UNITY2: 1. The secret of having real English pronunciation.
In his research (A.J. Hoge, 2014) recommended always learning English phrases and never studying just individual words.
This learning method, If different from the old one that you learned in school and you've been using it for years and years, you sit in a classroom, you've got a textbook, you memorize lists of vocabulary words, you study lots and lots of grammar rules, you do lots of reading and little fake conversation drills and activities and this is the traditional old way of learning English but we have a totally new and different way of learning it and we're going to teach you each part of that one of every day for a full seven days.
1.0 Learn phrases not individual words.
A phrase is a group of words that naturally go together. This is very important. When you only study individual words, you are doing a number of things that make learning difficult.
Number one: When you study just an individual word like a vocabulary, you write one single word in your notebook and then you write the meaning or the translation. That causes the problem of words that are not connected to anything else.
1.0.0 Studying single words vs studying phrases and full sentences
1.0.1 Advantages and Disadvantages
Therefore, it's difficult for your brain to remember it. That's why you have to keep repeating again and again. You look at that list and you try to memorize and then the next day you forget and then you go back and you try to memorize it again and again and again and maybe after a very long time you might remember it but most likely you're going to forget it especially long term and yet that's the way most students are learning English and studying vocabulary.
When you study just single words you're not learning any grammar but when you study phrases you are actually learning grammar. This is an easy way to learn grammar. You don't need to think about rules. You don't need to think about anything and yet you will be learning correct grammar.
Example: Let's just take any simple phrase: He was a bad dog.
Now, let's imagine that you're a new English student and you know the word bad is new to you. Of course, you may know it but let's just imagine you go way back to the very beginning. In your first year of learning English and bad is a new word. Now the normal way of studying that, you would write it down Bad. Then you would study bad means not good; you would probably translate it to your own language and then after lots and lots and lots of time maybe you would remember it.
On the other hand, using this system, you do something very different. You would write down that whole phrase “He was a bad dog.” It's actually a full sentence or you could just write down was a bad dog or he was a bad dog, whatever, and then every single time you study or review you would always study the full complete phrase. You would never just study that word bad. Now by doing that, you're getting free grammar.
Learning in this way instead of individual words will help you get a lot of extra grammar which you learn unconsciously easily because you don't have to think about rules but you're learning them. Anyway, your brain is learning it even though you might not know that and you are also learning when certain phrases and certain words are used and when they're not used you're learning which situations it's used or are used in and you'll course know that in other situations you don't use it because as you learn more and more phrases you begin to get this feeling of correctness and you begin to know when to use certain words, how to use them and also how to use the grammar correctly as well.
This is so important it's such a simple little secret, a simple little trick, the simple little rule and yet it can totally change the way you speak English and learn English.
It's very important, so never study just an individual word, one word. Always study the phrase or the sentence and always make a note, where it came from and you want those phrases and sentences to come from real English not from textbooks. You can also learn phrasal verbs that are frustration for so many students.
Example: To be knocked out or knocked up have totally different meanings.
Knocked out is a phrasal verb and to be knocked out means, it's like in boxing or sports you get hit and you go. It's like you're asleep right boom knocked out on the floor. To be knocked up means to become pregnant and we use that for women. Now there's no way if you just look at the individual words to know the meaning. If you knocked out, knocked up there it's not logical that you just have to learn each one individually. But if you just try to study lists and lists of phrasal verbs you're going to become very confused just start confusing one with the other, you're going to forget and it's horrible and you don't want to do that, it's not effective and doesn't work but If you learn those phrasal verbs from real situations sentences, real articles, real audios, real speech and then you always study them in the whole sentence that a good approach.
If you get the whole sentence, the fighter knocked out the other fighter and you're always studying that full phrase or sentence the fighter knocked out the other fighter, you're going just naturally know that word fighter. And it helps you to remember the situation as well as the meaning of that phrase.
Knocked out or you would say the woman got knocked up by her boyfriend. So, now you're like “Oh yeah boyfriend,” it gives you an idea of the meaning of that phrase and you'll know that you always use that phrase in situations that describe pregnancy. This is much better than studying lists and lists of phrasal verbs.
So that’s the secret. Always study phrases, groups of words, always write them a note about where the phrase came from to remind you of the situation and never again study just an individual words and that's all. That is powerful secret for learning to speak fantastic, amazing English. Start using this rule immediately.
1.1. Learn English pronunciation without the boring textbooks, classrooms and grammar drills.
You must train your ears. We need to think like musicians especially and learn to hear the music of English and hear it very clearly including all those little small sounds that make your accent perfect. If you can't hear them well that's just step one of the training process.
A lot of pronunciation courses all the ones I found are kind of teach you the mouth movements. You know put your tongue here and move your mouth like this; that’s okay but that's not enough you have to do more than that you have to train it, you have to practice it day after day and you have to do it in an effective way and that's what makes this course powerful.
So, let me give you one technique. It's simple and obvious.
1.1.0. Pausing and imitating technique.
Pause and imitate this is obvious but you have to do it in a very specific way. A lot of people do this but they do it wrong, they do it incorrectly.
Now, what do you do you?
An American, A.J Hoge 2014, Effortless English Show, recommends taking a short audio from native speakers and refer to them. Choose a native speaker with a very clear standard American or British accent. So you find an audio with a good clear accent and then you simply play a sentence, listen carefully pause then you say the sentence. Try to say it the same as the speaker that seems obvious but here's the important part you have to exaggerate your pronunciation. What does that mean? You'll hear the speaker say something, you listen to that speaker and then you pause. Thus, it's your turn.
Most people do this and think they're imitating. They think they're doing the same as the audio but really they're not. The energy is different, the feeling is different and of course the actual accent is different.
What you need to do is you have to try to do everything too much. You have to try to copy the speaker but then do even more. Do the accent you hear. Do it super strongly. Pretend you're a comedian and you're trying to make fun of the accent you're doing.
The problem is when you think you're doing the accent but you're really not. It's too soft, it's not enough when you exaggerate, you'll feel you're doing it too much, you'll feel like “Oh, this is ridiculous, this is crazy, I'm doing it too strongly.” But the truth is you'll sound just normal. Your accent will just sound good. It's strange, it's some kind of weird psychology maybe because you feel embarrassed but you have to do it much more than you think If they're really exaggerated.
So hear the audio of English native speaker then repeat it in the same way. You imitate, you have to do it 10times bigger, so you'll feel like you're doing them. You'll feel like you're doing it way too strong but in fact you're teaching your brain to use exactly the correct pronunciation. You think you're doing it too strong, I promise you you're not you're not doing it too much so, you got a really over exaggerated. Overdo the American accent you hear make it too strong and you do it in every sentence, play the next sentence pause imitate and super exaggerated play the next sentence pause imitate and super exaggerate the super exaggeration that's the powerful part.
1.1.1. Audio/Video with text/subtitles & Record yourself
This technique will help you a lot improving your pronunciation.
Find the text for your audio. Get a transcript, the text, subtitles, anything just so you can read it. Now first you're going to listen to it then you're going to pause and imitate and exaggerate. Pause and imitate and exaggerate. Do that a lot, then next what you'll do is to turn off the audio. Now you're going to read the text out loud with a nice strong loud voice. You're going to read it as you've been listening to it so you know the correct sounds. So, read it with a nice strong loud voice and record yourself.
This is a powerful technique that will help you improve a lot. Record yourself. Read the whole thing, maybe one paragraph, you know one or one minute doesn't matter read it aloud with a strong voice, record it then stop and play your audio. Play your recording listen to it very carefully.
Listen especially to the pronunciation to that music of English, listen very carefully. Next listen to the original audio, the native speaker. Listen carefully and compare the two, how is your pronunciation different from the original one. It will probably be very different. This is why it might feel a little painful because suddenly you will realize oh my god, my accent is horrible. Oh my god, my pronunciation is terrible. I don't sound like the speaker at all.
See when you just do it in your head you're just practicing. You may think you sound really well but when you record it the truth is hard to avoid when you record it and then you play it and then you compare. Play yours, play the original, play yours again, play the original again, do that a few times listening carefully try to find the differences. There will be a lot of differences in the beginning. This is good for you though this will start training your ears to hear the difference. Right, you'll hear oh wow my sound is really bad and they're not like the speakers, ours or my rhythm is weird; my rhythm is totally different than the speaker's rhythm, you'll start to notice your own personal problems with pronunciation and this will help you improve.
Just by doing this a lot recording yourself and comparing, you can do it every day, just that will help you improve your pronunciation a lot. It's a very powerful technique especially when you combine it. When you do it with imitate and exaggerate technique do both those techniques and you're going to see a lot of improvement in your pronunciation.
1.1.2. Speak English fluently / Speak with flow
Fluency is so important when you speak a second language and when it comes to fluency few things are considered like, flow, intonation,…etc.
This word fluent has the same root as the word fluid. Fluid means flowing or moving like water. So, if you think of water think of a river or a stream how does it move. Water moves smoothly. That's how water flows or moves. So, fluent or fluency we're talking about is that movement.
Now, if we're talking about English, what are we talking about? It's the smooth movement of words of phrases of sentences of the language. It means you speak in a way that's fairly smooth; the opposite of fluent would be to speak like words are not coming out smoothly. They're not coming out easily. They're not coming out naturally.
Just we're talking specifically about speaking when we say fluent or fluency and how the words come out. That’s the meaning of fluency. That is the real meaning of fluency. So, flowing like water, you're fluent when you have a normal conversation.
You're not perfect, you will make, mistakes, you’ll mix grammar mistakes; you might make some pronunciation mistakes, so you're going make mistakes, it's not perfection.
Fluency does not mean to speak like a native speaker. So, when you speak fluently it does not mean you speak at the same level as English native speaker. I learned English as from when I was a baby does not mean like a native speaker. That's a much higher level of English speaking. That's very advanced and you don't need that. Advanced level to speak fluently for your words to come out easily for you to communicate effectively, fluency is sort of the first level communicating effectively, powerfully the words fairly, easily.
You don’t need a huge amount of vocabulary to speak fluently because we're talking about conversational fluency, so when you are fluent, then you're conversationally fluent.
What does it mean?
It means you speak and communicate fairly, easily, effectively, and powerfully in normal conversations.
Every day you talk about the weather and feelings. How you feel talking about what you did today or yesterday or what you're going to do tomorrow?
If you know some Basic English Skills to communicate fairly, easily in natural phrases, you're conversationally fluent.
You can make mistake don’t worry. As long as people understand you, as long as you're communicating well you're fluent.
1.1.3. flow technique
American, Jill Diamond, founder of Accent Ace, explains “flow” as a speech concept that is used to help English non native speakers to become more fluent and confident in their speeches.
When we talk about flow in speech, we need to have fluency, connection of words so that the sounds are moving together like dancers; creating a sentence till you gets to key word.
This technique is called backsword sentences. It uses all flow tools.
What are Flow Tools?
1.1.3.0. Flow tools
1.1.3.0.1. Contractions
Example: I am - I’m
1.1.3.0.2. Reductions
Example: Going to – Gonna
1.1.3.0.3. Encode linking
Create a chain of words while speaking.
1.1.3.0.4. Flap sounds
Change of sounds
1.1.3.1. How flow works
Speech moves towards the key word while speaking.(exercises available on YouTube/English Accent Hub)
INTRODUCTION
Are you embarrassed when you speak English? Are you shy to speak English? Do you have bad English pronunciation so other people can't understand you? Do you speak slowly and have difficulty speaking English? Are you nervous about speaking English? Are you angry that you still cannot speak English after studying for so many years?
Well, it is okay, you're normal most English students feel these same feelings because most English students use the same methods. They went to the same kinds of schools and use the same kinds of textbooks so they got the same kinds of results. Most students cannot speak English easily but English accent hub has come up with a new system to help English learners speak English easily. If you use this system you can speak English easily. You can use correct grammar when you speak and you can have clear pronunciation, so everyone will understand you. You can speak quickly and fast without thinking and no thinking about grammar rules, the words will come out of your mouth automatically and easily. This system has helped thousands of students and it will help you too.
Essential IELTS Reading tips for scoring Band 9, based on expert strategies and test-taker insights:
1. Understand the Test Format Thoroughly
3 Passages, 40 questions, 60 minutes — no extra time to transfer answers.
Each passage increases in difficulty.
Question types: Matching headings, True/False/Not Given, Multiple choice, Sentence completion, etc.
2. Develop Skimming and Scanning Skills
Skim for the general idea of the passage.
Scan for keywords or numbers when answering specific questions.
Practice reading for speed and accuracy — aim for about 15-18 minutes per passage including answering.
3. Master Question Types
Learn specific strategies for each question type:
True/False/Not Given → focus on factual accuracy; beware of assumptions.
Matching Headings → read the paragraph carefully, especially the first and last sentences.
Summary/Sentence Completion → look for synonyms and paraphrases in the text.
4. Focus on Keywords and Paraphrasing
Questions rarely repeat exact words from the text.
Practice identifying synonyms, word forms, and paraphrased ideas.
Underline or note keywords in both the question and passage.
5. Don’t Read Every Word
You’re not expected to read and understand every sentence.
Use skimming to find structure and scanning to locate answers.
Reserve close reading for relevant parts only.
6. Time Management
Target: 20 minutes per passage (including checking).
Skip and return to difficult questions — don’t lose time.
Keep moving. Don’t leave any question blank.
7. Improve Vocabulary
Band 9 readers know academic synonyms and collocations.
Read science, history, environment, and culture articles (e.g., BBC, National Geographic, The Economist).
Create your own vocab journal with meanings and examples.
8. Practice with Real Tests
Use Cambridge IELTS books (especially 7–18).
Time yourself under exam conditions.
Review not just mistakes but also why the correct answer works.
9. Be Grammar-Precise in Gap-Fill Questions
The grammar must fit the sentence.
Know if the gap needs a noun, verb, adjective, or adverb.
10. Keep Calm and Focus
Stay relaxed and focused during the test.
If one passage is hard, another may be easier — don’t panic.
A calm, practiced test-taker often beats a panicked expert.
You can look for IELTS general reading test to practice.
Part 3 of IELTS speaking
Part 3 Introduction
You will see how to work on developing your fluency for IELTS Speaking Part 3.
You will get some tips on handling Part 3 questions.
IELTS Speaking: How to Introduce Yourself.
Many students are confused about the IELTS Speaking introduction questions in part 1 of the test.
How should you introduce yourself in IELTS Speaking?
Should I give long, fancy answers or keep it short and simple?
How can I be culturally appropriate?
So, let’s find out.
Any IELTS Speaking test starts with introduction questions. What are they? The introduction questions are always about where you live, what you do for work, or what you study. After these questions the examiner goes on to some other topics. It is important to have a good start to your Speaking test, because it will help you feel more confident and calm for the next part.
What happens in the IELTS Speaking Introduction?
Well, after you arrive at the test centre and register, you usually have to leave your belongings in a special room and go to the waiting area.
The examiner will invite you into the room.
They will be recording the whole test, so don’t be surprised to see an MP3 player on the table.
How to give your name?
The examiner asks for your name and checks your ID.
Keep it simple.
Examiner: What’s your name?
Candidate: Claude Rutabana
Examiner: and what can I call you?
Candidate: Just call me Claude
Or
Candidate: You can call me Claude
Tips and Tricks
1. Get to the test centre a little early.
2. Listen to some English (on your phone) before the test.
This will help you get in the mood.
3. Get mentally prepared.
If you are nervous, that is normal and fine. Just allow your nerves to be. Some nerves or butterflies before the test are a good thing. Smile. Be proud of your English. Love your English. Stay in that positive mood for a few seconds.
4. Ignore any notes the examiner makes.
Examiners may make notes and they are usually the timings they follow. They are not your score and have nothing to do with you. Ignore them.
How many parts are there in Part 1?
The examiner asks your name
The examiner will ask 1 or 2 questions about one of the following
Hometown
Home
Work
Study
You will be asked 2 to 3 questions on two more part 1 topics.
Part 1 topics and questions.
What Happens in IELTS Speaking Part 1?
This is what happens in Part 1 of IELTS Speaking;
When you enter the speaking test room, the examiner greets you.
The examiner will start to record the interview (audio)
The examiner asks for your ID
They (he or she) asks your full name
They ask you two or three introduction or ‘warm up’ questions about either
Your home
Your hometown
Your work
Your study
Common Introduction or 'warm up' Questions
In Part 1 of the test, you may get questions similar to these below.
Hometown
What kind of place is it?
What’s the most interesting part of your town/village?
What kind of jobs do the people in your town/village do?
What do tourists like to visit in your hometown?
Home
Talking about your home
Do you live in a house or a flat?
What’s your favorite room?
Is there anything you want to change about this room?
Who do you live with?
Talking about your accommodation:
Tell me about the kind of accommodation you live in?
How long have you lived there?
What do you like about living there?
What sort of accommodation would you most like to live in?
Work
Do you work or are you a student?
Part 2 of IELTS speaking
Introduction
You will discover why fluency is important in IELTS Speaking Part 2, and get some tips for handling Part 2.
Unt 8: Comparisons
Practice showing off comparisons when choosing between two things.
You will be able to answer the common "A or B?" type question, such as, ‘do you prefer paper books or digital books?’
Unit 9: Superlatives
You will be able to use superlative adjectives (e.g. the biggest, the best, the longest…) to describe your hometown and country.
Unit 10: Relative Clauses
You will be able to describe people, things and places and also learn how to use pauses to control your fluency.
You have to understand relative clauses.
If you wanted to define information in a sentence or if you want to add some information in a sentence you can use relative clauses.
We are going to learn about four words that are used to define or to add information in a sentence.
First let's understand who
Who is used to refer to person if you want to define a person or add some information about the person, you can use relative clause which includes who which can form a relative clause to talk about something.
If you want to add information or to define something you can use when
When is used to talk about time, to define time to add information, about time.
Where is used to talk about place. If you want to define a place, if you want to add some information about a place you can use where, so relative clauses add or define information in a sentence.
Unit 11. 0: Zero, First, Second and Third Conditional
Unit 11.1: 1st Conditional (If)
You will be able to use new intonation patterns for conditional sentences to talk about possible future situations
Examples: If I have money, I spend it Zero (because it is present, talk about habit)
How do you usually get to school?
I usually walk. If it’s raining, I take a bus.
If there’s no traffic, I cycle.
I don’t take a taxi, unless I’m really late. Zero ( more advanced)
If I have money, I will spend it first (likely possible)
If I had money, I would spend it. (not possible at the moment) Second (less possible)
As long as
Unit 11.2: Third Conditional
You will be able to make clever use of 3rd conditionals to express regrets in Part 2 questions
How to use the third conditional to express regret and to imagine how your life would be different If you had made a different decision.
Example
I went to the party (so the verb is go) and I met you (so the verb is meet)
Can you put those in the spaces in the third form?
If I hadn't gone to the party, I wouldn't have met you. Third (far from reality, totally impossible to change)
Passives (discussion about them)
IELTS Speaking Part 1.
Fluency for IELTS Speaking is a practical course created by English trainers at English Accent Hub.
In this course, it’s like I am sitting in the room with you, guiding you to improve your fluency as you follow me to give answers to different questions from all 3 parts of the IELTS Speaking test.
This course is both fun and professional
In this course you will get,
Intense repetition practice.
In addition, regular practice will help you to start using the most important aspects of grammar automatically, without having to think too much.
Finally, as you move your focus away from words and towards chunks, and as you practice more, you will start to actually feel English
Who this course is for:
IELTS students who need to improve their fluency in English
Take this course if you want a professional approach to preparing IELTS Speaking
Course content
Part1 of IELTS speaking
Unit 1: Present Simple
Practice giving answers about habits and routines, such as doing sports, cooking and reading.
Unit 2: Present perfect continuous (past to present activity)
Practice talking about how long you have been doing things. You will be able to use SINCE and FOR correctly in your answers.
Eg: I came to Huye in 2015.
I live here now.
.I have been living here since 2015. (Point in time) Yesterday, last year, Tuesday
.I have been living here for 6 years. (Duration of time) 2 years, one day, 3 weeks
Subj + Hve/has been+ Verb+ Ing (verb in gerund)
(Work on intonation)
Question
Do you drive?
Yes I do. I’ve been driving since I was 18 ( I turned, since I was a teenager or since I passed my driving test). I usually drive to work every day.
Unit 3: Present Perfect Continuous (recent activity)
You will be able to use the Present Perfect Continuous to describe what you have been doing lately in your hobbies or free-time.
You will start to build your natural English vocabulary with substitute drills.
Unit 4: Past Habit (simple, used to, would)
You will practice answering questions about your childhood or youth, and past habits or activities you used to do then.
You will also continue to build your natural English vocabulary with substitute drills.
Unit 4: Present Perfect (experiences)
You will be able to talk more fluently about your life experiences.
It is used to talk about result in the present.
This tense can be used to describe a past action that has a clear result in the present or some connection with the present.
Eg: I bought my telephone (past action)
I have bought a new telephone (result now/ I can show it)
Look, I have bought a new telephone. (Present perfect)
Tend to = typically= more often than not
Question: How are families today different from the past?
In the past families were larger. Now this has changed, and families tend to be smaller nowadays.
Do you think films have changed since you were a child?
Unit 5: Past continuous
You will practice using the past continuous to give the setting to events or activities in the past.
It is used to describe an activity happening in the past, often overlapping another activity.
Eg; I was watching TV, when the phone rang.
Question: Describe the time you get bored. I was living in Kigali at that time and I got invited to a party, but it was so tiresome/ tedious.
Unit 6: Past Perfect
You will practice describing extra information about an event before it happened. You will look at Part 2 questions on topics such as bad service, boring events and delays.
Unit 7: Present Perfect (result in present)
You will improve your fluency when answering common Part 3 questions such as 'how has ______ changed in recent years?'
What do you know about World War I ?
1. attempt
2. alliances
3. nationalists
4. bystanders
5. avoided
6. declaring
On June 28, 1914, a group of Serbian planned to kill Archduke Franz Ferdinand in Sarajevo. Their first failed—a man threw a bomb at his car, but it bounced off and hurt instead. Later, the Archduke decided to visit the injured people. However, his driver took a wrong turn and stopped in front of Gavrilo Princip, one of the attackers. Princip took the chance to shoot and kill the Archduke and his wife.
This mistake led to Austria-Hungary war on Serbia. Because of , more countries joined, and soon, World War I began. A war that could have been started because of small but deadly errors.
1. Who did the Serbian nationalists plan to kill?
2. What happened when the bomb was thrown at the car?
3. Why did the Archduke's driver stop in front of Gavrilo Princip?
4. What was the result of the Archduke's assassination?
1. The Archduke wanted to see the injured bystanders. |
2. Gavrilo Princip was one of the attackers. |
3. The assassination of Gavrilo Princip led to the start of World War I. |
Conversation
A: I can't believe the bomb didn't work!
B: Yeah, it just bounced off! What are the odds?
A: Well, at least we have another chance.
B: Look, there's the Archduke's car again!
A: Quick, take the shot before they drive away!
B: Got it! This time, we won't miss.
1. Have you ever made a small mistake that caused a big problem?
2. Do you like learning about history? Why or why not?
3. Do you think countries should have alliances? Why?
4. If you could go back in time, what event would you like to see?
5. Can small mistakes change history? Why do you think so?
· attempt – try
· alliances – friends
· nationalists – patriots
· bystanders – onlookers
· avoided – stopped
· declaring – saying
On June 28, 1914, a group of Serbian nationalists planned to kill Archduke Franz Ferdinand in Sarajevo. Their first attempt failed—a man threw a bomb at his car, but it bounced off and hurt bystanders instead. Later, the Archduke decided to visit the injured people. However, his driver took a wrong turn and stopped in front of Gavrilo Princip, one of the attackers. Princip took the chance to shoot and kill the Archduke and his wife.
This mistake led to Austria-Hungary declaring war on Serbia. Because of alliances, more countries joined, and soon, World War I began. A war that could have been avoided started because of small but deadly errors.
1. Archduke Franz Ferdinand
2. It bounced off and hurt bystanders.
3. The driver took a wrong turn.
4. Austria-Hungary declared war on Serbia, leading to World War I.
1. The Archduke wanted to see the injured bystanders. – True
2. Gavrilo Princip was one of the attackers. – True
3. The assassination of Gavrilo Princip led to the start of World War I. – False
1. geologists
2. isolated
3. fascinating
4. wilderness
5. persecution
6. survived
In 1978, Soviet discovered a family living deep in the Siberian . The Lykov family had been from the world for 40 years. They had no idea that World War II had happened or that humans had landed on the moon.
The family fled to the forest in 1936 to escape religious . They by growing their own food and hunting. They had no modern tools or medicine.
When the geologists found them, they were amazed. The Lykovs were friendly but chose to stay in the forest. Their story is a example of how people can survive in complete isolation for decades.
1. Who discovered the Lykov family in 1978?
2. How long had the Lykov family been isolated?
3. Why did the Lykov family flee to the forest?
4. How did the Lykov family survive?
1. The Lykov family landed on the moon. |
2. The geologists were surprised to find the Lykov family. |
3. The Lykov family used modern tools to survive. |
Conversation
A: Wow, you really live out here all alone?
B: Yes, we've been here for 40 years!
A: That's amazing! Haven't you missed the world?
B: Not really, we've had everything we needed.
A: But no news or TV?
B: Nope, just nature and peace.
1. Have you ever wanted to live in the forest?
2. What would you miss most if you lived in isolation?
3. Do you think you could survive without modern tools?
4. What would be the hardest part of living in the wilderness?
5. Would you rather live in a large forest or on a small tropical island?
· geologists – scientists
· isolated – alone
· fascinating – interesting
· wilderness – forest
· persecution – bullying
· survived – lived
In 1978, Soviet geologists discovered a family living deep in the Siberian wilderness. The Lykov family had been isolated from the world for 40 years. They had no idea that World War II had happened or that humans had landed on the moon.
The family fled to the forest in 1936 to escape religious persecution. They survived by growing their own food and hunting. They had no modern tools or medicine.
When the geologists found them, they were amazed. The Lykovs were friendly but chose to stay in the forest. Their story is a fascinating example of how people can survive in complete isolation for decades.
1. Soviet geologists.
2. 40 years.
3. To escape religious persecution.
4. They grew their own food and hunted.
1. False
2. True
3. False
© englishaccenthub.com All Rights Reserved. Designed by The Focal Media