Are You Good At ...?

How to use this topic

This speaking unit focuses on "Are You Good At ...?". The goal is to move beyond short answers and build paragraphs you could use in conversation, interviews, or presentations.

Strong answers usually mix description (what happened), explanation (why it matters), and evaluation (what you think now). Try to use at least three new words from the list below.

Practice both quick reactions and slower, reasoned answers; examiners reward both.

In class, aim for clear structure: state one main idea, give one concrete example, then invite your partner to respond with a question.

Vocabulary

Headwords stay in English; the short explanations follow your language.

• imagine form a picture or idea in your mind
• hypothetical a situation imagined to explore possibilities, not real
• prioritize decide which things are most important first
• trade-off accepting a disadvantage to gain an advantage
• consequence a result that follows from an action or choice
• preference something you like more than other options
• probability how likely something is to happen
• justification reasons you give to support a decision
• relevant closely connected to the subject you are discussing
• experience something that you have lived through
• opinion what you think about a topic, not necessarily a fact
• background earlier events or context that help explain a situation
• compare look at two things to see how they are similar or different
• contrast focus on differences between two things
• summarize give the main ideas in a short form
• bias a tendency to prefer one side or view unfairly
• clarify make something easier to understand by explaining it
• elaborate add more detail to what you are saying
• point of view a personal opinion or way of seeing a topic
• assumption something you accept as true without proof
• nuance a small, subtle difference in meaning or feeling
• hedging using careful language so you do not sound too absolute

Useful phrases

These lines are in English so you can use them directly in class.

• If I had to introduce “Are You Good At ...?” in one sentence, I would say…
• The aspect of Are You Good At ...? that affects me most directly is…
• Compared with five years ago, Are You Good At ...? seems to have become…
• I would explain Are You Good At ...? to a younger learner by saying…
• A common misconception about Are You Good At ...? is…
• What I still want to learn about Are You Good At ...? is…
• Could you elaborate on what you mean by that?
• I see your point; however, I would add that…
• I am not entirely sure, but my impression is that…

Example sentences

Model sentences in English; try adapting them with your own details.

1. When our teacher announced the topic “Are You Good At ...?,” I immediately thought of a story from my own life.
2. I would define “Are You Good At ...?” in everyday language as something people notice, talk about, and sometimes disagree on.
3. In my community, Are You Good At ...? comes up in conversations more often than strangers might expect.
4. If someone asked me for advice about Are You Good At ...?, I would first ask what situation they are facing.
5. One article I read connected Are You Good At ...? to wider social changes, not only personal choices.
6. I try to listen carefully when classmates discuss Are You Good At ...? because opinions vary a lot.
7. My family and I do not always share the same view on Are You Good At ...?, but we usually stay respectful.
8. On social media, Are You Good At ...? is often simplified, so I prefer longer discussions in class.
9. I would summarize my stance on Are You Good At ...? as cautious optimism, though details matter.
10. Studying Are You Good At ...? in English helps me express ideas I already have in my first language.
11. Questions about “Are You Good At ...?” force me to choose between values, not only facts.
12. I like Are You Good At ...? drills because there is no single correct emotional answer.

Discussion questions

Questions are in English to match oral practice.

• What is the first example you think of when you hear “Are You Good At ...?”?
• How is Are You Good At ...? viewed differently by different generations in your country?
• Has your personal attitude toward Are You Good At ...? changed over time? Why?
• What habits or policies could improve outcomes related to Are You Good At ...??
• Who is most affected by Are You Good At ...?, and in what concrete ways?
• What is a respectful way to disagree with someone about Are You Good At ...??
• Which news source or book has shaped your ideas about Are You Good At ...??
• What is one myth or stereotype people should stop repeating about Are You Good At ...??
• If you could interview an expert on Are You Good At ...?, what three questions would you ask?
• How does Are You Good At ...? appear in films, songs, or advertisements you know?
• What role should schools play in teaching students about Are You Good At ...??
• Describe a time when Are You Good At ...? created a dilemma for you or someone you know.
• What would you like foreigners to understand about Are You Good At ...? in your culture?
• Looking ahead ten years, how might Are You Good At ...? evolve, in your opinion?

Writing prompts

Prompts are in English for written practice.

• Write a 150-word paragraph explaining why “Are You Good At ...?” matters to you personally.
• Write a dialogue between two friends who disagree politely about Are You Good At ...?.
• Write a short reflective journal entry: “What I learned after discussing Are You Good At ...? in class.”