A : 안녕하십니까? 저는 마이클 존슨이라고 합니다.
B : 네. 이쪽으로 앉으세요.
      존슨 씨는 어느 나라 사람입니까?
A : 저는 미국 사람입니다.
B : 전공이 무엇입니까?
A : 저는 컴퓨터 그래픽을 전공했습니다.

A : Hello. I am Michael Johnson.
B : Well, have a seat here, please. 
     Where are you from, Mr. Johnson?
A : I am from the States.
B : What is your major?
A : I majored in Computer graphics.

** Grammar points.

A/V-ㅂ/습니다, N-입니다, A/V-았/었습니다, N-였습니다/이었습니다.
In the formal situations such as interviews, news, and public announcement, the formal style of speech is used as stated below.
For the present tense, A/V-ㅂ/습니다, N-입니다 are used.
A/V-ㅂ/습니다
* verb or adjective stems ending with a vowel + -ㅂ니다 : 가다 -> 갑니다.
* verb or adjective stems ending with a consonant + -습니다 : 먹다 -> 먹습니다.
N-입니다 : 의사 + -입니다 -> 의사입니다 
For the past tense, A/V-았/었습니다, N-였습니다/이었습니다 are used.
A/V-았/었습니다 : 가다 -> 갔습니다 / 먹다 -> 먹었습니다
N-였습니다/이었습니다 : 학교 -> 학교였습니다 / 월요일 -> 월요일이었습니다.


Reading Korea.

Having an interview

a. Fit as a fiddle - To be in excellent physical health.
      Example: "Even in his old age, he's fit as a fiddle."
   b. Sick as a dog - To be very ill or sick.
      Example: "After eating that spoiled food, I felt sick as a dog."
   c. Catch some Z's - To get some sleep or rest.
      Example: "I'm going to catch some Z's before the big presentation tomorrow."
   d. Mind over matter - The power of one's mind to overcome physical challenges.
      Example: "With a positive mindset, she proved that it's mind over matter."
   e. An apple a day keeps the doctor away - Eating healthy can help prevent illnesses.
      Example: "S


IELTS Podcast 雅思博客

Health-related idioms

Uyghurche Learning FM/ئۇيغۇرچە تىل ئۆگىنىش

Chapter 1, Exercise 12

Hajimemashite! Welcome to the first episode of "Midori no Heya". In this episode, I share how I came to learn Japanese for the first time. I will never forget my first Indonesian Japanese-teacher, Retno-sensei. When I returned from Japan, I looked for her, but I couldn't find her. The Japanese Language Course where I met her couldn't (or didn't want to?) give her contact.

How could a teacher, teaching at simply an evening course, turn the student's next course of life? She was paid just to teach a language. But the impact she made was beyond.

Midori no Heya

Hajimemashite! It's about the first time.

In this episode I'll end my long monologue about the effectiveness of some of the most popular language study apps. Do they actually work? If yes, in which areas of language learning are they useful? How should you use them?

Subtitled Italian

Season 01 / Episode 04 - Are study apps really worth it? (part 2)

In today's episode, we learn why it's wrong to say that the food was 'very delicious', or that the weather was 'very freezing'. The reason is all to do with the fact that some adjectives are GRADABLE - we can make them stronger or weaker by using intensifiers such as 'very' or 'fairly', for example 'she's very pretty' or 'the weather is very hot'. But other adjectives are UNGRADABLE, which means that they're already at the very top (e.g., 'amazing') or the very bottom (e.g., terrible). But how do we stress these adjectives, if we can't use 'very'? Learn how in today's podcast, and manage to avoid one of the most common mistakes made by students of English. 

Learn English with Cambridge David

Avoiding common mistakes - Ungradable Adjectives

In part two, Teacher Smith discusses how our brains learn best. They explain that traditional English lessons often struggle to help us remember words, especially when we try to translate them. Teacher Smith suggests that emotional connections help us remember words better, similar to how we know song lyrics by heart.

They introduce mnemonics as memory tricks, like acronyms or phrases, to aid in remembering information. However, while helpful for tests, mnemonics can be slow to recall and aren't ideal for speaking fluently.

Teacher Smith then introduces "Word Webs," which are interconnected networks of words that help with memory retention. They compare word webs to spider webs, emphasizing their resilience even if some connections are lost.

The episode reveals the "Billion-Dollar Memory Secret," explaining how leading companies secure top-of-mind awareness. They highlight the challenge for new companies to establish themselves in consumers' minds and draw parallels to remembering new words automatically.

Finally, Teacher Smith discusses the challenge of replacing memories in the brain, especially when learning a new language. They explain how thinking in one's native language can hinder the recall of English words and suggest creating new mental categories to bridge the gap.

In the next episode, Teacher Smith promises to explore solutions to this problem.

LEARN BY LISTENING

HOW TO Remember ANY ENGLISH Word- Part 2

听完这篇文章：
（1）说说什么事情让“我”目瞪口呆？
（2）讨论AA制在你国家的情况。
更多观点，也可以来我的课程里讨论。

Ruby say Chinese culture

你会AA制吗？（一）目瞪口呆与司空见惯

In this episode, we focus on IELTS Speaking Part 2, also known as the long turn — a section that many students find challenging due to the need to speak for up to two minutes independently.

You will learn how this part of the test works, how to use your one-minute preparation time effectively, and how to structure your answer in a clear and natural way.

This lesson covers:

The format and timing of Speaking Part 2

How to use keywords during the preparation stage

A simple and effective structure for your answer

A full Band 7+ sample response with explanation

Strategies to keep speaking without hesitation

Common mistakes to avoid


By the end of this episode, you will feel more confident organizing your ideas and delivering a fluent, well-developed response.


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This series is designed to guide you step by step from basic understanding to a strong IELTS performance. Make sure to follow the series to continue improving your speaking skills.
