.

59:56 So these actually don't meet the criteria mentioned above. So it's a bit of a joke, you know, because I mean I'm to write 250 words, but the models only have I mean they don't get to 100 words, so it doesn't make sense. Anyway, guys, I'm really nervous because time is nearly up. I've got around at most I've got three hours, maybe less, two hours and a half. Okay, what about the second? This one.

1:00:44 Let's move on to the second text writing prompt and the second model. Describe a time when you overcame a challenge. Last year, I faced a significant challenge at work when my team was assigned a large project with a short deadline. Many team members were unavailable and we had limited resources. I decided to tackle the problem by organizing a detailed plan. This is interesting.

1:02:27 Not the listening test but the speaking test, which makes me a bit more nervous. You know, the ultimate guide to acing the CEFR speaking test. Have a look at the prompts. Look at this. So, I want to check how many words they've used. What about this one?

1:03:07 Just want to check that because I'm not sure if word counts. 65 only. 65. Okay. All right. Let's go back to the writing section.

1:03:31 The listening. I think that the one of the tough the tougher sections in the exam, are you there? So, how would you how would you express this idea? I want to express I'm talking about the exam. I know it's going I mean it's got four sections. All of them are tough.

1:04:03 What if I want to talk about one of them being the toughest? Would I say I think one of the toughest sections or tougher sections with a comparative there? Superative or comparative is the question. I think one of the tougher sections in the exam, let me take this to some different example. I think that one of the best sections in the exam is this one. Okay, I think that's the superlative, isn't it?

1:04:35 Yeah, I think one of the best sections in the exam. But I think it's that one of the worst sections in the exam is this one. So the superlative form is the correct one because if I said I think that one of the better sections. Yeah, that sounds awful. I think that's one of the best sections, one of the toughest sections in the exam is the listening, sorry, the writing section and the speaking section. But anyway, you please confirm my suspicions.

1:05:27 See what Claw says. Your instinct, your instinct is correct. The superlative is the right choice here. And your reasoning is sound. I mean, it's good, safe. The rule one of the plus superlative always takes a superlative not a comparative because you picking an itism out of a whole group on saying it ranks at the extreme within that group.

1:05:59 Yeah. So you will say one of the tougher sections in the exam. Correct. One of the tougher sections in the exam. That's wrong. Yeah.

1:06:15 Good. So, we can say I think that one of the toughest sections in the exam is a writing section. Since you're naming two sections, writing and speaking, you technically want to either pluralize slightly or restructure. I think two of the tougher sections in the exam are the writing section and the speaking section. Good. Yeah, of course.

1:06:47 All right. All right, guys. You know, this is all part of getting ready for an exam. I can't believe I'm live on these platforms getting ready for a real exam. [laughter] I've never thought to share these moments with anybody actually because I've I've studied a lot in the past. Nowadays I'm not taking any you know studies at the moment.

1:07:21 I think the last study the last course I took was in 2023 or 2022 I think it was. Yeah, I think it was like four years ago. But anyway, so I teach English online, but it's not the same to teach English than, you know it's not the same to teach English online as to, you know, take an exam. And as I was speaking to a native a Brit, a friend of mine, a British friend of mine, he was telling me that most people, most native speakers, most Brits would struggle with a C1 test because you've got to, you know, you need to display, you…

1:08:24 Need to make use of a lot of strategies. A lot of things that people native speakers don't use on, you know, on a daily basis. So, this is difficult, guys. I'm beginning to sound like Liam Nan, you know. I've got a particular set of skills. You make me a nightmare for people like you.

1:09:03 We'll find you and I will kill you. Okay, I should I shouldn't have used the word kill. Sorry, guys. Anyway, let's continue. Okay. Describe a time when you overcame a challenge.

1:09:19 Last year, I faced a significant challenge at work when my team was assigned a large project with a short deadline. Many team members were unavailable and we had limited resources. I decided to tackle the problem by organizing a detailed plan, assigning tasks based on each person's strengths. We worked long hours, but I remained positive and motivated the team to keep pushing forward. In the end, we completed the project on time and our client was impressed with the results. This experience taught me the value of teamwork, resilience and effective planning.

1:10:10 I mean the best way to study but these kind of written tasks is to identify the structure right because maybe you will not talk about this. We have to talk about something that happened to you, you know. So, first we can of course use AI to help us identify these guys. Okay. Yeah, I'm not cheating, guys. I'm not I'm not a cheat in the UK.

1:10:53 Cheater in American English. Okay, let me talk to Claude. Claude, I'm breaking down this the structure of this text. This is again a there is it's a reply to this writing prompt. Describe a time when you overcame a challenge. And the score it got is B2 plus.

1:11:23 Again, let me know about the pros and cons of this text. Identify the structure and I need you to come up with advice with some advice for me and for people in general taking this test or writing a text like this or better still answering this kind of prompt in this kind of test a CEFR test.

1:12:00 Okay, let me have a look at that. Let's see what Claude come up with. Good sample text for this kind of narrative prompt. Let's break it down properly. He didn't think much really thought for one second. Well, didn't take him long.

1:12:16 Too long, really, did he? Okay, let's have a look at these guys. Okay, let's break it down and let's see if we can agree if we actually agree with this AI. Good sample text. Okay. Structure of the text, situation, context.

1:12:50 Last year, I faced a significant challenge at work when my team was assigned a large project with a short deadline. Yeah, that makes sense. You're introducing the situ situation, the context when this happened. I mean, who were involved in the event? Of course the one telling the story you and the challenge at work when my team was assigned a large project with a short deadline. I mean the challenge is not mentioned here.

1:13:31 Actually the challenge is the large project actually with a short deadline. Okay. Yeah. So we could say that it is mentioned here. Complication. Many team members were unavailable and we had limited resources.

1:13:47 Yeah. All right. So that was a main challenge, right? Many team members were unavailable and we had limited resources. So that was the challenge actually and having of course a short deadline. Action taken.

1:14:06 I mean what did you do to solve that problem to address that challenge? I decided to tackle the problem by organizing a detailed plan assigning tasks based on each person's strengths. You could tackle a problem. Tackle is a synonym of solve, right? Solve. Tackle a problem.

1:14:32 Solve a problem by I mean and then you mention what you did by organizing. Yeah. With an s in British English. And be careful. Don't say by organize. That's wrong.

1:14:51 You need the ing at the end because you've just used the preposition by. Okay. By organizing a detailed plan assigning tasks based on each person's strengths. Okay. Process effort. We worked long hours, but I remained positive and motivated the team.

1:15:18 Sorry. But I remained positive and motivated the team to keep pushing forward to make progress. Right. Make progress. That's to keep pushing forward. In the end, results.

1:15:42 We completed the project on time and our client was impressed with the results. This is usually the case with these kind of texts. You know, everything goes well always. Imagine [laughter] that he went something like in the end we didn't completed the project and we lost and we lost our client and I don't know we got sacked we got fired number six reflection lesson learned yeah you always have to mention these kind of things…

1:16:27 You know what you learned this experience taught me the value of teamwork, resilience, and effective planning. All right, good. This is a textbook narrative arc, situation, complication, action, result, reflection. It's a very safe, reliable structure for this type of prompt, and it's exactly what examiners are trained to look for in a personal experience response. Okay. All right.

1:17:05 Sorry. This is good. This is good, guys. Just let me check something. Bloody hell, guys. Just double checking something.

1:17:32 Just double checking something, guys. All right. Okay. I need to check my socials, guys, because I'm live on many platforms at the same time, and I just want to check that out. Anyway, so all right, let's continue. Let's go back to it.

1:18:03 Oh gosh, this is terrible, isn't it? All right, so pros complete narrative arc. Nothing is missing. Every stage examiners expect is present. Good use of past narrative tenses. Simple pass used consistently and correctly throughout which is the core grammatical requirement at this level.

1:18:28 Of course, you can't make those mistakes. What else have we got? Natural discourse markers in the end signals conclusion smoothly and but in we worked long hours but I remain positive shows basic contrast concession control good task specific vocabulary significant challenge limited resources assigning tasks based on strengths motivated the team.

1:19:09 Good. This is solid. Workplace appropriate. Lexis, exactly what the B2 plus prompt about work challenges expects. The reflection at the end taught me the value of directly answers the implicit. What did you learn expectation in this type of prompt?

1:19:37 A lot of test takers forget this step entirely. Yet, we don't have to forget that guys. Cons. What's holding it at B2 plus rather than pushing it to C1. Every sentence is roughly the same length and structure. Subject plus verb plus object.

1:20:00 Clause with and or but. At C1, you'd expect more variations of clauses, participle clauses, fronted structures. Really? Okay. Instead of we worked long hours, but I remain positive. I see one answer might do.

1:20:22 Despite the long hours, I made a conscious effort to stay positive and keep the team motivated. All right. No specific details. This is the biggest gap. What was the project? What was the deadline?

1:20:39 How many team members were unavailable and why? Concrete specific detail is what separates a generic template answer from a genuinely convincing personal narrative. And examiners can tell the difference immediately. Okay. The vocabulary is accurate but safe. Significant challenge detailed plan long hours are all correct but common expected phrases.

1:21:13 So see one answer would show which show a wider range for example an unforeseen setback a tight turn around burning the midnight oil. With idioms only if used naturally. Why have you brought it up then? Leaning on each person's individual strengths. The ending list, teamwork, resilience, and effective planning like checklist rather than a genuine effective insight. A stronger closer will pick one lesson and develop it briefly rather than listing three abstracts.

1:22:05 Okay. No direct speech, internal thought or moment of tension. Oh gosh, I'm tired already. At first, I wasn't sure the plan would work, but which adds authenticity and narrative engagement, not just a report of events. Advice for you, anyone answering this type of problem, add one or two specific concrete details. Okay.

1:22:51 All right. A real or invented by plausible number, name or detail instantly makes the story feel authentic. A three-day deadline. Two of our five team members were out sick. The client was based in Germany. Specificity is one of the fastest ways to move from one from E2 to C1 in a narrative task.

1:23:22 Vary sentence openings and clause structure. Don't start every sentence with a subject. Try fronting based with limited resources. I decided to or having reorganized the team's priorities, we managed to three include one moment of internal tension or doubt. Even one sentence like I wasn't sure we'd make the deadline adds a narrative arc rather than a flat report. And it's very natural for real anecdotes.

1:24:08 Okay. End with one specific reflection, not a list. Pick the single most interesting lesson and explain briefly why it matters. Rather than naming three abstract virtues, use a wider range of linking devices. Beyond but in the end, despite this, as a result, looking back, what surprised me most was so the ones you know after despite this as a result of you can say. So those are the ones we could use.

1:24:50 Okay. Apart from but in the end number six don't over plan the structure at the expense of voice. The situation complication action result shape is good and worth keeping but examiners can tell when it's mechanical. Okay. Right. You're actually telling someone the story not filling in a template.

1:25:20 Okay. So, let's see if we can do that, guys. I haven't got time to waste, so I need to do this now. Describe a time when you overcame a challenge. Okay. Do these guys.

1:25:41 Give it a go. Okay. Describe a time when you overcame a challenge. 20 minutes to write these. So, I'm going to set an alarm. I'm going to give it my best.

1:25:55 Okay. Of course, with some help. Remember, I'm going to remember the structure this way. Okay, let's do it. Situation, complication, action, result, reflection. Okay.

1:26:37 Describe a time when you overcame the challenge. Okay, let's do it. I'm cold. I'm sleepy. And I want to I don't know do anything else but these guys. But I have to do it cuz I need to get the job.

1:27:04 All right, let's do it. Sorry guys. I forgot. I forgot I wasn't supposed to use words like those. Sorry, Tik Tok. I'm sorry.

1:27:36 I'm really sorry. Anyway, let's begin. A challenge how to overcome for example let me think of it the challenge I have to overcome know guys challenge I had to overcome maybe I don't know you of a challenge.

1:28:13 I can't. I don't know. Maybe. Okay. Maybe could be related to work. Something related to something I experienced in the past.

1:28:41 Maybe for a job interview. Okay. Maybe that. But it's got to be something I know about, you know, because otherwise I won't know what to say and the vocabulary used. I think that if you do this, you have to talk about something you know about, something you're familiar with, a topic you're familiar with, rather than, you know, speaking about, I don't know, something you're not familiar with. So maybe something I'm familiar with should be related to, I don't know, teaching something because I'm a teacher, an English teacher.

1:29:23 So maybe to do that. I will have the vocabulary, the necessary vocabulary I need to Yeah, I need to write the text. So, let's let's do that. Let's get into teaching. Let's talk about teaching. Oh, my hair is a bit of a mess.

1:29:51 Okay. Maybe Let's suppose that I talk about an instance where a time when a student of mine didn't understand something and so that was a challenge for me and I came up with ways of teaching that to the student maybe that could be or maybe it's…

1:30:28 Got to be more of a challenging challenge. Let's put it we can say that it's got to be something more challenging than just you know just talking about a moment a time when you have to teach something to someone. Let me just do something Okay. Okay. I'm thinking about other possible some possible answers with this writing prompt. You know, I'm thinking about challenges in my life, but I just can't think of any at the moment.

1:31:17 Does it have to be a challenge that I don't know that was really difficult to tackle, was really difficult to solve? Or could it be something related to for example, I don't know, me not being able to teach something or rather a student of mine not being able to understand something. I had to teach them and so I came up with a way of teaching that to them. Maybe for example, now that I think about it some time ago back in 2027, sorry, back in 2017, 2027, that's the year, the coming year actually.

1:32:10 Back in 2017, I had to teach a course I had actually taken back when I was training to become a teacher. And I remember that this the teacher in charge of the course taught the course using a book which was very difficult for students. Including me back then and it was always the same book and it was quite advanced you know I mean and this was second year course in the okay stopped let me continue claude and let me continue so I remember But when I had to teach…

1:33:13 This course, me not being a very experienced teacher at that level, you know, tertiary level, you know, when at the level you actually get to teach others as a, you know, as a teacher trainer and so you get to teach other future teachers.

1:33:39 Actually. So one way I tackled this problem, I tackled this problem was to actually teach the course using the same book. But what I remember I mean I remember that what I did was to contextualize the book because I realised that there were many external references in the book you know to other sources. So what I did was to do my own research and analyze and look up the other sources that were referred to in the book. And by doing that I was able to understand the book more the text more and therefore explain to my students what the context of the book was you know and that gave them a clearer idea of what the book was all about and it allowed them to…

1:35:00 Understand it and then be able to sorry and then it allowed them to write about the book because I remember that this teacher used to have students answer prompts writing prompts based on the book. Actually, it was the first chapter of the book, not the complete book, but it was difficult enough, you know. But anyway, all right. I need to express all this in one text in a 250word text. So, help me out here. Help me with the structure and then I will continue you know writing it myself.

1:36:07 Yes, this works really well on well as a topic. That's what Claude says. Actually better than a generic tide deadline story. Yeah, I don't like that. That's very generic, isn't it? Because it's specific, personal and shows professional insights.

1:36:27 It doesn't have to be high stakes crisis. A teaching pedagogical challenge like this is exactly the kind of thing that let you show range, reflection, nuance, professional vocabulary rather than just narrating events. Oh, I remember that. I just remembered another occasion in which I had to do something for a course as well. Yeah. Anyway, let's continue with this one.

1:37:12 Then we can get to the other. Here's a structure for 250 words. Okay, let me copy that and share it with you. Okay. All right. Situation context 40 words.

1:37:46 Set the scene. Training to become a teacher. Tertiary level assigned to teach a second year course using a said textbook complication. The actual challenge the book was advanced and relied heavily like that one. It relied heavily on external references sources. Students and you at the time didn't have context for as a relatively inexperienced teacher at that level.

1:38:18 This was daunting. I like that word. Daunting. Okay. Daunting. Making you feel slightly frightened or worried about your ability to achieve something.

1:38:44 That is daunting, guys. So I can share that with you here as well. Okay. Daunting. That's the pronunciation in British English. Danting or danding.

1:39:10 Ding. Oh, danding. Oh, I don't like that pronunciation. Daunting. I like it better. Making you feel slightly frightened or worried about your ability to achieve something.

1:39:24 For example, the country was faced with the daunting prospect of overcoming four decades of division. Okay, going back to the example, as a relatively inexperienced teacher at that level, this was daunting. So, in other words, it made me feel slightly frightened or worried about my ability to achieve that action taken. Your solution 80 words. This is your strongest material. Give it the most space.

1:40:03 You researched the external sources the book referred to or referenced. Used that research to context contextualize the material for students again with an s if we are writing in British English. This lets you explain the background of the text. This let you explain Let you explain Yeah. Let someone do something. Let you explain the background of the text, not just its content.

1:40:41 Result. Students understood the chapter better and were able to complete the writing tasks based on it. Mention the writing promp detail. It's a nice concrete detail. Okay. Reflection.

1:41:01 Okay. Reflection 40 words. Pick one lesson, not a list. The importance of understanding context before teaching content. Sorry. The importance of understanding context before teaching content or that thorough preparation compensates for experience.

1:41:23 Oh, I like that one. Yeah, I could say that. A few phrasing suggestions to help you write it yourself. Inexperienced teacher, novice teacher, early in my teaching career. Okay. Very difficult book.

1:41:40 A dense demanding text. Okay, that's a bit better. Do my own research. Familiarize myself with the sources it drew on. Okay, so a book can draw on other sources, right? Gave them a clearer idea, provided the necessary context.

1:42:06 Okay, that's a more academic way of putting it. Same book, but I contextualize it. Rather than changing the material, I chose to contextualize it. I like it. Okay. So let's do it.

1:42:31 Let's practice this situation. Set the scene. Training to become a teacher. Tertiary level. Tertiary double T at the beginning and in the middle. Assigned to teach second year course using a textbook.

1:42:53 Okay, let's get started. Describe a time when you overcame the challenge. My ears hurt. All right. Let's do it. Let us do it.

1:43:27 Can I do it? If I can do it. Seems to be a bit difficult, doesn't it? Yeah. Anyway, anyway, guys, so let's see if we can actually do this. Let's see.

1:43:54 Let's Let's see. Okay. Well, describe a time when you overcame a challenge. In 20 17 in 2017 17, not 27 17. I had to teach I had to teach a course. I had to teach I had to teach course a tertiary level.

1:45:04 How to teach a course to teach a trainee. How to teach a course to teach a trainee. To teach a trainee. Okay. I had to teach a second year course. Second year course.

1:45:42 Okay. Second year course to teacher trainees at the same institute I graduated from.

1:46:12 I graduated from two years before. That's the situation, right? Sign a second year course using a set textbook, right? I had to teach a second year to teach trainees at the same institute I graduated from two years before this course and so in 2017 I had to teach a second year course to teacher trainees at the same institute I graduated from two years before the course.

1:47:31 I had to teach the course. Oh gosh, I'm a bit rusty, guys. I need to practice writing more. [laughter] For God's sake, not sure how on earth going to pass this test. Anyway, so I had to teach a second year course to teacher trainees at the same institute I graduated from two years before. The course.

1:48:09 There was a there was a te there was a set textbook. There was Oh, when I took the subject in 2015, the teacher in charge used a set textbook that was demanding and heavily It was quite demanding.

1:49:18 It was quite sorry was quite demanding as it was heavily packed with external references to other sources.

1:49:57 I think I'm going I'm going well so far. When I took the subject in 2015, the teacher in charge used said textbook that was quite demanding as it was heavily packed with external references to other sources.

1:50:27 Okay. I had to teach a second year course. The trainers at the same institute I graduated from two years before. Okay. Quite demanding as it was heavily packed with external references to other sources. When I Okay.

1:51:10 Come on. Situation context. Set the scene. Training to become a teacher. Tertiary level assigned to teach second year course using said textbook complication. The book was advanced and relied heavily on external references.

1:51:26 Sources students and you at the time didn't have context for as a relatively inexperienced teacher at that level. This was daunting. Okay. So, let me do this first. Okay. All right.

1:51:49 So, in 2017, I had to teach a second year course to teach it to teach at the same institute I graduated from two years before. When I took the subject in 2015, the teacher in charge used a set textbook that was quite demanding as it was heavily packed with external references to other sources.

1:52:25 Oh gosh, this is awful. This is awful. As it was heavily packed with external references to other sources. This is what it this is what it feels like to write, guys, for an exam during an exam. If you haven't done this before, if you've never done you've never done this so far, well, this is what it feels like. It's awful.

1:52:53 Anyway, in 2015, I had to teach a I had to teach second year course to teach a trainee at the same institute I graduated from two years before. When I took the subject in 2015, the teacher in charge used said textbook that was quite demanding as it was heavily packed with external references to other sources. Okay. I graduated from two years before when I took the subject in 2015. The teacher in charge used a set textbook that was quite demanding as I as it was heavily packed with external references to the sources.

1:53:58 Therefore, when I told the subject, the subject myself So therefore before teaching the subject myself, I knew or I realised that my students back then would struggle with that book as well.

1:55:13 That book too subject that my students back then would struggle with that too.

1:55:47 Given this situation I did to help my students was to research the was to or carry out research.

1:56:18 So research the external sources to create extra study notes. Study notes that would help my students grasp The main textbook.

1:57:05 Okay. Right. Complication. I mentioned that one already. Action taken. What I did?

1:57:20 Yeah, I researched the external sources the book referenced. Use that research to contextualize the material for students. This let you explain background of the text not just its content. Okay. Given this given the situation what I did to help my students or what I did to offer. Oh, what I given this situation, what I did to offer guidance maybe guidance to my students.

1:58:09 Also research the external sources to create extra study notes that Okay, I would make it easier. Sorry for that word easier for my students to grasp. To grasp means to fully understand, you know, that is to grasp I would make it easier for my students to grasp the main textbook. As a result, as a result, that's a very good connector. A cause and consequence connector. What is this?

1:59:10 What is this? Just got email, right? As a result, I was able to aid my to aid the teacher trainees.

1:59:54 The teacher trainer is the one teaching this teaching a course to teacher train teacher trainees are the ones taking the course to become a teacher. So as a result I was able to aid the teacher train the teach trainees in yeah I'm not sure this is a phrasal verb in getting their head around the set book.

2:00:44 The set book. I wrote the complex book. Analyze and write. Writing prompts based on it. Oh gosh, I'm not I'm not having fun doing this. Oh gosh, really tired.

2:01:56 Oh yeah, this is what being a teacher is all about and at the same time this is something that many people we have to do taking these exams you know taking these kind of exams the CEFR yeah that's the one an exam based…

2:02:22 On this framework. So in 2017, I had to teach a second year course to teach trainees at the same institute I graduated from two years before. When I took the subject in 2015, the teacher in charge used a set textbook that was quite demanding as it was heavily packed as it was heavily packed with external references to other sources. Therefore, before teaching the subject myself, I realised that my students back then would struggle with that book. Okay, that I realised that my students back then would struggle with that book to okay give me a situation.

2:03:24 What I did was to what I did to offer guidance to my students was to research the external sources to create extra study notes that would make it easier for my students to grasp the main test textbook.

2:03:50 As a result, I was able to aid the teacher trainees or I was able to aid these learners so as not to repeat myself. As a result, I was able to aid these learners in getting their head around the complex book they had to analyze, understand and write and or respond to writing prompts. Okay. And respond to writing problems based on it. Okay, I'm so sleepy now. Not sure if I will be able to take this test today, guys.

2:04:47 I will have to do it, but I don't want to. 138. Okay. I don't get to the 250 words. No, apparently I need to get to the 250 words. Oh gosh.

2:05:24 I should take should have a cup of coffee, but coffee doesn't agree with me, you know, guys. Oh, no, it doesn't. Oh gosh. Okay. Okay. Okay.

2:06:00 Okay. All right. No worries. No worries. That's right. I can do it myself.

2:06:12 Okay. Let me ask Claude. This is good. Ask Claude, where are you? CL Claude analyze this. Okay, let me try and see if I mean, I want I need close feedback.

2:07:03 Strong draft noticeably more sophisticated than your first attempt and it fixes several of the earlier weaknesses. Concrete detail, varied structure, professional register. Okay, let me share that video. Strong draft. He's He's the breakdown. He's the breakdown.

2:07:41 Yeah, there we go. Here's the breakdown cleft sentence control. What I did to offer guidance to my students was to research the external sources. This is a genuinely C1C2 structure and you use it accurately and naturally, not just as a formulaic phrase. Yeah. I mean, yeah, I thought that was something good.

2:08:09 Specific concrete detail. Same institute I graduated from two years before 2015. External sources, extra study notes. This is exactly the specificity that was missing from your first draft. It makes the story feel real and lived in and lived in actually lived in. Google that.

2:08:42 Google it. But living refer to a person who lives in the home where they work. Living in the home of your employer. That's not the one. Well, no problems. No problems.

2:09:06 It makes the story re feel real and lived in as I actually experienced it. You know good subordination and linking. Therefore before teaching the subject myself given this situation as a result this show controlled very cohesive devices rather than relying only on button in the end. Solid topic appropriate vocabulary demanding heavily packed. So heavily packed cloth like that liked that actually demanding heavily packed with external references grasp aid these learners accurate natural not overreact not overreaching. Okay.

2:10:02 Cons, things to fix, time confusion. I realised that my students back then would struggle with that book, too. Back then, logically refers to 2015 when you were a student. But the students you're talking about are the ones you taught in This creates a genuine ambiguity. A reader has to stop and work out who's back then. This is okay.

2:10:44 Fix drop back then entirely. I realise that my own students would likely struggle with it too. Okay. The final sentence overloads its grammar. To aid these learners in getting their head around the compass book, they had to analyze, understand, and respond to writing prompts based on it. Their head should be their heads.

2:11:12 Oh, yeah. True. Plural agreement with learners. Yeah, makes sense. More importantly, the verb list, analyze, understand, and respond to doesn't parallel, doesn't parallel cleanly. You can analyze, understand the book, but you can't respond to the book in the same way.

2:11:41 Yeah. The object secretly shifts to writing prompts. Okay. This is the kind of small structural tangle that examiners flag as reduced control at the sentence level. Even though the vocabulary is strong, for example, aid these learners in getting aid these learners in getting their heads around complex book they were required to analyze and respond to in writing. Okay.

2:12:22 No reflection. Lesson learned. Closing. You cut the text off right. Even your target. Sorry.

2:12:34 Give me one second. Oh gosh. Oh gosh sake guys really tired this thing I'm doing now is really valuable you know because it shows it really shows an authentic approach to taking an exam.

2:13:25 You know, it's not I'm not doing this. I don't know. This is not artificial. It's actually me getting ready for the exam. All right, let's continue. Okay.

2:14:03 All right. All right. All right. So no reflection. Lesson learned. Closing.

2:14:09 You cut the text off. Write other results. Giving your target is a 250word response. This is a CEFR narrative prompt. You're missing the final what this taught me. Be it that examiners expect that you correctly identified as important in the previous text we analyzed.

2:14:35 Right now it ends on action result with no insight drawn from it. Okay. Yeah, I forgot to Okay. Word count this draft is roughly 155 to 160 words. You'll need another 90 100 words, which is a good excuse to add one sentence of reflection lesson. This is also this also gives you a natural place to use more sophisticated vocabulary.

2:15:21 Possibly one more concrete detail in the complication stage. What specifically made the sources hard [snorts] to track down or how long it took you? Okay. Going back to the text. Now it's time to correct it. It is time to make it look better.

2:16:07 I'm beginning to feel a bit sleepy now. Oh, this is one big problem when it comes to well, you know, doing these kind of things, you know, because I've been doing this for more than two hours now and I'm a bit tired to be honest with you.

2:16:41 Anyway, let's continue. In 2017, I had to teach a second year course to teach trainees at the same institute I graduated from two years before. When I took the subject in 2015, the teacher in charge used a set textbook that was quite demanding as it was heavily packed. Yeah. Heavily packed with external references to other sources. Therefore, before teaching the subject myself, I realised that my students well there's no ambiguity.

2:17:30 Actually, according to Claude, there's an ambiguity when I say I realised that my students back then would struggle with that book. Well, actually not really because back then in it wasn't in 20 2015. Now that I come to think about it, maybe it was in 20 I mean when I took when I took the subject it was in maybe 201 12 2013 rather.

2:18:14 Yeah, maybe it was in 2013. Therefore before teaching the subject myself I realised but of my students back then would struggle with that book too. Before teaching the subject myself, I realised that my students back then would struggle with that book too as much as I did when I to the subject.

2:19:17 Given this situation, what I did was to offer guidance to my students. Okay. What I did to offer guidance to my students was to research the external sources to create extra study notes that would make it easier for my students to grasp the main textbook. As a result, I was able to aid these learners in getting their heads in getting their heads. Yeah. In getting their heads around the complex book, they had to analyze and understand.

2:19:58 Okay. Yeah. Yeah. Yeah. There's a problem here because if you say they had to analyze and understand or analyze understand and respond to writing prompts based on it. Yeah.

2:20:09 They had to analyze and understand the book and apart from that they had to respond to writing prompts based on it. So which is something difficult something different there. So as a result I was able to aid these learners in getting their heads around. Oh, in getting the heads round. Actually, this is a British expression. Getting your head around something means to understand something that well is difficult to understand.

2:20:56 Okay. Tired and I need to get some sleep, you know. Okay, I'm going to get up and go to the toilet, you know, and be back in about five minutes. Yeah, I need a break, guys. I do need a break. Been more than two hours.

2:21:34 So, I really need a break. Okay, let's do that. Yeah, really need a break. Give me a break. Oh gosh. Oh gosh.

2:21:59 This is very difficult, guys. Anyway, I'm really hoping you'll find it useful, you know. All right, be right back. Okay. Okay. Five minutes.

2:22:22 Five minute break is over. All right. Guys, let's continue with the live stream. Okay. But I still need to go to the toilet and get a cuppa, you know. Yeah, get a cup of tea.

2:22:49 So, if you'll excuse me, I'm going to go and, you know do that. I'm going to get the copper and I'm going to go to the toilet. I'll be back in one minute. One minute or two maximum, you know. So let's do that because, yeah, it needs to in about an hour I'll be taking the test, you know, this CEFR test. So, I need to, you know, crack on with it.

2:23:26 Need to keep getting ready for it. So, be right back. Okay, I'm back. I'm back. I told you I was going I was going to be back. I'll be back.

2:23:53 Anyway, get comfy. Be cold, tired. I don't want to be doing this, you know. I don't want to be getting ready for an exam. And and if that weren't enough, you know, getting ready for an exam, I'm doing it live on my channels, you know, on Twitch, on YouTube, on Tik Tok, and where else? On Instagram as well.

2:24:30 Yeah. Because, you know, this is me. I like challenges and this is Alex's adventures in English. So, it's an adventure. Let's put it like that. It's a kind of adventure.

2:24:47 And I just wanted to share it with you guys because at the same time it makes me get more focused, you know. All right, guys. Let's continue. We have to ace this exam. We have to pass it. We need to get a C1 score in the exam in the test.

2:25:18 So, that's not going to be an easy job, is it? So, let's go back to it. In 2017, I had to teach a second year course to teach trainees at the same institute. This is the answer to the writing prompt. Describe a time when you overcame a challenge. In 2017, I had to teach a second year course to teacher trainees at the same institute I graduated from two years before.

2:25:51 When I took the subject in 2013, the teacher in charge used the set textbook that was quite demanding as it was heavily packed with external references to other sources. Let me say that word again. Heavily. Heavily. And you say it heavily. Heavily.

2:26:19 So heavily packed with external sources. I was about to say external references to other sources. Therefore, before teaching the subject myself, I realised that my students back then would struggle with that book too as much as I did when I took the subject. Okay. When I took the subject, therefore before teaching the subject myself, I realised that my students back then would struggle with that book too as much as I did when I took the subject. Given this situation, what I did to offer guidance to my students or to offer to offer the necessary guidance to offer the necessary guidance to my students was to research the external sources.

2:27:41 To create extra study notes that would make it easier for my students to grasp the main textbook. As a result, I was able to aid these learners in getting their heads around the complex book. They had to analyze and understand or understand which allowed them to be more prepared to respond to writing prompts based on the said textbook.

2:29:21 All right. Which allow them to be more prepared to respond to writing prompts based on the said textbook or based on this book. What I learned, one of the most important lessons that I learned from this experience is that context comes before content So understanding context becomes before.

2:30:35 Yeah. Understanding. See if I Yeah. Good. So understanding context comes before. I don't like how it sounds because I have to repeat understanding.

2:31:09 I don't like that understanding context comes before. Let me rewrite this. One of the most important lessons that I learned from this experience is that when it comes to understanding context, okay, that when it comes to understanding content context comes first.

2:31:58 So content when it comes to understanding content, context comes first. Context comes first. Okay, maybe instead of one of the most important lessons that I learned from this experience is maybe I could mention two things I learned from it. Maybe something like to maybe two. I'm going to change important for valuable to valuable or maybe invaluable which is which makes it well invaluable is not the opposite of valuable but it's more valuable actually two invaluable lessons that I learned from this experience and we need to this would be the subject Right?

2:33:28 So we need to if we are talking about two things we can't use is we need to use are. Right? We need to make the subject agree with a verb in terms of number right singular plural. So in this case a or two invaluable lessons that I learned from this experience are that when it comes to understanding context content context comes first and that here comes the other lesson.

2:34:20 And that okay that maybe something related to being you know even though you're an inexperienced you may be inexperienced in something Maybe research and method.

2:34:57 Research and method beat inexperience. I don't like the sound of that. And that Oh, maybe we can use the word compensate. Compensate. It's it's more formal, you know, compensate something comp compensates for something else. Yeah.

2:35:27 So, two invaluable lessons that I learned from this experience are that when it comes to understanding content, context comes first. And that or maybe rather than understanding because it's a word that I've used before it could be when it comes to making sense of content context comes first and that inexperience or lack of experience.

2:36:05 A lack of experience can be compensated or that maybe that research and method can compensate sorry compensate for a lack of experience.

2:36:41 All right. All right. Now, let me copy this. Copy and paste it and paste it in a conversation. I'm having I'm having with Claude. The AI.

2:36:58 The AI. Right. The AI. There we go. The AI. The AI chat box.

2:37:10 I know you might say, "Oh, he's looking for help from what? An AI chat box. Is that allowed?" Well, actually, not during the exam, but it can help you. It can help you. Okay, let's see what feedback we get. This is a well executed revision.

2:37:48 Okay, let me just copy this and paste it in the Google doc. Okay, let's see what it says. Let's see if we can gives us some valuable well some valuable insights fixes. This is a wellexecuted provision. You fixed nearly everything flagged before and the text now reads as genuinely strong B2 plus C1 writing. Let's go through it.

2:38:42 Fixes successfully made back then. I'm duty resolved as much as I did when I took the subject now makes the comparison explicit and clears up whose experience you're referring to. Good. Their heads round correct plural agreement now and round British English fits your British English target register. Yeah, you're right because before I written around and that's used in American English, not in British English. Okay.

2:39:22 Verb parallelism fixed analyze and understand the book is now clearly separated from respond to writing prompts based on this book via which allowed them to be more prepared to much cleaner control of the sentence than before.

2:39:50 Yeah, I'm a bit hungry, guys. You know, I'm going to get I've got some slice some bread slices or slices of bread at hand. So, I'm going to eat some. Sorry. I'm a bit hungry. Reflection added.

2:40:44 All right. So, reflection added. Two invaluable lessons that I learned. Gives the closing insight that was missing. I'm picking two distinct well articulated lessons. Context comes first.

2:41:01 Research and method can compensate for experience is stronger than a vague list of three abstract nouns. Word count. This is now close to 250 words appropriately scaled. One new issue to flag timeline inconsistency. You changed 2015 to 2013. In this version when I took the subject in 2013 at the same institute I graduated from oh from two years before oh if you graduated two years before 2017 that's 2015 but you say you took the subject in 2013 that's a four year gap between taking the…

2:42:03 Course and graduating which doesn't logically match two years before. This is a factual content coherence slip rather than a grammar error. But examiners do notice when timeline details don't add up since it undermines the credibility of the narrative. Worth fixing to keep the dates consistent. Either four years before or change 2013 back to 2015. Okay.

2:42:50 Okay. Okay. Okay. In 2017, I had to teach a second year course to teach a trainee at the same institute I graduated from. Years before when I took the subject in 2013, the teacher in charge used the set. Yeah, but there's a I think that the problem here is that in 2017 I had to teach a second year course to teach a trainee of the same institute I graduated from two years before.

2:43:23 The thing is I graduated from the career actually from you know not from that subject that was just one subject in the course yeah I graduated from the course let's put it that just want to ask Claude a question.

2:44:01 Claude, I've got a silly question. You know, when you talk about in Spanish, you say when it comes to studying something, right? Like for example, a course, like a teacher training course. Teacher training course. So career would be used here too or not as a synonym of course you know a fouryear teacher training course because in Spanish people use ga when it comes to Peace.

2:44:52 Okay, not a silly question at all. This is actually a classic false friend between Spanish and English and it trips up even advanced learners constantly. The short answer is no. Career is not the right word but what you mean in the sense of does not translate to career in English yeah because career in English refers to I think that your it's got to do with your life with your yeah I think it's got to do with that…

2:45:31 Why in English career refers to your long-term professional on a path that one or trajectory over your working life. She had a 30-year career in law. I'm thinking about a career change. It refers to the sequence of jobs work, not the period of study itself. Yeah. Course.

2:45:57 Course of study. That's I like that one. Degree. If it's a university level qualification, you can talk about a 4year teacher training degree program in the UK with double M at the end and an E program, British English program, P O G R A M, American English, a 4year teacher training program.

2:46:27 Okay, we can talk about the program, too. Qualification more general emphasizes the credential sorry a fouryear teacher training qualification all right so your sentence should be at the same institute where I did a 4year teacher training course Okay.

2:47:01 All right. Interesting. So in 2017, I had to teach a second year course to teacher trainee at the same institute I graduated from two years before. When I took the subject in 20 The teacher in charge used a said textbook that was quite demanding as it was heavily packed with external references to other sources. Therefore, before teaching the subject myself, I realised that my students back then would struggle with that book too as much as I did when I took the subject, four years before, four years before actually.

2:48:00 Given this situation, what I did was to sorry, what I did to offer the necessary guidance to my students was to research the external sources to create extra study notes that would make it easier for my students to grasp the main textbook or to grasp.

2:48:27 Okay. The main concepts, the main concepts in the textbook, maybe to grasp the main concepts in the text book. As a result, I was able to aid these learners in getting their heads around the complex book they had to analyze and understand, which allowed them to be more prepared to respond to writing prompts based on this book or based on that source.

2:49:05 Maybe based on this source. Two invaluable lessons that I learned from this experience are that when it comes to making sense of content, context comes first and that research and method can compensate for a lack of experience. And this is the feedback that I got before. Okay, let's see what it's got to say about the final part. Remaining polish points. Two invaluable lessons that I learned from this experience are that this is accurate and sophisticated, but it's slightly heavy formal opening for a closing sentence.

2:50:09 It works, but if you want an even more natural C1C to finish, you could tighten it. Okay. This experience taught me two invaluable lessons. The context comes first when making sense of content. That context comes first when making sense of content and that research and method can compensate for a lack of experience. Colon construction is a nice C2 level touch and trims a few words.

2:50:50 Okay. Overall register consistently formal and controlled throughout. Heavily packed with invaluable lessons compensate for a lack of experience. This is genuinely C1 level Lexus used accurately, not just inserted for effects. All right. Apparently, Claude did like my writing.

2:51:32 Verdict. This draft is a clear step above the B2 plus label attached to the prompt with a timeline fixed. This reads a solid C1 with a cleft sentence, the twopart reflection and the accurate subordination all working in its favor. Fix the 2013 two years before Marth and this is essentially exam ready. Okay, I'm going to do this. I'm going to explain something to you, Claude.

2:52:17 You mentioned before that I actually made a kind of well mistake when it comes to the reference the time reference to 2013 and two years before, right? But actually, I think that what you got wrong is that in 25th. In 2017, I had to teach this course, the second year course, right? I had to teach it. I had and at the same time back in 2013, I was a student taking this course and I struggled with a textbook at the time. And another piece of information you need to know is that in 2015 I graduated from the teacher training course, the complete teacher training degree, not from that one year course that I took in 2013.

2:53:40 So, how can I fix this? Or is it something that doesn't need fixing? All right, let me ask this to Claude. All right, good catch. He says, "And you're right. This doesn't need fixing.

2:54:07 I made an error in my previous analysis. Let me retrace it with the three data points you just clarified. 2013 you were a student taking that specific course struggling with the demanding textbook. 2015 you graduated from the complete teacher training degree. 2017 you taught that same second year course to new trainees at the same institute. Your sentence says at the same institute I graduated from two years before two years before 2017 is 2015 which matches your graduation year exactly.

2:54:55 That part was always correct. My mistake was assuming two years before was meant to relate to 2013 when you took the subject, but it was never meant to. Right. But it was never meant to. It correctly relates to your graduation 2015. Yeah.

2:55:20 Actually, so my reference to 2015 2013 I wasn't meant to refer to anyway. Yeah, this is bit, you know, like confusing. Anyway, those are two different time st time stamps in your story and both are internally consistent. There's no actual timeline error in your text. I flagged something that wasn't there. Good instinct to double check rather than just taking my correction at face value.

2:56:04 The text stands as is on that point. Okay. Face value to take something at face value. That's interesting, isn't it? At face value means for what something appears to be. For example, I took the offer at face value because I didn't think they would try to trick me.

2:56:38 Okay, that's an idiom at face value for what something appears to be. Okay, so I took the offer as it appeared to be because it didn't I didn't think it would try to trick me. Okay. So, all right. So, this is what studying is all about, guys. And as you can see, I am using AI, but it's not that I'm actually making AI do things for me.

2:57:10 Do you know do you know do you know what I mean? I'm actually doing things myself and asking AI for feedback for some feedback, you know. And I don't trust everything the AI says either. You don't have to trust everything the AI tells you. You can, you know, doubt their words. Okay.

2:57:53 So, two invaluable lessons that I learned from this experience are that when it comes to All right. So the suggestion here for that final sentence was this experience taught me two invaluable lessons. Oh, and the colon there. The context comes first when making sense of The context, sorry, context comes first when making sense of content. And that research and method can compensate for a lack of experience trying to connect. Why again?

2:58:51 OBS disconnected. What's going on with this? Reconnection successful. Okay. Very good. All right.

2:59:30 Okay, guys. So, just do something for you. Oh, yeah. Let's leave it there. Okay, let's continue because I haven't got enough time to continue. You know, I haven't got much time left to continue because I have to sit for the exam in about let's say 45 minutes, you know.

3:00:09 So, this experience taught me two invaluable lessons. That context comes first when making sense of content and that research and method can compensate for a lack of experience. Colon construction is a nice C2 level touch and trims a few words. Okay, fair enough. Okay, we can continue. And now Pay attention to the next rising model, you know.

3:00:58 Okay, I'm going to get there someday. Just wait for it. Okay. Discuss the impact of online shopping on traditional retail stores. What about this one? Oh gosh, I need to go to the toilet now.

3:01:38 To go to the toilet. Oh, sorry guys. I'm getting a bit sleepy now. All right. Discuss the impact of online shopping on traditional retail stores. Retail stores.

3:02:09 All right. The rise of online shopping has dramatically changed the landscape of traditional retail. Okay. As more consumers, sorry, as more consumers turn to online platforms for convenience and variety, brick and mortar stores are struggling to keep up. Brick and mortar, first time I come across that expression, guys. It's the first time I've come across that expression brick and mortar.

3:03:03 So, I'm going to go to the dictionary and look it up. Okay, this is all this is what you do when you study for this kind of exam. Brick and mortar. Brick and mortar. Used to describe a traditional business that operates in a building when compared to one that operates over the internet. Okay?

3:03:32 Brick and mortar stores, brick and mortar retailers, online retailers. I'm reading some examples, guys, from the Cambridge online dictionary. Online retailers try to lure customers away from their brick and mortar competitors. Okay, interesting words. Lure somebody away from some something. It's like you kind of tricking them to move away from something.

3:04:12 All right. So when we talk about brick and mortar stores, it relates to well the first word that should come to mind is online shops, online retailers. Okay. Interesting. So that I'm going to I'm going to take that into account. Brick and mortar stores are struggling to keep up.

3:04:48 Yeah. If you can't keep up, it's like you can't compete, right? So, the rise of online shopping has dramatically changed dramatically. Good word to use here. Has dramatically changed the landscape of traditional retail. As more consumers turn to online platforms for convenience and variety speaking too loud, you know.

3:05:21 Oh gosh, my ears hurt. I'm going to try and speak a bit well less loud. I'm not sure if I'll be able to do this. I should have studied more in well in previous days. The rise of online shopping has dramatically changed the landscape of traditional retail as more consumers turn to online platforms for convenience and variety. So we can turn to choose online platforms for convenience and variety.

3:06:21 If you turn to something choosing something Brick and mortar stores, that is to say not online stores, not online stores, are struggling to keep up, are struggling to compete. Online shopping allows customers to compare prices, read reviews, and shop from the comfort of their homes. However, the shift has resulted in the decline of local businesses as they often cannot compete with the low prices and what else and extensive selection available online. To survive, traditional stores must adapt by focusing on personalized service, creating a unique Oh gosh, my ears hurt.

3:07:33 All right, be right back, guys. I need to go to the toilet. I need to wake up, you know. Too sleepy.

3:10:09 Okay, let's continue. Let's continue. Okay, I have to keep reading this, you know, analyze it. Let's break down. Let's break it down. Let's break down the paragraph.

3:10:26 Oh, sorry. Okay. Right. So, what if we ask Claude about it? We can do that. Because I mean my head is about to stop functioning, you know.

3:10:58 So I really need extra help, please. This is the prompt I'm giving Claude. So please Claude, analyze And well, analyze this writing piece in relation to the writing prompt.

3:11:42 Okay, I'm going to share this writing piece with Claude. You know the AI chat and let's see what it says to us. Let's assess this against the C2 label attached to it. Okay, just let me let's have a look at the complete feedback. All right, let's read it and let's see if we agree with it. Okay, so it says, let's assess this against the C2 label attached to it.

3:12:37 And I'll be honest up front. This reads a solid B2 plus C1, not C2. Here's why. Okay, here's why. Let me say that again. Here's why.

3:12:57 Here's why. What's working well? Topic appropriate vocabulary. Brick and mortar. Landscape of traditional retail. Extensive selection accurate natural collocations for this topic.

3:13:14 Okay. Clear thesis to conclusion arc opens with a change presents both sides. Convenience versus decline of local business. Ends with a balanced forwardlooking conclusion. Grammatically flawless. No errors anywhere.

3:13:42 Okay. No errors anywhere. Complex structures. Relative clauses. Gerands. Why?

3:13:49 Concession. Yeah. Why to express concession all handled? All handled correctly. Good. All handled correctly.

3:14:04 Very good. Good use of ultimately while as a concessive closing structure this is a legitimate C1 device. Why this is why this isn't C2 it's formulaic and generic. This is the single biggest issue. Every sentence could have been generated from a discuss the impact of X template. State the change.

3:14:38 Give the pro. Give the con. Give a generic adapt or die solution. Balanced conclusion. There is not one specific detail anywhere in the text. No named company, no statistic, no concrete example of a store closing or adapting.

3:15:02 No personal observation. C2 writing is expected to demonstrate not just linguistic control but precision of thoughts, an idea of development or idea development rather. This text stays entirely at the level of general statements everyone always agrees with. Yeah, online shopping is convenient. Local shops struggle. Businesses should innovate.

3:15:33 Yeah, this is something we all agree with. A C1 candidate can write fluent generalities. A C2 candidate is expected to them. Oh gosh, this is too long. Gosh, this is I think this has been so far the most useful live stream I've ever done in my life. But at the same time, at the moment for me, for me, right, it's oh gosh, gosh, it's killing me because me getting ready for an exam, oh gosh, it's not something I enjoy that much really.

3:16:47 No, no, no, no. I hate it actually. No genuine argumentative tension real writing on this topic would engage with a harder question. For example, is adapt or die actually realistic for small businesses with limited capital? Is the loss of Is the loss of local retail cultural social cost worth naming not just an economic one? Okay.

3:17:26 Does personalized service actually work as a competitive strategy against Amazon level pricing or is that wishful thinking? Okay. This text raises none of these tensions. It resolves its own conflict too neatly and too quickly. Vocabulary is accurate but not stretched. All right.

3:18:04 So struggling to keep up. Cannot compete unique in store experience are all correct C1 prices but none here more precise than usual but the C2 right naturally erosion of football margin compression experience retail hollowing out of high streets in this text.

3:18:49 Okay. Structure is entirely predictable cause effect in exactly that order with no unexpected turn. To writing often plays with structure itself. For example, opening with a counterintuitive point or structuring around an irony rather than a straight line. The conclusion doesn't cost anything. Those businesses that innovate can still thrive.

3:19:28 Is a completely safe uncontroversial statement. A C2 conclusion typically takes a stance that has an actual content risk to it, a specific claim that could be disagreed with. Okay. Because I'm sleeping. I'm I'm falling asleep. Actually, I'm not sleeping at the moment.

3:20:01 I'm falling asleep, which is worse for me. Oh gosh. Okay, this is clean. Accurate well organized plus when writing would be very it would very likely be marked down significantly if submitted as a genuine C2 response because CEFR C2 descriptors explicitly require flexible precise language used to convey finer shades of meaning and clear well structured coherent argumentation.

3:20:54 With a degree of subtlety, none of which this text attempts. It reads like a safe exam technique answer rather than an expert level of discourse for your episode. This could be a great spot the difference example pairing this generic version We've written one with one specific example named Taylor, a real statistic. And one genuinely debatable claim would show learners exactly what examiners mean by C2 requires more than correct grammar. Okay. I'm not sure how on earth how on earth I'm going to continue, guys.

3:22:07 Sorry, sorry, sorry. What happened to me? Was supposed to continue studying live, but to be honest with you, I fell asleep. Yes, right here. So, Yeah, I got too tired to continue and sorry. So, what I'm going to do now, I'm going to go and get something to eat, you know.

3:22:36 And I know that I was supposed to take the exam in about I'm not sure if right now or maybe Yeah, I think so. Yeah, but I'm not sure if the deadline is right now, you know, to be honest with you. So, I'm going to assume that it's a bit later.

3:23:25 What I can tell you now is that I'm too tired to continue. I've been studying for I don't know, hours on end. I need to go and eat something to get some to get some caffeine into my body. Get some rest and then I'll be back for more because today I will today I will seat for this exam. Maybe not right now, maybe in about an hour or an hour, you know, I don't know, an hour and a half or maybe two hours. So guys, if you liked this, if you found it useful hope to see you later on and then I will take I will sit for the exam.

3:24:19 Okay. Thanks for stopping by to see something. Yeah, that's it, guys. Because I was absent for such a long time. Now, nobody's has stopped my live stream to people. So that's it.

3:24:57 It's the end of it, guys. See you later on and take care.