0:03

Welcome to My IELTS Classroom,

0:06

the podcast where two English experts

0:08

talk all things IELTS.

0:10

I'm Shelley Cornick. And I'm Nick Lone. And

0:13

today we are looking at bar

0:16

charts. What's the difference between

0:18

a compare bar chart and a change

0:20

bar chart? How should

0:22

you approach each of them? And

0:25

what makes a bar chart that has got

0:27

age groups completely different?

0:31

Good evening, Nick. Good evening. How

0:33

are you? I'm not too bad this weekend.

0:35

It's been quite a nice weekend. Yeah, 22

0:38

degrees yesterday.

0:40

Was it? Yeah, we went for a nice long walk

0:42

in the woods with young Charles. Wow,

0:46

that's proper, proper spring

0:48

slash summer weather. Yeah, it was

0:50

nice. It was really nice. It

0:52

was quite rainy here, I have to say. It is.

0:55

Well, that's true. Yeah.

0:57

But I'm still hopeful that next weekend

1:00

for the bank holiday, the sun will come and

1:02

the glory will be restored. I've

1:04

had a difficult week, Nick. I

1:07

last week,

1:09

out of nowhere, got one of those

1:11

migraines. I don't know if you ever get migraines, but you

1:13

know, I get the type of migraine where it's like the universe

1:16

is split and your vision, you can't see

1:18

properly. Yeah, I've had them before. It's terrible. Have you?

1:20

It's horrible. Yeah. I was at the supermarket and I

1:22

thought, I'm not sure I'm going to be able to drive home. And I

1:24

managed to get home. And what I do when I get

1:27

them is I just go straight to bed. And

1:29

it was about two o'clock. And I remember that two

1:31

things happened before I properly woke up again.

1:34

One was that there was an Amazon

1:36

delivery. And I put my arm

1:38

around the door to take the package. And

1:40

the other was that, did I tell you last week I'm

1:42

cat sitting for our friend? You did tell me, yeah. Yeah.

1:45

So Mal, the cat that I'm cat sitting for,

1:48

there was a crash and

1:50

the door slammed to the en suite

1:52

bathroom and I had to open it because

1:55

she was scratching to get out. So those two things

1:57

happened somewhere in the three hours

1:59

when I was asleep.

1:59

And then when I woke up at half

2:02

past five, guess what? Cat in

2:05

the bath? No cat. Oh dear.

2:08

She just was not anywhere.

2:10

I looked, no, it was not good at all. I was

2:13

spent, you know, the first 10 minutes sort of waking up, not

2:15

feeling great thinking, oh, she must be here somewhere. She's probably

2:17

asleep. Had a quick look around,

2:20

thought, oh, I checked properly in a minute. Half

2:22

an hour later, I had checked everywhere, still no

2:24

cat. So then I called the vet

2:27

and I said, what'd you do when a cat escapes? And

2:29

they said, is she microchipped? And I said,

2:31

I don't know, probably,

2:33

but I don't want to tell

2:35

the owners because they're on holiday. So

2:38

she said, well, look, if the cat has

2:40

got, she said, it's probably still in the house, but

2:43

if it has got out, usually they don't

2:45

go very far. They go about 500 meters. Oh,

2:48

that's quite far to be honest. Well, that's just what

2:50

I was thinking. In any direction. Yeah. And

2:53

I'm like, there's a big road behind me. In front

2:55

of me is a huge grass area with, you

2:57

know, foxes on it. So I

3:00

went to the right first and knocked on all the

3:02

doors, met some lovely people.

3:04

They put me onto the local sort

3:06

of roads WhatsApp group. I

3:09

put a picture of her and said, lost. And

3:11

then I went left and I knocked on all the doors

3:14

and I spoke to three or four people and I got to

3:16

the end and then I'm like, well, I've knocked on

3:18

every door. I've looked under every car.

3:21

And as I was walking back to

3:22

my house, one of

3:24

the neighbors, this lovely older lady called

3:26

Jackie just came out with her garden holding

3:28

her. Oh dear. And she'd been in

3:30

the back in her garden shed.

3:34

And she'd only spotted her because her cat

3:37

had like all its hair had gone up and her

3:39

cat started hissing. So she thought there

3:41

must be something in there. Yeah.

3:44

So I still don't understand how

3:46

she got out

3:47

of the apartment because I've been keeping

3:49

all the doors and windows closed, except

3:52

for the en suite.

3:53

So she must have seen this chance

3:56

for freedom and bid for

3:58

freedom. She struck out for gold. She was

4:00

very, very unrepentant. She did

4:02

not care about the stress that she caused me.

4:05

She just came in and started meowing for some food.

4:07

And that

4:08

is why you should get a dog. Exactly.

4:11

So there we go. So honestly, then my, that, that,

4:13

I mean, how my, then my headache came back and

4:15

it lasted another two days. I

4:17

play Mal.

4:19

The Mal. The Mal,

4:21

exactly. So

4:23

that was my week. What we are doing

4:25

today, we are not a cat podcast, ladies

4:27

and gentlemen, we are an IELTS podcast.

4:30

And today, in response

4:33

to one of our students, right? So I always liked these

4:35

episodes. One of our students has

4:38

asked if we could possibly do a

4:40

review of bar

4:42

charts. I'm

4:44

going to be honest, Nick, I was a little bit reluctant

4:46

to make this episode because of

4:48

all of the charts or the possible types of

4:50

charts you can get in the exam. Yeah.

4:53

Bar charts offer the widest

4:56

range, I guess. Of types

4:59

of description, you know, like in-

5:01

It's the self-reduce of IELTS questions.

5:04

It is. It is the department store

5:07

of IELTS questions. But I've

5:10

tried to do this. So what I would say is if

5:12

you are new to IELTS,

5:14

this is probably not the best

5:16

episode to begin with. Okay. I

5:19

would go back and maybe have a look-

5:21

We have a general task one

5:24

episode, don't we? Exactly. So- Exactly.

5:27

So either go to our main- Well, first thing I would do

5:29

is if you are new, go to our main

5:31

website, www.my

5:34

IELTSclassroom.com and watch the first

5:36

three episodes of our academic

5:39

task one course. They are free

5:41

and they will free, ladies and gentlemen, and

5:43

they will give you the basics. I think you really need

5:45

that. Then I agree,

5:47

Nick, go back and have a listen to the podcast

5:50

Nick and I did about finding key

5:52

features for change charts. That

5:54

would be a really, you know, the next

5:56

level up. Once you've done that,

5:58

you might even want to listen. into our

6:01

first Line Graph episode and

6:04

then come to this one. So, you

6:07

know, obviously you're welcome to stay, but

6:09

if you start finding yourself feeling a bit confused,

6:13

that's only because you might be missing some

6:15

sort of foundational

6:17

information, right? So, you know,

6:19

it's nice to jump in at the deep end sometimes,

6:21

but it's easier to go step by step.

6:24

So, you know, maybe pause the

6:26

lesson now and go and do that, but

6:28

I know we've got a lot of long-term listeners. I

6:30

know we've got a lot of teachers who listen to this. So,

6:34

this is for you.

6:36

So,

6:38

Nick, I think the way we'll do this today is

6:40

I will be asking you to

6:42

play the role of student, right?

6:45

So, you are the voice of our listeners, okay?

6:47

So, every time I ask Nick a

6:49

question, at home, you should

6:52

hopefully be answering that question too,

6:54

all right?

6:56

Also, like any of the podcasts we

6:58

have done for Academic Writing Task 1, where

7:01

we're talking about maps, we've done a maps one

7:03

as well, haven't we? And charts, it

7:05

is very, very difficult to follow these

7:08

episodes

7:08

unless you can actually see

7:10

the chart in question.

7:13

So, just like last week, I managed

7:16

to

7:17

produce a blog post for our

7:20

listening matching questions because the student

7:22

needs to see that. I will 100% by

7:25

tomorrow morning or while you're listening to this

7:28

have a

7:29

blog post which at the very least just

7:32

has the images of these charts

7:35

on them. There probably won't be much text because I won't

7:37

have much time, but

7:39

you're going to have to have that open. So, go to blog.myiachclassroom.com

7:45

now, open it up,

7:47

click on bar charts. If you're listening in

7:50

the week of, what's it tomorrow? The

7:52

25th of April, that's my mum's

7:54

birthday. If you're listening on the 25th of April this week,

7:57

it'll be the newest or the latest

7:59

blog post.

7:59

post. If you're listening in the future, scroll

8:02

down and find the 25th of April. But you're definitely

8:05

going to need that for today. Okay? So

8:09

we're going to start with the sort of advanced

8:11

basics. All right, Nick? So in

8:14

general, like many different

8:16

charts, actually, bar charts can either be used

8:19

to show comparisons

8:22

or they can be used to show change.

8:25

So my first quite simple question

8:27

to you, listeners at home and

8:30

Nick is, you know, if you go into the

8:32

exam and you open up your writing

8:35

paper and you can see a bar chart, how

8:37

will you know if your bar chart is showing

8:40

you changes or

8:42

if it's asking you just to make comparisons?

8:44

Well, I guess if it's changed, it's going to be showing

8:46

you the same thing from different years. Exactly.

8:49

Okay. It is as simple as that, right?

8:52

Obviously, for there to be change,

8:55

we need to know the same information

8:57

in different years, don't we? So

8:59

the first thing I would do is just have

9:02

a look at your bar chart. Is it showing

9:04

you different years or is it all

9:07

one thing in the same year? I mean, essentially,

9:11

if there were no years, you know that

9:14

it's a compare chart. Okay? So

9:17

always have a look, first of all, is this a change

9:19

chart or is this a compare chart?

9:21

That is an extremely important question

9:24

because it's going to completely change the

9:26

type of language that you use. So

9:28

if it's a change chart, we're going to be talking about increases,

9:31

decreases, you know, remain

9:34

stable, things stayed the same. If it's

9:36

a compare chart, we can't use

9:38

any of the language for increase or decrease. We

9:40

can just talk about things being higher,

9:43

lower, more or less, more

9:45

equal. Huge difference. So

9:48

you're going to definitely check if it's a change

9:50

chart or if it's a compare

9:51

chart. However, that's

9:54

only the first step in understanding the type

9:56

of chart you've got because I actually think inside

9:59

the categories,

9:59

of change and compare, there

10:02

are actually a couple of different types of charts.

10:05

So that's actually what I want us to talk

10:07

about and look at today, Nick. So we're

10:09

going to start with change

10:11

and we're going to start with what I

10:13

would consider a really classic

10:16

change chart. So

10:18

even though I've just told everybody to

10:21

go to the blog and open up to look

10:23

at the chart, which I hope everybody's done, Nick,

10:26

very briefly could you just describe

10:28

what you can see here for this particular

10:31

change chart that we're going to look at first?

10:33

So the title is

10:36

the chart below shows the percentage of adults

10:38

who received qualifications from a range

10:40

of education providers in

10:43

three years and the three years that we've got in 1981, 1991 and 2001

10:45

and it's education providers in Canada.

10:47

We've got high school,

10:53

which is showing growth

10:56

over the three different time periods, trades,

10:58

which has stayed exactly the same, college,

11:01

which has also grown and then university,

11:03

which has also grown as well. Fantastic,

11:06

you did that wonderfully. So I guess the key

11:08

thing here, so you know for this type of chart

11:11

what we've got, we've got the four items

11:14

as you just described, high school trades, college, university

11:17

and for each of those items, so it doesn't have

11:19

to be those, it could be other things

11:21

as well, but the key thing is for

11:24

each of those items we've been given three

11:27

pieces of information, each one for a different

11:29

year, haven't we? Usually

11:31

for this type of chart you've got four, five,

11:34

six items at the bottom. I'm thinking

11:36

for example there's a Cambridge chart

11:39

which talks about export earnings,

11:41

different sectors that are different amounts of money

11:44

and then you're either usually given

11:47

two years or

11:48

three years, that tends

11:50

to be. So here we've got three periods, sometimes

11:53

it's only two. If you've only got two periods

11:55

you'll probably have more items at the bottom, so

11:58

you know for the

11:59

export ones, there is only two years.

12:02

So for that one, like I said, there's five or six categories

12:05

of exports, not four. But

12:08

this is what I would call your bog

12:10

standard average change chart, right?

12:12

So you've got the four or five items, and then

12:14

you've got two or three data points

12:17

giving us different years. As

12:19

you've said, Nick, so the first thing you did, which was

12:21

great, is because this is a change

12:23

chart, the first

12:26

thing you're going to want to do, you know, everyone

12:29

who's listening to this should know what an overview

12:31

is, okay? For your overview,

12:34

for any change chart, it doesn't matter if

12:36

you've got a bar chart that shows different

12:38

years, pie charts that show different years, line

12:40

graphs, you definitely want to

12:43

always start by looking for

12:46

one sentence that can summarise the change

12:48

that happened in all of

12:51

the items, okay? So

12:53

I think that's the mistake students make. When they look

12:55

at a bar chart, the first thing they often do

12:58

is students will look at highest and

13:00

lowest. That's great. And we

13:03

are going to use that information. But that should not

13:05

be the first thing you look for. The first thing

13:07

you want to do is to see what is

13:09

happening to everything in terms

13:11

of increases and decreases. Based

13:14

on what you said a moment ago, Nick, if you look

13:16

at this chart, what would your

13:19

key feature for change be

13:22

for this chart, do you think? That

13:26

three of them have grown and one of them hasn't. Exactly.

13:29

So

13:30

in one sentence, we'd probably want to say something

13:32

like... It's the trend, isn't it?

13:34

Yeah, it can clearly be seen that

13:37

the amount of the number of qualifications

13:40

or the percentage of qualifications received

13:43

by students

13:44

from all education providers

13:47

increased with the exception of

13:49

trade. So it's one

13:51

sentence that is summarising all of

13:54

the change that we see. We're not talking

13:56

individually about the different education

13:58

providers, no.

13:59

We're not saying, you know, high schools increase,

14:02

college increase, university increase. No,

14:04

we're saying they all increased with

14:06

the exception of trades, which remain the

14:08

same. So for any

14:11

bar chart that's showing

14:12

years, you know, if you've got two or three

14:15

years, first thing you want to do, if

14:17

you're on the paper-based test, you can do this with your pencil,

14:20

just mark which one's increase,

14:22

which one's decrease, what pattern

14:24

can you see, what is the general trend that's

14:26

happening.

14:28

Once you've done that, then for your

14:30

second key feature, because we always really

14:32

want a minimum of two key features,

14:35

a maximum of three, then

14:37

we can just do the, you've done the hard

14:39

thing once you've done the change, right? Then

14:41

we can just look at highest, lowest.

14:44

So for this chart, Nick, I mean, what would we say

14:46

in terms of who gave the most

14:48

qualifications? Well, we'd have to mention high school, because

14:51

even in all three years, it was the highest.

14:53

Exactly. So definitely we're going to lock

14:56

in high schools, right? Of

14:58

the two, highest and lowest, which is the most

15:00

important trend to

15:01

give? Highest for sure. Absolutely

15:03

right. I mean, the lowest you can mention, but you know, lowest

15:07

are probably not very significant. Okay. If

15:10

you do want to mention the lowest, you can. Why

15:12

have we got a small problem for this particular

15:14

chart, Nick, for the lowest?

15:16

Because in 1981, it was college

15:19

and in 2001, it was trades. Exactly.

15:22

Right. So in that first year, colleges

15:26

gave the fewest qualifications.

15:28

Yeah. But then in the next two

15:30

years, trades gave the fewest. Now it

15:32

is possible to describe that. Yeah, sure.

15:35

But

15:36

would we really want to get into

15:39

that level of complexity to tell

15:42

us the lowest something?

15:43

Not really. I think a simpler thing here would

15:46

be to say that the biggest

15:48

increase was seen in colleges. Right.

15:51

Okay. Because it did a 9% increase.

15:53

Right. Brilliant. So you

15:56

could totally do that. So I would say

15:58

for these increase, for these che-

15:59

charts, right? It's the same

16:02

changes we're looking for any change chart.

16:05

Overall change, definitely highest

16:07

in number. And then as Nick

16:10

has just done, you could look for the item that

16:12

saw the most change. Yeah, you

16:15

could also look for things which are similar

16:17

and we'll talk about that in a moment because I think on this

16:19

chart the other striking thing is that

16:22

two of these

16:24

education providers are almost

16:26

identical, aren't they? Yep. So

16:28

we've got college and university. You could

16:31

mention that in the overview but

16:34

I would say probably

16:36

it'd be much better to do the overall change.

16:38

High school is the highest, college

16:41

with the biggest

16:41

increase. Boom. Put

16:44

all of that into two sentences. You're already

16:46

storming your task achievement score,

16:49

okay? So always

16:52

for any chart, first thing you do, find

16:54

those key features so you know what's going to go into your overview,

16:56

then all you need to

16:59

do is work out how you're going to

17:01

organize the two paragraphs

17:03

with

17:04

the specific details. Now

17:06

for any chart, you're

17:08

always going to start those specific

17:11

detail paragraphs with the

17:13

item which is most significant.

17:16

Yeah.

17:16

So 99%

17:19

of the time that is going to mean

17:21

the item which has got the highest

17:24

figures basically. So for

17:26

this chart that is obviously high school, isn't

17:28

it? It is, yeah. So we're

17:31

going to put high school,

17:32

definitely that is going to be the first

17:35

item we describe after the overview.

17:38

So your job then is to think

17:40

you've got three other items here in

17:42

this chart. You might have four, you might have five,

17:44

it doesn't matter. Then your job

17:47

is basically to try and think, okay,

17:49

how can I group

17:51

these items together

17:54

so that I've got a chance to

17:57

summarize or make comparisons?

18:00

And I would say to do

18:02

that, you want to do two things. You

18:04

either want to put things together which are the same,

18:08

or you want to put things together which are the opposites.

18:10

Yes.

18:11

So if we know, because we have

18:14

to start with the item that's most important, if we know

18:16

that high school is locked into that first

18:18

specific details paragraph, and

18:20

we've got three more, I guess we're going to want to

18:23

put one more item with high

18:25

school's option. In the same paragraph, yeah. Yeah,

18:27

so looking at these, Nick, how would you sort

18:29

of organise, or how would you shuffle the other

18:31

three into those paragraphs to

18:33

make them as logical as possible?

18:35

So in paragraph one, I'd have high schools first, obviously,

18:37

as you said. Then I would contrast

18:39

that with trades. Beautiful.

18:41

Which didn't change at all.

18:43

Yes, so we've got high schools which are the

18:45

highest, and trades, brilliantly, they're

18:47

the lowest, aren't they? So you've kind of got that contrast.

18:50

And then what's so great about

18:52

College University in the second paragraph?

18:54

Because in the second paragraph, we

18:56

can talk about maybe college first because

18:58

it grew by the most. Yeah. And

19:00

then we could say a similar pattern was seen,

19:03

or similarly, university

19:07

percentage of students getting university

19:10

education showed a similar

19:12

pattern or something like that.

19:13

Yeah, I mean, you almost could describe

19:15

both of them almost literally together,

19:17

couldn't you? Because, you know, college

19:20

is nine, university is 10, then it's 12 and 13, and then they're both 18.

19:24

This is pretty much identical. Exactly.

19:27

College and universities work beautifully

19:29

together in the final specific details

19:31

paragraph. You might want to actually start

19:34

with a sentence that says, in contrast,

19:37

college and university qualifications

19:42

showed almost the same

19:43

trend. In contrast

19:45

to the previous paragraph where we had opposite trends.

19:48

Make sure you say the same or

19:51

a similar. You

19:54

can't have, what's

19:56

this sometimes? Or

19:59

sometimes students... want to say not almost the

20:01

same because you can say almost the same but

20:03

they want to say a

20:06

something same. Basically, things

20:08

are the same or they're not. They can't be quite

20:11

the same. Almost the same, yeah. Yeah,

20:13

something like that. But it would have to be a word like similar

20:15

or something like that, wouldn't it? Yes, exactly.

20:18

So they were almost, and that's what they say, almost

20:21

the same or

20:23

quite similar or something like that. Yeah.

20:25

So

20:26

once you've got those key features, once you know how you're

20:29

going to organise it,

20:30

the next bit, if you've studied

20:33

well and practiced, should be really easy because

20:35

all you have to do now is actually give me

20:37

the facts and the figures. However,

20:39

one

20:40

of the reasons I'm doing this is maybe

20:42

it's not as obvious for students as it

20:44

would be to me, but if

20:46

we've got a change chart,

20:49

which year, Nick, would you

20:51

start your description form?

20:53

So let's imagine you're starting your first

20:56

specific details paragraph, you're going to describe

20:58

high schools. Would you start with 2001

21:00

because that's when it gave

21:02

the most certificates?

21:04

Would that be a logical thing to do? No.

21:08

Right, I agree. Why not? You

21:10

should always start with the earliest year or

21:12

the earliest period of time and build up to

21:14

the end.

21:15

Exactly, right. Now, I thought that would

21:17

be quite obvious, but maybe that's just an English

21:20

logic, okay? So even

21:22

though high

21:23

schools gave the most certificates

21:26

in 2001, if you start with 2001,

21:28

in my English brain, it's already finished

21:31

then because that's the final year. You don't

21:33

want to go back, so you want to always start with

21:35

the earliest year. So, you know, something like

21:38

in 1981, the percentage of adults

21:40

who received a qualification from high schools

21:43

stood at 23%. Why are we

21:45

starting with that earliest one?

21:48

Because it gives us the opportunity to use...

21:51

The language that we need to... Change

21:53

language, right? It then increased

21:56

slightly to just over 26%.

21:59

before rising again

22:02

to finish at 28%. So

22:04

because we started with the first year, we

22:06

can use increased rows,

22:09

any etc. It goes

22:11

up. If you start with the last year, you

22:13

can't use any of the change. And

22:16

that's just it. We're going to describe high school from

22:19

start to finish. We're going to do trades. We're going to hopefully

22:21

compare them. We're done. All

22:24

right. So I would say in terms

22:26

of difficulty,

22:27

once you know the system, you

22:30

can apply that system to any chart like this.

22:32

The level of difficulty,

22:34

I mean, how difficult would you say that chart is,

22:37

Nick?

22:38

I really think the difficulty in these change

22:40

charts is the language and

22:42

the structure. And I think once you understand

22:46

how to do a good overview, what to look for

22:48

in the overview, and how to describe

22:50

the different changes, then

22:52

a

22:53

typical change chart like this becomes

22:55

very, very easy. That's what I think.

22:57

Yeah, exactly. And that's why I get a little

22:59

bit upset when students aren't able to do it. Because

23:01

I just think actually, for me,

23:04

it's

23:05

all about good teaching, really. If

23:08

you've been taught well, you should

23:10

be able to do it. Yeah, I think you should because you

23:12

could have a little checklist of the different key features

23:14

to look for. You know how to organize

23:16

it. You know, the logic is very, very

23:18

procedural. Which

23:21

is why I sometimes get a little bit angry

23:24

when I else give

23:26

a change chart like this. So I just want to say

23:29

the way that Nick and I just described, for 99%

23:31

of bar charts

23:35

that show change, that

23:37

simple process we use is going to work

23:39

for all of them. I'm only going

23:42

to talk about this one because I think it's a bit

23:44

strange. So this one is, well, Nick, why

23:46

don't you describe what we can see here?

23:48

Yeah, we can see how I did it. This one's a bit crazier,

23:50

isn't it? Yeah. So we've got a

23:52

bar chart that shows how frequently

23:55

people in the USA ate fast food and restaurants

23:58

between 2003 and 2011.

23:59

11, sorry 2003 and 2013 and then we've got six different

24:02

categories. We've got every

24:07

day which decreased slightly.

24:10

Yeah. We've got several times a week

24:13

which also decreased slightly

24:15

overall. Yeah. Once

24:17

a week which also decreased slightly overall.

24:20

Yeah. Once or twice a month which

24:22

increased slightly overall. A few times

24:25

a year which also increased slightly overall and then

24:27

never which is almost identical

24:29

to every day

24:29

decreased slightly. Exactly. But

24:32

for three of them it goes

24:34

up before it goes down or it goes down before

24:37

it goes up. So it's just a mess basically.

24:39

It's a total mess. I mean I would

24:42

say for students for a line graph I would

24:45

always look at the start and the end. Yeah. So

24:47

there might be fluctuations in the middle but

24:50

you can look at sort of you know overall if things

24:52

increase and or things decreasing. The problem we've

24:54

got here is it's given us a 10 year period but

24:56

we've only got three data points haven't

24:58

we? And we've got one point

25:01

after three years and then the next one after seven.

25:04

Right. It's just bizarre. Everything

25:06

about this chart is bizarre. So with only

25:09

three data points for each of our six

25:11

frequencies. Yeah. If you do

25:13

what we you know the good practice the good

25:15

training is look at the increases look

25:17

at the decreases. Yeah. It is a complete

25:19

mess. You've got like you said next things are going just

25:22

down some things are going up then down

25:24

some things are going down then up. You

25:27

know I've got a nosebleed just looking at this.

25:29

So what I would say is

25:31

for any really

25:33

good student who's able to be flexible

25:35

and actually you know band seven

25:38

eight nine students are able to be

25:40

flexible. Yeah. I would say

25:42

if you're doing what you know is good practice

25:44

and it doesn't work a

25:46

bit like how we've discussed in

25:48

one of the more the most recent

25:51

line graph episode we did with the strange line

25:53

graphs right. If you're doing what

25:55

you usually do and

25:56

it's not giving you any any result

25:59

you need to do that. to step back, you need to think,

26:01

okay, well, clearly, I

26:04

can't really talk here about increases or decreases

26:06

because there were so many different types of increases

26:08

and decreases. It's all just a bit crazy.

26:11

So I would then say for this chart, if

26:13

we do take a step back,

26:16

and I just, you know, imagine we don't even know

26:18

what

26:19

these lines represent.

26:23

I guess what we could say is that although

26:25

there are sort of small fluctuations

26:28

here,

26:30

the general pattern of

26:32

these lines is pretty much the

26:35

same in each year, isn't

26:37

it? Like the once

26:39

a week and the once a month, they

26:43

are higher in every

26:45

year and

26:46

they fluctuate slightly

26:49

but not that much. Several

26:51

times in a few times a year, they're at the same level

26:53

and every day and never, they're also at the same level. So

26:56

I think it would be much better for this chart

26:59

for our overall change to have a sentence

27:02

like that, you know, despite some minor fluctuations,

27:07

the frequency in which people ate fast food

27:10

stayed more or less the same in all

27:12

three periods. Okay. Yeah, I see what you

27:14

mean. Yeah. Now, then you

27:16

could, and then, you know, so that would give us

27:18

an idea of change. Then we can

27:20

obviously talk about the highest. Now, the interesting thing

27:22

about the highest is I think

27:25

who ate the most in the first period? 2003 was

27:28

once a week was the highest. Yeah. Just slightly.

27:31

Just. And then same

27:34

in 2006, but in 2013. It was once a month. Once a month.

27:36

So, you know, we could talk about the

27:42

highest. We could make that a simple sentence

27:45

and just say, while

27:47

most people ate once a week in 2003

27:50

and 2006 in the final period,

27:52

it was once or twice a month.

27:54

That'd be fine. If you were a bit

27:56

higher level, you might want to say, you know, in general.

27:59

the two most common, what

28:02

do you call it? Frequencies, I guess,

28:05

were once a month and once or twice

28:08

a month, although the former,

28:11

do you know what I mean? Although most people ate the former

28:13

for the first two periods,

28:15

in the latter, most people ate once or twice a

28:17

month. So you could play with that a little bit

28:20

and sort of say, you know, those were the two most,

28:22

not most popular, most common

28:24

frequencies in all the periods,

28:28

although they changed. Because

28:30

otherwise, Nick, I don't know what else you could do with this,

28:32

really. Yeah, it's pretty

28:36

horrible, isn't it? Yeah. I'm

28:38

just trying to think that I maybe would group

28:42

every day and never together and discuss

28:44

them as

28:45

basically the same. Well,

28:48

that's the other thing with this chart is when we think about

28:50

grouping, usually

28:53

we end up with two specific details

28:55

paragraphs,

28:55

don't we? We do, yeah. However,

28:58

I think you're totally right. For

29:00

this one, it's almost a bit like a mirror,

29:02

isn't it? So

29:04

I think we definitely want to talk about once

29:07

a week and once or twice a month in

29:09

the first paragraph. Yeah, for sure, because they're the highest,

29:11

definitely. Because they're the highest. And they're kind

29:13

of actually, once you group them together, they

29:16

are quite cool because one increases

29:18

and decreases.

29:18

And the other one decreases and increases. Yeah,

29:21

so that's going to be quite- So that's the contrast you could play

29:24

on, isn't it? Yeah. Then as

29:26

we move down to the next paragraph, I

29:29

would say I might put

29:32

the next two down several times

29:34

a week and a few times a year. They're

29:36

also fairly similar, aren't they? They're sort of

29:39

above and below 15%. And

29:43

then, as you said, every day and never together

29:45

because they are almost- And they're

29:47

the least frequent. The

29:50

least frequent. Yeah, is every day or never. Yeah,

29:53

I mean, I don't know about this. What would you say? Because

29:55

I've often wondered, could you have as the main key

29:57

feature, instead of saying, you know-

30:00

the first two periods most people ate fast

30:02

food once a week but in the next

30:05

period it was once or twice a month in the

30:07

final period could you say in all years

30:10

the majority of people ate a moderate

30:14

amount of fast food so then you're basically

30:17

saying it's not the edges it's not the never

30:19

and it's not the ones today yeah yeah

30:21

because I would say once a week or once or twice a month it's

30:24

quite moderate isn't it it's not an excessive amount

30:27

and then maybe you know

30:28

and that last specific details you could

30:30

say as for the more extreme frequencies

30:34

because every day is pretty extreme to

30:36

eat fast food every

30:37

day yes it is but I also

30:39

think it's extreme to never eat fast

30:41

food there's gonna be situations where

30:45

you're gonna if you're driving a long

30:47

distance you're gonna stop but this is

30:49

the thing maybe like these people are extremely

30:51

principled and

30:53

they just you know prepare a

30:55

sandwich at home before they go exactly

30:59

so I think you could talk about a

31:01

moderate amount of fast food and

31:03

an extreme amount and then I don't know several

31:06

times a week and a few times a year I don't have a category

31:08

for that but but so I

31:10

think here you could definitely have three specific

31:13

details paragraphs

31:13

sure

31:15

or you could have you know spend a bit more

31:18

detail for once or we can once or twice a

31:20

month and then put the

31:22

other four but grouped as we said so several

31:24

times and a few times together and

31:26

then every day and never because maybe every day

31:28

never you could describe both

31:31

of those in just one sentence I've

31:32

got another way of doing it in two paragraphs

31:35

yeah so if you have a look at several times

31:37

a week and once a week they're almost identical

31:40

in in terms of how like the change

31:43

you could say that once a week and several times

31:45

a week are very similar but once a week is

31:47

overall more popular

31:49

yeah and like yeah several times a week is much

31:51

lower and then you contrast that with once

31:54

or twice a month yeah

31:56

because it's the inverse

31:58

of what we just discussed And then

32:00

you could have a few times a year never and every day

32:02

in the second paragraph.

32:04

Yeah, brilliant. Like something like that. And just

32:06

between them contrast and compare and say it's

32:08

similar and stuff. It's

32:12

one that you've got a lot of flexibility with actually

32:14

this one. I think there's definitely more than one

32:16

way to do it well.

32:18

Well, and I would say that is the great thing about

32:20

most of these charts is there is more than

32:22

one way. Yeah. But

32:24

I would say

32:26

probably the better your language is, the more

32:28

flexibility you've got. To

32:30

be able to make those more complex comparisons. But

32:32

so I would say the simple

32:35

way here is, and I guess all I'm trying to say is

32:37

don't be afraid if you want three specific

32:39

details, body paragraphs. That is fine.

32:41

If that makes it easier and clearer

32:43

and less confused, do it.

32:47

But again, once you start that description,

32:49

we're still going to start with the earliest year, 2003, then 2006,

32:51

and then 2013. I've

32:56

never noticed that, Nick. Why have they done that?

32:58

I have no idea. Anyway,

33:01

but yeah, so I'm just pointing to that

33:03

chart because I think it causes good students'

33:05

headaches because it doesn't

33:07

follow. It

33:10

just doesn't follow the way it should really. All

33:13

right, so then let's have a look at another

33:16

change chart. Now, this

33:19

time,

33:20

so in the first one, we had four items, right?

33:23

High school, trades, college and university, four. In

33:25

the second one, we had six items. So

33:28

they were the different frequencies. Every day, several

33:30

times a week, once a week, blah, blah, blah. And

33:33

we had three time periods for each.

33:35

Okay. In this next

33:38

line graph,

33:40

we don't have four items or six items. We

33:42

only have three items. Yeah. So

33:44

they are, this is the bar chart,

33:47

which talks about UK telephone calls

33:49

by category. So

33:51

we've got local calls, national

33:54

and international calls and mobile calls.

33:56

All right. So do we

33:59

just have.

33:59

three time periods

34:02

here for each item?

34:03

No, this time we've

34:05

got three different

34:08

type, well different categories, yeah

34:10

we've got how many is that one two three four eight

34:12

different years so actually this one I think

34:15

is kind of similar to a line graph isn't it?

34:17

Exactly right so in

34:19

the other ones we looked at all three years

34:22

for each one's were together weren't they? So all

34:24

of the high school certificates the three

34:26

years were together so you could see what happened to them

34:28

this is completely different in this

34:31

bar chart we've got years

34:33

at the bottom and then we just

34:35

see what happens to each one by year so

34:38

if ever you've got a bar chart like this where

34:40

you've got load you're gonna have loads and loads and loads

34:42

of lines right six seven

34:44

eight nine different lines

34:47

there's one and there's

34:49

another one in the Cambridge books like this which talks

34:51

about home ownership

34:53

the percentage of people who owned yeah

34:56

who owned or rented a house in a different period

34:59

just by looking at it it's completely different

35:01

and as you said Nick although it is given

35:03

to us as a bar chart

35:06

this is essentially a line graph. It is isn't

35:08

it yeah. Yeah so you know

35:10

what does that mean well that means that we can

35:13

now use language like

35:15

hit a peak.

35:16

Hit a peak yeah, hit a trough.

35:19

A trough exactly or something

35:21

could overtake something else right

35:24

you can't use that could you use that language

35:26

in the previous

35:27

one? No not really we don't have enough

35:29

opportunity here to do that. We don't

35:31

have enough data points do we? So

35:34

I would just say if you've got a

35:36

bar chart like this where you've got years at the bottom

35:39

that's how you're going to know what it is right because at the bottom

35:41

it's just years and you've got loads and loads of

35:43

data points you can just imagine drawing

35:45

a line at the top of the bar charts

35:47

and that is really creating

35:49

your line for the line graph and therefore

35:52

we would approach this in

35:54

the same way that we would approach

35:57

any line graph. So because

35:59

this is a

37:59

Cambridge 15, Nick, there's a bar chart

38:02

which talks about there

38:04

are five cities in Australia and

38:08

it's about how people in those cities

38:10

consume coffee.

38:12

So there's like drinking

38:14

instant coffee, drinking fresh coffee

38:17

and going to a cafe.

38:18

So it's kind of similar, you've got those five

38:21

items and three bits of information but

38:23

the difference now is for each city we don't

38:25

have the same information in different years.

38:27

We've got different information for

38:30

one time period. Exactly.

38:33

So usually what we've got then is we've

38:35

got the items which there would

38:37

be the cities and then we've

38:39

got the things which we're comparing and there

38:42

will be the things which are given to us in the box.

38:44

So for that one that was the different types of coffee.

38:47

Most of the time though, well

38:51

a lot of the time you might be comparing men

38:53

and women, okay? But if we look at this chart

38:56

and I've chosen this one for us to do, what

38:58

is immediately completely different

39:00

about this bar chart? Forget about

39:03

change and compare but what's very

39:05

different about this bar chart to the other ones that we

39:07

looked at?

39:07

So we've got ten different

39:10

countries. Yes, a lot.

39:14

It seems just quickly glancing at it there.

39:16

So it's about electricity consumption and

39:19

production

39:20

in 2014 and a lot of the countries have very,

39:23

very well, almost all the countries have extremely

39:26

similar levels of production and

39:28

consumption. China

39:30

and the United States are miles ahead of everybody else

39:32

who are all basically on the same level.

39:35

Yes, exactly. So

39:38

you've gone way more advanced. All

39:40

I was going to say was this bar chart,

39:42

no it's brilliant, we'll come back to everything you've just said,

39:45

is that this bar chart is kind of on its side

39:47

compared to the other bar

39:48

charts, isn't it? That's simply you wanted it, yeah. That

39:51

was it. So all the other bar charts went up

39:54

and this one goes from left to right. So

39:56

that's why I've chosen this one just to show you that there

39:59

actually are some

39:59

bar charts that look like this, but

40:02

it is still a bar chart. Okay.

40:04

So as Nick has just done brilliantly, I would

40:07

say for any compare bar

40:09

chart, when you're looking for your key features,

40:12

as I said, we want to look be looking for higher and

40:14

lower or highest and lowest. And

40:17

simple things to do is just

40:20

for this particular bar chart. So for any

40:22

bar chart, you've got the items which we're

40:24

considering, and then the things

40:27

in the box, which is what we're comparing. So

40:29

I

40:29

will try to have at least one key

40:32

feature for each thing.

40:34

So for this chart, we probably want one key

40:36

feature that talks about countries,

40:38

and one key feature which compares the countries,

40:41

and one key feature which compares

40:43

production and consumption.

40:45

So based on what you just observed, what

40:48

would be the key feature for the production

40:50

and the consumption? So

40:52

every country produced

40:56

more energy than it consumed. Except

40:58

for the black sheep of the family, which

41:00

is Germany. What a surprise.

41:05

Telling the rest of the world what to do. Right,

41:09

exactly. So if we've got one that

41:11

compares whatever is in the box,

41:14

right, so for the coffee one, if

41:16

you,

41:16

if you look at the coffee one, Nick, it's exactly

41:19

the same key feature, right? In every

41:21

city,

41:22

most people drink coffee

41:24

in a cafe with the exception of

41:26

I think it's Adelaide, right? But

41:29

it's the same thing, right? We're just comparing

41:31

what's in the box, the things which are shown. And

41:33

then the

41:34

second one, which should be easier, it's just the

41:37

highest and lowest. Let's focus now on the countries.

41:39

What could we say about the countries?

41:42

That China and the United

41:44

States produced way more than everybody else? Yeah,

41:47

producing consume way more than everyone else. So

41:49

this is another

41:51

good example when you've got 10 cities, 10,

41:54

10 or cities, 10 countries,

41:57

and two of them,

41:58

you know, have got figures

42:01

which are much, much bigger than the rest.

42:04

I wouldn't just mention China for the highest.

42:06

I would definitely mention China in the US.

42:09

Yeah, as you said. So

42:11

that's how we're gonna get now

42:14

our key features. We can't be looking at what

42:16

increased and decreased. We can still

42:18

look at highest, but you know, if you only

42:20

told me China produced

42:22

and consumed the most electricity, is

42:25

that gonna be enough, Nick?

42:26

No, because we're not making comparisons then. And

42:29

part of the task is to make comparisons

42:31

where relevant. Yeah, so I

42:34

think you've gotta be also looking at,

42:36

well, how does production compare to consumption?

42:39

Just telling me that China is the highest,

42:41

it's fine for a band six, but most

42:44

of us want more than a band six,

42:46

don't we? Once

42:48

we've done that, again,

42:51

slightly different this time, but the same principles,

42:53

isn't it? We're gonna always start with the

42:55

item or the items which are most important. So

42:57

obviously here,

42:59

China and the United States, because

43:02

they're by far the highest. Then

43:04

again, we either wanna

43:06

put opposites or things which are similar, a

43:08

bit like the fast food one we just

43:10

looked at, Nick, with 10 countries.

43:13

I mean, how would you organize this?

43:16

It's a bit tricky to

43:16

see really. I think what I would

43:18

probably do is, now

43:21

this one is a little bit tricky and I don't have much experience

43:24

with this type of chart, but I would

43:26

probably talk about, obviously China

43:28

and United States, group them together, talk about them

43:30

first. And

43:32

then I would probably do Russia,

43:36

Japan and India in

43:39

the second part of that paragraph as a group also.

43:41

And then in the next paragraph, I would start

43:43

it with Germany by

43:46

saying that it was the exception. In

43:49

contrast to Canada, France, Brazil and Korea,

43:51

which all produced a similar

43:53

amount

43:54

and consumed a similar amount of

43:56

energy, which was lower than the rest of

43:58

the world or the other countries. I

44:02

would paragraph in exactly the same way. Right. And

44:05

I think I would do exactly the same thing,

44:07

which you've got to mention Germany

44:09

specifically, as it is the exception.

44:12

I might put that exception at the end. Right,

44:14

right at the end of the report.

44:15

At the end, because I usually think exceptions

44:17

you can stick at the end, because you can just say in contrast,

44:20

and then it's done, it's an easier transition. But

44:23

I totally agree. And you've done something,

44:25

well, two things there which are really important. The

44:28

first thing is, you said we want to group

44:30

these items, right? We don't want to give every

44:32

single statistic. It's going to be boring, isn't

44:34

it? It's going to be boring, it's going to be a list. So

44:37

we spoke about this in a previous podcast.

44:40

The magic phrase here is

44:42

ranging from X and Y to X

44:44

and Y. So

44:46

as you said, for those, you know, Canada,

44:49

France, Germany and Korea all had very

44:51

similar rates with production

44:54

ranging from lowest

44:56

production 485.1 to highest production, 618.9. And

45:03

consumption ranging from 44.95 to 449.5

45:07

to 499. So

45:14

just put ranging from X to,

45:17

that has covered everything. But the other

45:19

clever thing you did Nick is you didn't just

45:21

say the other five countries. You

45:24

actually named Canada,

45:26

France, Brazil and Korea.

45:28

They're the four that we're linking together, aren't they?

45:31

That's really important because

45:34

part of the band descriptors, they very,

45:36

very clearly say you must describe

45:38

each item. So I would always make

45:41

sure you always get the name

45:43

of each item down, even if you're not going

45:45

to give the specific statistics

45:48

for each of those items, you could group them together

45:50

saying, you know, they were similar ranging from two,

45:53

but definitely just give me their

45:55

names so that the examiner

45:58

can say, yes, every time.

45:59

think was included. But

46:02

the key thing here, again,

46:04

I'm going to repeat it, when you've got

46:07

a compare chart, for your

46:09

key features, have one thing that compares

46:12

the item, so here we've got countries, and

46:15

one

46:15

key feature that compares the things in

46:17

the box. So here we're, you know, comparing production

46:20

and consumption, it might be different coffee,

46:22

whatever it is, if you do those two things,

46:25

you're going to have a decent

46:28

overview. You know, you might miss something, there

46:30

might be a brilliant, clever band

46:33

nine overview or

46:35

key feature, but you are going to be doing good

46:37

enough to definitely

46:39

get a seven. Yeah. So

46:42

they are our compare bar charts, we've

46:44

got loads of those. We're just going

46:47

to have a look though, at

46:49

one more. So this

46:51

bar chart looks very,

46:54

very similar. Okay. It's

46:56

also comparing two things.

46:58

So it's not production and consumption of energy.

47:01

This time we're comparing men

47:04

who did physical activity

47:06

in one year,

47:08

with women who did physical activity

47:11

in one year. So we're

47:13

comparing two things, men and women. But

47:15

this time, obviously we're not, we're

47:17

not actually looking at men and women

47:20

in different countries. It's just

47:22

one, isn't it? It's Australia. It's just one

47:24

country, it's Australia. And

47:26

because it's just one country, obviously

47:28

we can't just have two bits

47:31

of information, right? It can't be like

47:34

52% of men and 48% of women finished.

47:36

They've divided the gender, not

47:39

into countries, but into

47:40

age groups. Now

47:44

this is huge,

47:46

okay? Because we've

47:48

got how many age groups? Six. Six. 15

47:51

to 24, 25 to 34, 35 to 44, 45 to 54, 55 to 64 and 65 and over.

47:59

If you have age groups, the first thing I want

48:02

to say is, please be careful. You

48:04

can talk about the youngest group.

48:07

Here is 15 to 24. That is a

48:09

fact, the youngest. You can talk about the

48:12

oldest group. Of 65 and over. That

48:14

is over. Could you talk about the middle

48:16

age group, Nick? No, because we don't know what that means.

48:19

I've got no idea what middle age means. Your

48:22

middle age, I bet, is very different to my middle

48:24

age because I'm 46, right? So I'm,

48:27

oh my God, I'm in the third oldest category.

48:29

Anyway, that's not the point. So

48:32

talk about the youngest, the eldest. The

48:34

rest of them, you're going to have to name them.

48:37

So you're going to have to say, those age 25

48:39

to 34, or

48:41

people in the 25 to 34 age

48:44

bracket, blah, blah, blah. Okay,

48:47

so if we, Nick, let's do our best

48:49

practice. Let's

48:49

have, so we've got here the items.

48:52

They're not countries, they're age groups. And

48:54

the box is men and women. So what can you

48:56

tell me here if we compare? Compare

48:59

men and women, Nick. Guess what you're going to find?

49:04

So that women in all

49:07

age groups except 15 to 24 did

49:11

more physical activity.

49:14

It's exactly the same again, isn't it? In

49:16

every age group, yeah, women exercise

49:19

more than men with the exception of the youngest,

49:21

boom. If we're then looking at

49:24

the items of the individual age groups, and

49:27

again, we're just going to do the easiest thing, highest

49:30

and lowest. What could we say then for highest

49:32

and lowest,

49:33

or just highest? Well, the highest for

49:36

women is 45 to 54.

49:40

That's me, yeah. And the lowest, the

49:43

highest for men, sorry, is 52.8 in 15

49:46

to 24.

49:48

So in the youngest age group. So you could, yeah, so you

49:50

could literally say in terms of individual

49:52

age groups, women exercise most between the

49:55

ages of 45 and 54, but

49:57

men exercise most between 15 and 24.

51:59

the youngest group. And actually, if

52:02

you think about it, if we just do, you know,

52:04

if we're going to divide this into two paragraphs, we're

52:06

probably going to do the first three age groups in the

52:08

first, and then the three oldest

52:10

in the next. What happens to men

52:13

with age in these first three groups?

52:15

So it goes down. It goes down,

52:17

doesn't it?

52:18

It drops. Quite significantly, actually,

52:20

as well. Yeah. So, you know, you got really

52:22

high in the first one, then it goes lower and lower.

52:25

Exactly. What happens to the women

52:28

in those first three age groups?

52:29

Well, it's

52:31

low and it rises as they get older. It's

52:34

the opposite, isn't it? It's the opposite, yeah. Yes.

52:37

So what I would do for this is, you

52:39

said that, you know, start with men, you know,

52:42

in the youngest age group, men

52:44

exercise

52:46

the most at 52% and women exercise 5%

52:47

less. However, while

52:54

men, while the percentage

52:56

of men then falls over

52:58

the next two age groups to 42 and 39.5%,

53:00

women

53:04

show the opposite trend and grow

53:07

to the 49. So we

53:09

can

53:10

use, even though this is a compare chart,

53:12

we can now use increased, decreased

53:14

language. And it's a much easier,

53:17

it's much easier to follow, isn't it?

53:18

That's true, yeah.

53:21

It would read much more logically than if

53:23

you described the random

53:25

age groups.

53:26

Yes. Whenever students are

53:28

jumping between ages,

53:31

again, my nose is bleeding, right?

53:33

Because I can kind of follow it, but it doesn't mean

53:35

anything. It's just numbers, numbers, numbers.

53:38

But if we talk about, you know, it decreased, it

53:40

increased, then it kind of stays

53:42

the same for women, for the middle age before

53:44

falling and they finish at almost the same level.

53:47

The door is open for us to use much, much

53:49

richer language. So I would

53:52

say a bit like our

53:54

bar charts, which are hidden line graphs.

53:57

This is a... So,

54:00

yeah, a bit like our change bar charts,

54:03

which are hidden line graphs.

54:06

This is a compare chart. Which is a

54:08

hidden

54:09

line graph as well. A hidden change chart, really.

54:11

Because we're not talking about increasing

54:13

with time, we're talking about increasing with age.

54:17

And IELTS love these age group bar charts. And

54:19

once you realize that you can use, you

54:21

know, increase with age, that is the phrase,

54:24

or decrease with age, I think

54:27

everything becomes

54:27

a lot easier. It does, no, you don't. Yeah.

54:30

So, you know, some of the times students, some students

54:32

might say, God, do I have to know all these things? No, you

54:34

don't. But actually, if you learn

54:37

the basic principles, all it's

54:39

doing is it's making it easier in

54:42

the long run. Because otherwise, you've got so

54:44

much data there, it's all kind of similar,

54:47

you're jumping around, it's confusing.

54:49

Well,

54:52

do you know what? I feel like I learned something today.

54:54

Well, very nice. Did you? Oh,

54:56

that's good. I mean, I felt like also we did that

54:58

much more quickly.

55:00

Than you were expecting. That, yeah, I

55:02

thought this is going to take two hours. And also,

55:04

I think we managed to do it quite clearly.

55:06

I hope so. It was very clear to me. Well,

55:09

that's all that matters, ladies and gentlemen. So if

55:11

there's a problem, go to

55:14

Nick.

55:15

Yeah, I mean, obviously, I think you need to, you

55:17

needed to be looking at the charts. Yeah, it's going

55:20

to help you massively. It's going to help

55:22

massively. I do think that was a good kind

55:24

of summary of the different

55:26

bar charts. You might need to go and listen to

55:28

this again, right?

55:30

Probably it's the type of episode where the first

55:32

time you listen, you're following and you're

55:34

kind of going, uh-huh, uh-huh, uh-huh. But then

55:36

you get to the end and you've forgotten, I do this

55:38

when I watch how-to videos. Wait a

55:40

minute. What was that one at the beginning? But

55:42

if you listen a couple of times, you do some practices.

55:45

Yeah. Following those basic principles,

55:48

it's going to give you a great framework. And

55:50

as I said before, if you're following those principles

55:52

and it's not working,

55:54

something different is

55:56

happening. Definitely come

55:58

back to this episode. after a while

56:01

and see if you remember everything. And

56:04

that could be like the little thing that rejigs it in your

56:06

mind. You're like, oh, oh, no, I

56:08

get it. Yeah. Exactly.

56:10

Or go and have a look at the

56:13

actual bar charts, the ones that

56:15

show the different types, you know, go through them

56:17

again. Right. That one's that one. This one's

56:19

different because of this. This one's this one. Yeah.

56:22

Repeat review. That

56:24

is the key, I think. So

56:28

I hope you found this podcast useful. There

56:31

will actually not be a podcast next

56:34

Tuesday because we have

56:36

a long weekend here in

56:40

the UK. And actually I'm doing something rather

56:42

nice, Nick. I am holding a celebration of

56:44

my mum's life. It's been 10 years since

56:46

she died, but I've gathered all of her

56:48

friends into my

56:50

godmother's garden. There's going to be about 20 of us

56:54

and we're going to have very English.

56:56

I've ordered, I've genuinely ordered

56:58

sandwiches and cakes and

57:01

maybe a little bit of bubbly. I'm going to have

57:03

a nice celebration. So pray for good

57:05

weather. That's the only thing that will disappoint

57:08

me if it's not good weather. So I'm going

57:10

to be away and I'm not back until Tuesday. So I think

57:12

next week we will play a rerun.

57:15

So if

57:17

you've got one, you know, something you'd like to

57:19

listen again. Yeah. Send a request. Yeah.

57:22

Maybe, particularly if it's one of the ones, which is a patron

57:24

only one, we could do that as a rerun.

57:27

So if there is something you would like us to play again, let

57:29

us know. But then we'll

57:31

be back the following week, which I

57:33

know Nick is another public holiday. Do you know why?

57:37

It's

57:37

the King's Coronation. Oh, is it? Yeah.

57:40

He's been crowned King

57:43

Charles. I think, no, I think it's happening

57:45

on this Saturday, but we still get a bonus,

57:48

a completely bonus public holiday

57:50

because I think he's trying to win over the

57:52

public. He's won me over anyway.

57:55

But in any case, we will have

57:57

an episode that day.

57:59

even give a discount code in celebration

58:02

of the King's coronation. Charles

58:04

painting

58:04

or something. Don't

58:07

give it away Nick, King 10.