A teacher reads an original script; you speak the decoding proof and explain the cue that settled your answer.
Practice only; no IELTS scoring.
Last reviewed:
Use four pillars: verbal pivot, synonym mapping, tone and stance, and speaker attribution. A teacher reads; the student speaks the decoding proof. These are coaching exercises, with no band output.
Read the question first. Ask a partner to read the English script once, or read it aloud yourself as a transcript exercise. Give your answer aloud, then reveal the cue and explain it in your own words.
Have a partner read this once. What day is the lab tour now?
JurassicWe booked the lab tour for Tuesday, but the technician is away. It will now run on Thursday.Thursday. “But” introduces the problem, and “now” marks the replacement date. Say the final answer aloud, then invent a similar correction.
Which option describes why the students chose the site: lower cost or easier access?
We picked the riverside site because everyone could get there by bus. The fee was the same as the other site.Easier access. “Everyone could get there by bus” supports that meaning. Restate it without using the words “bus” or “get there.”
Ask a partner to read this with a pause before “but.” Is the speaker enthusiastic, hesitant or opposed?
I suppose we could use an online survey, but I’m worried some residents won’t see it.Hesitant. The concern qualifies the suggestion. Use the wording and delivery together. A pause alone cannot tell you how the speaker feels.
Ask a partner to read the two roles. What did the tutor recommend?
Student: Could we add another interview? Tutor: Right. I’d start by narrowing the research question.Narrow the research question. “Right” acknowledges the suggestion. The tutor’s recommendation comes in the next sentence.
Original teacher-read coaching only. No audio playback, recording or score is provided.
Results & progress →LSN-MC-PIVOT/pivotLSN-MC-PIVOT/synonymLSN-MC-PIVOT/toneLSN-MC-PIVOT/speakerRecord script ID, sentence or speaker turn, spoken answer, quoted cue and one sub-code. A proposed strength needs a separate example. Rehearse, then ask the teacher for a new script. No recording is required.
Teacher: choose an unseen script and keep it out of view until the answer. Read live; learner: speak the answer and decoding proof. If already read, this is rehearsal, not fresh transfer. No audio player or band.
Coordinator: The courtyard would give us more space, but rain is expected. We have switched to the upstairs studio. It is smaller, yet everyone can reach it using the lift.
Upstairs studio — sentence 2 replaces the courtyard. “Reach it using the lift” supports access. Code pivot or synonym only when the quoted response warrants it.
Researcher: Shall we invite more shop owners? Tutor: That could add variety, although I am not convinced we need a larger sample yet. First, check whether the current interviews answer the question.
No — the tutor recommends checking the current interviews first. “Not convinced” qualifies the earlier acknowledgment. Quote the tutor turn; do not assign the researcher’s proposal to the tutor.