Lois worth the so without yet that means without so in this risk, producing confidence without debthat means without evidence, without examples, without reasons. That could be another way of putting it. Oh, Isabella, I'm watching you fascination because it's like a whole different student I'm seeing. Am I doing fast? B1, B1, B2 and B3. So this full section, okay, we've got more than enough time. You've given yourself loads of time for this. Isabella, I can see you on the left question, right? First of all, Isabella, to say very well done. You completed the task. Okay. Regardless of that's half the battle, it's making sure you're doing it in the timing. When we did this weeks ago and I sent you something like this, you didn't get to section b. Yeah and now you've just finished it. So you're learning the timing. You're learning to be like, I've got to get through the whole paper and sometimes that does mean moving on, you know? Okay, let's have a look at your section a answers first. So number one. Outcomes. It. It. Convenient becomes because because always reflect. Join join understanding. So reflect do you say journey understanding? This worth genuine so genuine understanding. Yeah so the most outcomes, the measurable out outcomes become convenient because they also reflect genuine understanding. Yeah well done. Is Zuela okay? Number two. One. Okay. So we'll come back to that once to number three, a free star suggest. Suggest learning. It's. Ravely. Okay. So identify one phrase. So what's the phrase that suggests learning is difficult or uncomfortable? Cothis is really inefficient, so that's not quite your answer. So identify one phrase that suggests learning is difficult or uncomfortable. So you're close, you're in the right area. Yeah. Intellectual risk and winning, yes, that's the one much better. And what does the writer mean by confidence without debt? A mean we need to have confidence without reason because confidence is very important. Button beautiful Isabella five. Which single word best describes the writer's overall attitude towards modern education? The single words fast describe the writer over. Attitudes towards more education is exploration. Well done. And what did you say? Why? I didn't finish. Okay, that's okay. Quick. So what would you say? Why? Why have you picked exploration? Because. Modern than education is to explore. Something. Thanks for learning. Well done. That would have been a perfect answer. Okay, so let's have a look here at so we've got one, two, three, four. We've got four out of five in there. I will give you that one because you added it this, and what distinction does the writer make between success and assessments and genuine understanding? Okay. So what we need to do for this kind of question is succeedence, but al, without developing curiosity or independence, and then we also have genuine understanding. So where is this genuine understanding? Why can't I see it? There we are. They do not always reflect genuine understanding. So while such members provide a convenient way to compare performance, they do not always reflect genuine understanding. Students may learn how to succeed in assessments without developing curiosity or independent thought. So essentially what it's saying here, isn't it, is that having understanding doesn't mean that they develop curiosity or independent thought. So that question too should have something like the distinction is that while you can have genuine understanding, you may not develop curiosity. Or independent dependent. Okay. And walisabella okay, four out of five is really good. Let's have a look here at your next section, section b, vocabulary in context. So this is closest in meeting. So measurable, predictable, fragile. So fragile. Fragile would be weak. And if something is fragile, this is fragile. If I dropped it, it would break. So therefore, it's quite weak. It's not strong. So that's what we mean by fragile. Prioritizes, produces. No. So this one will be values most. So if I prioritize something, it means that that's the biggest thing I need to be looking at. Yeah. So when I say to you prioritize vocabulary, Yeah that means that's the most important. Prioritize prpracticing interview questions every week. That's what I want you to. That's your top thing. Yeah sentence tomtransformation. So we've got one out of three here. So that now makes it five out of eight. Okay? And then we've got grades and always reflect genuine understanding. Genuine understanding is not always reflecting grades. So here we can say reflected in grades. Yes, you need to change that. Then to reflected in grades, education risks producing confidence dent, but shallow learners, learners may appear confident. However. Education risks shallowing learners. So that just needs, however, education risks shallowing learners. All right, so we're going to give you that half. So we're looking at eight, nine, ten. So we've got five and a half in there. Okay, right. All to play for. Each sentence contains one error, corrected neither down. Okay, so neither down the outcase of this one. Neither of the arguments need neither. Neither. So this should have neither one of the arguments are convincing, but you're talking about more than one argument. So that's not down. It should be one. Students should be encouraged by thinking independently. Yes. And then obviously didn't get round to this one, but what would you have put the results was impressive, although misleading, although it is misso we wouldn't change it. So the results were impressive although misleading. The was is what's wrong in here, okay? Because the results were impressive although misleading. Brilliant. We've got eight, ten out of 13. So we've got six and a half in there. Hold the line. Just gonna to work up a percentage of that first section for us. So we are at 50%. Okay, so yesterday's that we did was at 83 and this one's at 50. So your next section you want na pull these Marks up, okay, so take your time with the next section and it's okay, but it's gone down slightly. This was slightly harder. They said more. And I think the thing is is well, what's showing is this vocabulary. The more time you spend learning your vocabulary easier you're going to find it. Okay, so vocabulary section right let's get on to section d. Yeah so section d you've got word relationships, a logical sequence. Odd one out we're going to do is giving you 15 minutes as a guideline so we're gonna to do twelve so I'm going to give you less. Okay right you ready Isabella? This is where you could lift all those Marks up. Okay right here we go. Piece about it. Your time starts. Yeah. And then ask for a question, absolutely. Is anybody who can ask away what is analyze me? So analyze means to look at something. So like you've just done with the comprehension, you've analyzed a word, you've looked at it closely. What is this? So ignore means to be like I'm ignoring you. Oh. How about investigate? So investigate means to look into. Finish with time to spare, it seems. Okay. Let me just double check. We've got everything on here. Great. Okay, elizabel, let's go through these. So. Reluctant is closest in meeting to hesitant. Transparent is the opposite of obscure. Yes. Well done her. Scientist, research, judge, evidence, generous, selfish, flexible, calm. Yes. And then we've got question, investigate, can analyze, conclude moments, speak, you've remembered it, shargue. And then she's the one out and explain why. Hypotheses, evidence, proof, assumption. Okay, so why did you pick hypothesis? Not score for this one. So hypothesis means to kind of assume something, to predict something. Well, I say not actually prove, but to put hypotheses. So these are all about proof and evidence. So the one that was the odd one out was assumption because we don't know. Okay? So that one was incorrect because assumption means we don't know hypotheses, evidence and proof means we know. Okay? So we know we don't know. Well done. So we had one, two, three, four, five, six, seven. So it's seven in that category. We got six out seven. So let's add that to your 13. So 13 plus seven is going to eat 20 questions altogether. And then we had six and a half. That's going going to make it twelve and a half. So let's now see whether overall percentage was. Someone's making a lot of noise in their garden. So I definitely think it will have gone up. Yes, it will have 62.5%. So much, much better than that. 50%. Yes, you can see how different each section can make to your score. This was a difficult paper, though, Isabella. Yeah this was a much more difficult paper than we've done before, especially that reading article. Some really good things to take away from it. Okay, is to think about those articles that you're writing about, but we want to make sure that you are writing these full answers. We want you to make sure that you're practicing that vocabulary because that's what comes up consistently. Vocabulary, vocabulary, vocabulary. Yeah you build that. You build the writing, you build your sentence structures, you build your understanding, you build what's happening in it. But really well done. Yeah, we were here and then you've managed to up that game. Your verbal reasoning is building really nicely. So it's comprehension and going to put that in there. I think we just need a really good comprehension session again, where we just go through comprehension, comprehension, comprehension and just build that skill up. I think comprehension. Now put that into my diary. You're doing an actual loocomprehension. Okay, as Abela, we are going to end today on some listings. I don't think we're going to get time for our interview and that is okay. We will come back to some of the interview questions. Your first test has not got interview in it, so we still have a little bit of time and you've got those interview questions as well. But let's just quickly do because you're gonna to have a listening test. I'm just aware of how quickly this is going to come around. So I'm just going to grab it, put it up. This is going to all be about an introduction to a lecture. You should all be at your level as well. Okay? So Isabella, we've got a three minute and 30s listening, okay? And we have some questions that follow this. Okay? So for example, this first one is put the topics in order that they are mentioned. All right, so what I'm going to do for you, can I do that? I think Isabella, huh? I can get you all the questions. Yes. So what I'm going to do is I'm going to put the listening questions on the board separately for you. Now there's task one and this task two, so you can be looking at those as you're listening to the extract. That way, see. Okay so that's task two and this one will be task one. So task one as you're listening write number one to six to put the topics in the order they are mentioned and the other one you've got is about whether it's or false. Okay, so you've got a number of items in there and you're working out whether it's or false. Okay, so is what I'm gonna play it through once. I'm happy to play it through twice, but thatwill be it. Okay. All right, here we go for our first lesson. This recording is from the British Council. Good afternoon, everyone. Welcome to the first lecture of our new course in positive psychology. While some people may associate psychology with looking at what's wrong with us and at what problems we have, there is much more to psychology than that. Positive psychology, for example, looks at how to help people become happier. This lecture begins with a question, what makes a happy life? Now I'm going to give you one possible answer. A happy life is a life in which you are completely absorbed in what you do. Now. How does this compare with what you and your partner said? This answer comes from the work of mihi chicksent Mihai and a theory of flow. Chicksent Mihai is a psychologist who has spent much of his professional life on the study of what makes people happy and how we can find happiness. Chicksent mahai suggests the theory that happiness is not caused by external events or things that happen to us. Our perception of these things and how we see these events either makes us happy or sad. In other words, if we want happiness, we have to actively look for it. However, this does not mean that we should always look for happiness. Chicksent mahi believed that our happiest moments happen when we are in a state of flow. The theory of flow can be summarized like this when we are totally involved in or focused on what we are doing, we are in a state of flow. Chick senmihai got the inspiration for this theory when he noticed how artists worked in a studio. They completely lost track of time. They didn't notice they were hungry or tired, and they could work for hours, even days, without stopping. Anyone I've spoken to who has experienced this state of concentration has said it's difficult to explain. The best way to explain it is that it is like being in a river, and the flow of the water carries you away. For the rest of this lecture, I will explore this theory of flow in more detail. First, we will look at chicksent Maha's life and how it influenced his ideas. Then we will look at the conditions that go with a state of flow. What creates flow exactly? Finally, we will look at activities that can help us achieve flow in our everyday lives. Will this course make you happy for life? Well, maybe, maybe, right. Let's get started. If you look at the next slide, Hey. This recording is from the British. Okay, anything that you got from that first listen, son? What makes a happy life is the first one. Very well done. 嗯。The, Oh Yeah, she seni can't say it's name either. The Isabella and S, I mean, he says it very well in the audio, doesn't he? But I couldn't say it. So chisy chicsends it. Amilly, Yeah, you think it's number two, number three, number three. Okay. And the. The explains or follow is the second one. And one definition of happy life is the fourth one great. That's all. Okay. So which one do you think came next? Think logically, if you written the exam now and you're like, I've got two left, how would you perhaps figure them out? The different differbetween. Well done. And then that one's gonna be six. Yeah Yeah well done, Isabella. Okay, beautiful, right. Let's have a look at these false gonna put this down so we can see it over here. False, okay. Positive psychology focuses on people's problems or false. Oh, it was false, Isabella. This one was false, and the teacher asked the students to think about what a happy life is. Cool, this was melali. The name I can't actually say, believes that external events are the main things that make us happy or sad. So it was well done. Siand Halley believes that a happy life means being very focused on what you do. This was falsewell done a chickman Sally studied depression, and from there he learned about happiness. Yeah, well, then. Oh, no, sorry, this one was false. Sorry, I had to check that for myself. This one was false. Flow means being completely absorbed in what you are doing. This one is actually, this one was chiits Manali was influenced by watching creative people. This one was also the rest of the lecture will look at what other psychologists think of this theory. And this one was false. Don't worry. You only listened to it once, Isabella. Yeah, but to get this was really fantastic. Okay, and there's a lot of these that you got right as well. So we'll do another listening task when I see you. Yeah, your listening has always been much really, really strong. So I'm not too worried about your listening exercises, but just for us to sort of keep coming back to them. Okay, well done. Okay, let's finish there, Isabella, and I will see you very soon. Yeah, look after yourself. Well done, my darling. Bye.