Answer Questions with Confidence: Be Clear Even When You’re Not Sure

Paul asks, “Emily, are all ten people coming on Saturday?” (00:00) Emily answers fast: “Yes, definitely.” (00:04) Paul asks again, “All ten?” (00:06) And Emily has to stop: “No, wait.” (00:08) What she says next is the whole lesson in two sentences: “What I can confirm is that six people said yes.” (00:11) “I don’t know about the other four yet.” (00:14)

This page goes with the episode and is written for B1 learners. The English is not hard word by word. The hard part is a moment every speaker knows: someone asks a question, the question is a little wider than the information you have, and you feel the pressure to sound sure. The practice section follows the video chapters, so you can pause at each scene.

Watch the episode: Answer Questions with Confidence | Be Clear Even When You’re Not Sure | Daily Life English on YouTube

Time: about 29 minutes to listen, and 40 to 45 minutes for the practice below.

Before you listen: think of a time someone asked you a question and you answered with more certainty than you really had. Perhaps it was “Will it be ready?” or “Does everyone agree?” What did you say, and what would you change now? Then listen for the moment Emily changes her own first answer.

How to use this page: listen once without stopping. Then read the key idea and the tables, and use the practice section for a second pass. The full transcript is at the bottom.

What You’ll Learn

• Why “a confident answer is not the same as a certain answer”
• How to give the direct answer first (The short answer is…) without five minutes of background
• How to keep a claim inside the evidence you have (For this situation…, What I can confirm is…)
• How to mark the uncertain part and still give the useful part (I’m not completely sure, but…)
• What to say when you do not know yet (I’d need to check that.)
• How to narrow a question that is too broad (If you’re asking about…, then…; By easy, I mean…)
• How to change a claim that went too far instead of defending it
• How to stay helpful under pressure without turning hope into a fact (I hope so, but I can’t confirm that yet.)
• A 60-to-120-second speaking task: answer three follow-up questions about a topic you know

Key Idea

Confidence here is not sounding sure. It is controlling the boundary of your answer: say the part you can support, say where it stops, and say what you would check.

Paul puts the idea in the first minute: “Because a confident answer is not the same as a certain answer.” (00:35) Emily gives the goal: “So the goal is not to sound powerful.” (00:50) “It’s to stay clear and accurate while another person is waiting for your response.” (00:53) Later she turns it into a rule of thumb about size: “Don’t make your answer bigger. Make it clearer.” (28:35)

Step	What you do	Language from the episode
1. Answer first	Give the direct answer in the first sentence	“The short answer is it fits beside the chair on my balcony.” (01:28)
2. Fit the claim	Check the size of the question (all, any, every, always) against your evidence	“I can’t say it would work everywhere.” (02:00)
3. Mark the gap	Say which part you know and which part you do not	“I’m not completely sure, but it was around forty dollars.” (02:35)
4. Offer the check	If the exact answer matters, say what you will do	“I’d need to check that.” (02:55)

Language from the Episode

Chunk	What it does	Example from the episode
The short answer is…	Starts with a direct first sentence	“We already have the short answer is for a direct first sentence.” (05:20)
For this situation…	Keeps a claim inside the context you actually know	“When you need to keep a claim inside the context you actually know.” (05:28)
I’m not completely sure, but…	Marks the uncertain part when you have some information	“When you have some information and want to mark the uncertain part.” (05:36)
What I can confirm is…	Separates known information from a guess	“When you want to separate known information from a guess.” (05:43)
If you’re asking about…, then…	Narrows a question that could mean more than one thing	“When the question is broad or could mean more than one thing.” (05:51)
By easy, I mean…	Defines a word that could be understood in different ways	“When one word in your answer might be understood in different ways.” (05:55)
I’d need to check that.	Says honestly that you do not know yet	“When the accurate answer is that you do not know yet.” (06:04)

Paul sums up what the lines do for the listener: “They give the listener a map.” (06:13) “Here is my direct answer.” (06:15) “Here is the limit.” (06:17) “Here is what I know.” (06:19) “Here is what I need to check.” (06:20)

Four situations, four moves

Emily names three situations in the herb-box talk, and Paul adds a fourth. The episode treats them as four different jobs, not one skill.

You…	Move	Example
Know the answer	Say it first	“It fits beside the chair on my balcony.” (01:30)
Know only part of it	Give the known part and mark the rest	“What I can confirm is that it has been fine in light rain so far.” (03:35)
Need to check	Say so, and say it is not a guess	“I’d need to check that.” (02:55)
Cannot tell what the question means	Narrow it	“If you’re asking whether the box is easier to use than separate small pots, then yes.” (04:25)

Emily says the first three in three short lines: “Sometimes I know.” (03:53) “Sometimes I know only part.” (03:54) “Sometimes I need to check.” (03:57) Paul adds, “And there’s a fourth one.” (04:00) “Sometimes the question itself is unclear.” (04:03)

Watch for the big words in the question

Almost every trap in the episode hides in one big word in the question: “all ten people” (00:00), “any balcony” (01:47), “every learner” (07:54), “best for everyone” (07:08), “always the better material” (09:36), “every phone” (21:28). Emily says it about the first one: “I heard the word all, but I answered from a general feeling.” (06:43) When you hear all, any, every, always or everyone, ask yourself one thing: do I have evidence about all of them, or only about some? The answer decides which line from the table you need.

A limit is not weakness

Many learners think confident speech means no hesitation and no soft language. Emily says she used to feel that way: “Sometimes I think confidence means no hesitation and no soft language.” (07:24) “But here, a small limit makes the answer more trustworthy.” (07:31) Paul answers with the line she wants to keep: “A limit is not weakness when the information has a limit.” (07:35) Later he describes what a controlled answer sounds like: “It sounds controlled.” (11:48)

Mistakes to Repair

The episode names these on purpose. Each repair keeps the part you know and removes the part you do not.

What goes wrong	Better	Why
“Yes, of course,” when you only know one example. (13:32)	“For this situation, yes.” or “In my case, yes.” (13:40)	The claim now matches the evidence.
“Well, maybe, I don’t know, I’m not an expert, sorry, but I think…” (13:46)	“I’m not completely sure, but…” Then give the useful part. (13:54)	“You can mark uncertainty without building a wall around the answer.” (14:01)
Answering “Was it successful?” with yes when you do not know which result they mean. (14:09)	“If you’re asking whether we finished on time, yes.” (14:18)	“That turns a broad word into a specific answer.” (14:23)
“I don’t know.” Full stop. (14:28)	“I don’t know the exact number. What I can confirm is that…” (14:37)	“That keeps the known part available.” (14:42)
Giving a guess as a fact because silence feels uncomfortable. (14:47)	“I’m not completely sure.” or, if you truly do not know, “I’d need to check that.” (14:51)	The listener can tell what is solid and what is not.

Paul also upgrades four short answers “without making them fancy.” (15:02) Maybe six becomes “I’m not completely sure, but I think six people confirmed.” (15:09) No idea becomes “I don’t know the exact answer. I’d need to check that.” (15:15) It was good becomes “If you’re asking about the result, yes, it worked well.” (15:21) Yes, everybody likes it becomes “What I can confirm is that several people gave positive feedback.” (15:31) The last one earns a comment: it “removes the word everybody” (15:36) when you do not have information from everybody. And Emily gives the pattern a short name: “The words get calmer as the claim gets more accurate.” (15:41)

Practice with the Episode

Pause the video at the timestamps below. Say your answers aloud before you check them. In the two chapters where the subtitle file and the video disagree on timing (chapters 14 and 15), the times follow what you hear in the video.

1. Answer Questions with Confidence: Clear vs. Certain Answers

Play 00:00 to 00:59.

1. What does Emily say first, and what does she say after Paul asks again?
2. Why is the second answer better?
3. What will the speakers practice today?
4. What will Paul ask later?
5. What is the goal, according to Emily?
6. What is the situation Paul sets up?

Answers

1. “Yes, definitely.” (00:04) Then: “No, wait.” (00:08) “What I can confirm is that six people said yes.” (00:11)
2. “Your first answer sounded certain, but the second answer was more accurate and more useful.” (00:19)
3. “How to answer questions clearly when you know the answer, know only part of it, or need to check something before you say more.” (00:27)
4. “One question that sounds simple but is actually too broad.” (00:41) Emily needs to “notice that before you answer.” (00:45)
5. “It’s to stay clear and accurate while another person is waiting for your response.” (00:53)
6. “You’ve just given a short talk in an evening class.” (01:02) “You showed a small project you made at home.” (01:06) It is “a simple wooden box for growing herbs on a balcony.” (01:08)

2. How to Give a Direct Answer First

Play 00:59 to 02:23.

1. What does Paul ask first?
2. How does Emily answer, and why does Paul say “Good”?
3. What is the second question?
4. Why can Emily not say yes?
5. What makes her answer “stronger”?
6. What does the word “scope” mean in this scene?

Answers

1. “Why did you make it that size?” (01:20)
2. “The short answer is it fits beside the chair on my balcony.” (01:28) Paul: “You didn’t begin with five minutes of background.” (01:36) “You gave the direct answer first.” (01:40)
3. “Would that size work on any balcony?” (01:43)
4. Paul asks, “Can you honestly say yes?” (01:51) Emily: “For this situation, it works because my balcony has enough space.” (01:57) “I can’t say it would work everywhere.” (02:00)
5. “Not stronger because it sounds more certain. Stronger because the scope is accurate.” (02:08)
6. “The question says, any balcony, but my experience is only one balcony.” (02:17) Scope is how far your claim reaches compared with your evidence.

3. How to Answer When You’re Not Completely Sure

Play 02:23 to 03:59.

1. What is the third question, and what does Emily remember?
2. What does she not remember?
3. Why does Paul call her answer useful?
4. What can she add if the exact number matters?
5. What is Emily tempted to say about the wood lasting all year?
6. What does she say instead?

Answers

1. “How much did the whole thing cost?” (02:25) “I remember buying the wood and screws.” (02:30)
2. “I don’t remember the exact total.” (02:33) She says it was “around forty dollars.” (02:38)
3. “You tell me where the uncertainty is.” (02:43) “You are not uncertain about the whole project. You are uncertain about the exact number.” (02:46)
4. “I’d need to check that.” (02:55)
5. “Yes, it should be fine.” (03:13) She would say it “even though I don’t have enough information.” (03:16)
6. “I haven’t tested it for a full year. What I can confirm is that it has been fine in light rain so far.” (03:28) Paul: “It moves you away from guessing and toward information you actually have.” (03:42)

4. What to Do When the Question Is Unclear

Play 03:59 to 05:16.

1. Which fourth situation does Paul name?
2. What is the “dangerous simple question”?
3. How does Emily start her answer?
4. How does she handle the second meaning of “better”?
5. Why is this different from saying “Sorry, I don’t understand”?
6. What two lines does Emily offer for next time?

Answers

1. “Sometimes the question itself is unclear.” (04:03)
2. “Was it better?” (04:17) Emily: “Better than what?” (04:20)
3. “If you’re asking whether the box is easier to use than separate small pots, then yes. For me it is.” (04:22)
4. “But if you mean whether the plants grow better? I don’t know.” (04:31)
5. “It is more precise.” (04:51) “You understood the words. You just needed the question narrowed.” (04:53)
6. “If you’re asking about the space, then…” and “If you’re asking about the cost, then…” (04:58) They let you “answer the part you understand without pretending the question had only one possible meaning.” (05:09)

5. Useful Phrases for Clear and Accurate Answers

Play 05:16 to 07:43.

1. Which two phrases are for a first sentence and a limit?
2. Which phrase separates known information from a guess?
3. Which two phrases fix a broad question?
4. Which phrase says you do not know yet?
5. What are the four parts of the “map”?
6. What happens to Emily’s answer to “Are all ten people coming?” when they rebuild it?

Answers

1. The short answer is… and For this situation… (05:20, 05:26)
2. What I can confirm is… (05:40)
3. If you’re asking about… and By easy, I mean… (05:46, 05:53)
4. I’d need to check that. (06:00)
5. A direct answer, the limit, what I know, what I need to check. (06:15 to 06:20)
6. “What I can confirm is that six people said yes. I’m not completely sure about the other four.” (06:56) Paul: “Better.” (07:02)

Then Paul asks, “So Saturday is the best day for everyone?” (07:04) Emily: “For this group, Saturday seems to work for several people. But I can’t say it’s best for everyone.” (07:09)

6. Quick Practice: Choose the Better Answer

Play 07:43 to 09:01.

1. Which option answers “Will this method work for every learner?” better, and why?
2. What is a good answer when you did not time something?
3. What if the exact time matters?
4. How does Emily answer “Was the second version better?”
5. What three moves does Paul list at the end?
6. Why does he mention “passive listeners”?

Answers

1. Option B: “For this situation, it worked well. But I can’t say it will work for everyone.” (07:59) Emily: “It answers without making a universal claim.” (08:08)
2. “I’m not completely sure, but it took about 20 minutes.” (08:25)
3. “I’d need to check that.” (08:32)
4. “If you’re asking about the design, then yes.” (08:43) “If you mean the cost, I’m not sure.” (08:47)
5. “Direct when you can, narrow when you need to, and mark uncertainty instead of hiding it.” (08:54)
6. Even a listener who does not speak “can hear the pattern.” (08:51)

7. Real Conversation Practice with Follow-Up Questions

Play 09:01 to 10:48.

1. Who plays the learner in this round?
2. What is Emily’s direct answer about wood?
3. How does she handle “So wood is always the better material?”
4. What does she say about how long the box will last?
5. Why is “I’d need to check” the right answer about children or pets?
6. How does Emily answer the broad question “Is it easy?”

Answers

1. Emily does: “I’ll be the learner who has just explained a small personal project.” (09:06) She tells Paul, “You ask me follow-ups, but don’t make them too easy.” (09:11) Paul answers, “I promise nothing.” (09:16)
2. “The short answer is that I already had some wood at home. I also liked the way it looked.” (09:26)
3. “No. For this situation, it was convenient. I wouldn’t say it is always better.” (09:37) Paul: “Good correction.” (09:44)
4. “I’m not completely sure. I’ve only used it for a few months. What I can confirm is that it’s still solid now.” (09:47)
5. “I’d need to check what materials and finishes are safe for their situation. I wouldn’t want to guess.” (10:02) Paul: “It still keeps the conversation moving.” (10:13)
6. “If you’re asking about building it, it was fairly easy for me. If you mean taking care of the plants, that depends on the plants.” (10:25) Paul: “You showed me the two meanings you heard.” (10:40)

8. Correcting an Answer That Sounds Too Certain

Play 10:48 to 11:51.

1. What do the speakers do at the start of this scene?
2. What does Paul say when Emily asks, “Did everyone like it?”
3. How does Emily react?
4. How does Paul repair the claim?
5. Why are “everyone finished” and “everyone loved it” different?
6. What does Paul say when he does not know the cost?

Answers

1. “Now switch roles. Ask me about something ordinary.” (10:48) Paul made pasta for six people last weekend. (10:52)
2. “Everyone loved it.” (11:05)
3. “Paul.” (11:07) She waits for him to hear himself.
4. “What I can confirm is that everyone finished their plate. I know four people said they liked it, but I didn’t actually ask the other two.” (11:14)
5. “Everyone finished and everyone loved it are not the same information.” (11:26)
6. “I’m not completely sure. I didn’t compare the full cost, so I’d need to check that.” (11:37) Emily: “It sounds controlled.” (11:47)

Paul also says what he did to fix his own answer: “I changed the claim instead of defending it.” (11:31)

9. Supported Role-Play: Answering Questions About a Project

Play 11:51 to 13:28.

1. What is the situation?
2. How does Emily answer “Why did you repair it?”
3. What is the limit she adds to “Repairing is always cheaper”?
4. What does she say about the lamp’s age?
5. What does she do with “Is the new part safe to use for years?”
6. What is “the hardest answer” in the role-play?

Answers

1. “You gave a two-minute talk at an evening hobby class about repairing an old desk lamp.” (11:55) Paul is a classmate who asks four questions. (12:01)
2. “The short answer is that I liked the old lamp. It also only needed one small part.” (12:22)
3. “For this situation, it was cheaper, because the main parts still worked. I can’t say repairing is always cheaper.” (12:34)
4. “I’m not completely sure, but I think it’s around 15 years old.” (12:49)
5. “I’d need to check that. What I can confirm is that it matches the basic requirements listed for the lamp.” (13:00)
6. “I’d need to check that,” because “it feels unfinished.” (13:23) Paul’s observation: “The learner answered the question they could honestly answer.” (13:17)

10. Common Answering Mistakes and How to Repair Them

Play 13:28 to 15:00.

1. What does “Yes, of course” become?
2. What does the long beginning become?
3. What turns “Was it successful?” into a clear answer?
4. When is “I don’t know” fine, and what do you try when it is not?
5. What do you say if you are guessing?
6. What if you truly do not know?

Answers

1. “For this situation, yes.” or “In my case, yes.” (13:40)
2. “I’m not completely sure.” Then give the useful part. (13:54)
3. “If you’re asking whether we finished on time, yes.” (14:18)
4. “Sometimes that is perfectly fine.” (14:31) If you know part of the answer: “I don’t know the exact number. What I can confirm is that…” (14:37)
5. “I’m not completely sure.” (14:51)
6. “I’d need to check that.” (14:58)

11. Upgrade Your Answers Without Making Them Complicated

Play 15:00 to 16:03.

1. What does “Maybe six” become?
2. What does “No idea” become?
3. What does “It was good” become?
4. What does “Yes, everybody likes it” become?
5. Why does Paul like the last upgrade?
6. What is Emily’s short summary?

Answers

1. “I’m not completely sure, but I think six people confirmed.” (15:08)
2. “I don’t know the exact answer. I’d need to check that.” (15:15)
3. “If you’re asking about the result, yes, it worked well.” (15:21)
4. “What I can confirm is that several people gave positive feedback.” (15:31)
5. It “removes the word everybody” when you “do not have information from everybody.” (15:36)
6. “The words get calmer as the claim gets more accurate.” (15:41) Paul: “Clearer. Not louder.” (15:47)

12. Harder Scenario: Handling Pressure and Assumptions

Play 16:03 to 18:44.

1. What is the situation?
2. Why does Emily say “Oof”?
3. How does she answer “Are there any problems?”
4. How does she respond to “So mobile users won’t be able to use it?”
5. What does she say about fixing it by tomorrow morning?
6. How does she answer “But you think it’ll be done, right?”

Answers

1. “A short team check-in. You have been testing a new online form with two co-workers.” (16:03) The manager asks, “So the form is ready for everyone tomorrow?” (16:16)
2. “That question jumps from first test went smoothly to ready for everyone.” (16:22) If you say yes automatically, “you may confirm more than you know.” (16:30)
3. “The short answer is that we found one small issue on a phone screen. But the main steps worked.” (16:46)
4. “No. That goes too far.” (16:58) “By issue, I mean one button was hard to see on one phone. I’m not saying the whole form doesn’t work on mobile.” (17:02)
5. “I’m not completely sure about the timing. I’d need to check with Maya before I confirm tomorrow morning.” (17:28)
6. “I hope so, but I can’t confirm that yet. What I can confirm is that the issue is small and Maya already knows about it.” (17:50) Paul: “You stay helpful without turning hope into a fact.” (18:02)

13. Natural Q&A Practice with Less Support

Play 18:44 to 20:12.

1. How does Emily answer “Is it ready for everyone tomorrow?”
2. How does she answer “Is the mobile version broken?”
3. How does she answer “Can you promise it’ll be fixed by nine?”
4. How does she answer “Should we delay the whole launch?”
5. What does Paul say she chose to do?
6. What does Emily say she answered?

Answers

1. “What I can confirm is that the first test went smoothly. We still need to check one mobile issue before I’d call it ready for everyone.” (18:56)
2. “No. By issue, I mean one button was hard to see on one phone. The main steps still worked.” (19:09)
3. “I can’t confirm nine yet. I’d need to check with the person making the change.” (19:20)
4. “If you’re asking whether this one issue requires a delay, I don’t know yet. We need the check first.” (19:30)
5. “You chose what to narrow, what to define, and what not to promise.” (19:48)
6. “I didn’t answer the emotional pressure in the question. I answered the information.” (19:54)

14. Pronunciation Practice: Chunking Uncertain Answers

Play 20:12 to 21:11. The subtitle file lags and mixes the order of lines in this chapter, so listen rather than read along.

1. What does Emily say can sound too “word by word”?
2. What is the pronunciation focus?
3. How many meaning groups does Paul suggest?
4. Which words stay together in the natural version?
5. What is the line in the mini-dialogue?
6. What does the pronunciation support?

Answers

1. “I’m not completely sure, but I can check that” can get “very word by word when I’m nervous.” (20:05)
2. “Chunking.” (20:12)
3. Three: “I’m not completely sure / but I can check that.” (20:15)
4. “Completely sure.” (20:34)
5. “Do you know whether the room is free at six?” (20:50) Then: “I’m not completely sure, but I can check that.” (20:56) “Okay. I’ll check the booking page and tell you.” (21:03)
6. “Uncertainty first, useful action second.” (21:09)

15. Quick Quiz: Choose the Right Communication Move

Play 21:11 to 23:05.

1. Which answer fits “Does this app work on every phone?”
2. What can you say to “Was the event successful?”
3. How do you finish “What I can confirm is that the meeting moved”?
4. Which is stronger when you are uncertain?
5. What do you say to “So the whole system failed?”
6. What kind of quiz is this?

Answers

1. B: “It worked on the two phones I tested, but I can’t say it works on every phone.” (21:38) It “keeps the claim inside the evidence you have.” (21:47)
2. “If you’re asking about attendance, yes, we had a full room.” (22:03)
3. “I’d need to check the new time.” (22:21)
4. B: “Mark the uncertain part and give the known part.” (22:34)
5. “By small problem, I mean one screen was hard to read. The whole system did not fail.” (22:56)
6. “Not a vocabulary test.” (21:17) “We’re choosing the communication move.” (21:19)

16. Final Speaking Challenge: Three-Question Q&A

Play 23:05 to 27:13.

1. What do you imagine at the start?
2. How long should your full response be?
3. What should each of the three answers do?
4. How many phrases from today should you use, and what else?
5. What are the sample questions?
6. What do you do after your first try?

Answers

1. “You have just given a short update about something familiar.” (23:11) It can be a class project, a hobby, a trip plan, a simple work task, a volunteer activity or another ordinary topic. (23:15)
2. “About 60 to 120 seconds.” (23:30)
3. First, something you can answer directly. Second, something broad or unclear: narrow it. Third, something you do not know completely: mark it. (23:33 to 24:08)
4. “At least four of today’s task language phrases naturally.” (24:09) Also “one useful reason, example, or confirmed detail.” (24:16) And: “Do not add language just to reach the count.” (24:21)
5. “Why did you choose that class?” (24:33) “Was it good for beginners?” (24:36) “Will they run the same class next month?” (24:39)
6. “Then retry once.” (25:40) “Remove one sentence that is only there to sound impressive.” (25:42) “Keep the direct answer, the scope, and the accurate uncertainty.” (25:48)

A short model is in the episode too: “The short answer is that I wanted more practice with simple sauces.” (24:59) “I can’t say the class is right for every beginner.” (25:09) “What I can confirm is that the teacher mentioned another weekend session, but I’d need to check the date.” (25:17) Paul and Emily also give two repairs for a weak first try. If you said “I don’t know,” ask whether you truly know nothing: “I don’t know the exact time. What I can confirm is that it’s in the evening.” (25:59) If you were too certain, reduce the claim: “For this situation, in my case, what I can confirm is.” (26:08) The optional challenge adds a loaded question: “So everyone hated the change?” (26:54) The calm answer is, “I wouldn’t say everyone. What I can confirm is that two people raised concerns.” (26:58)

17. Key Takeaways: Confidence Without Pretending Certainty

Play 27:13 to 27:59.

1. What is the question from the beginning?
2. What is Emily’s answer?
3. How does Paul describe confidence here?
4. Which seven phrases are “worth keeping”?
5. Why is that list useful?

Answers

1. “What makes an answer sound confident when the honest answer is, I know part of it.” (27:16)
2. “For me, it is control.” (27:22) “I know what I’m answering, I know what I can support, and I know where I need to stop.” (27:27)
3. “Confidence here is observable communication.” (27:33) “Not a promise about how you will feel.” (27:37)
4. The short answer is…, for this situation, I’m not completely sure, but, what I can confirm is, if you’re asking about, by ___, I mean, and I’d need to check that. (27:43 to 27:57)
5. It is the whole toolkit in one breath: answer first, fit the claim, mark the gap, narrow the question, offer the check.

18. One Small Practice Action for Today

Play 27:59 to 28:41.

1. What is today’s small action?
2. What question do you ask yourself?
3. What do you do if the answer is yes?
4. What two ideas does Emily put side by side?
5. What is Emily’s last advice?

Answers

1. “Choose one ordinary question, and answer it twice.” (28:03) “First, answer naturally.” (28:07)
2. “Did I claim more than I actually know?” (28:11)
3. “Make the second answer more precise.” (28:14)
4. “Clear does not mean certain about everything.” (28:18) “And I need to check can be a complete useful part of a real conversation.” (28:22)
5. “Next time a follow-up question gets wider than your information, don’t make your answer bigger. Make it clearer.” (28:30)

Your small action

Pick one real question you expect to be asked this week, such as “Will it be ready?”, “Does it work?” or “Did everyone like it?” Write two answers. The first is the one you would give without thinking. The second keeps only what you can support, and uses one line from today: For this situation…, What I can confirm is… or I’d need to check that. Then say the second answer aloud once.

Keep Practicing

Want a guide that does not need the episode? Try How to Answer Questions in English When You Only Know Part of the Answer. It puts the same answers side by side, shows how to read the big words in a question, repairs six answers and gives you drills with answers and a 90-second reply to say aloud.

Chapters

• 00:00 Answer Questions with Confidence: Clear vs. Certain Answers
• 00:59 How to Give a Direct Answer First
• 02:23 How to Answer When You’re Not Completely Sure
• 03:59 What to Do When the Question Is Unclear
• 05:16 Useful Phrases for Clear and Accurate Answers
• 07:43 Quick Practice: Choose the Better Answer
• 09:01 Real Conversation Practice with Follow-Up Questions
• 10:48 Correcting an Answer That Sounds Too Certain
• 11:51 Supported Role-Play: Answering Questions About a Project
• 13:28 Common Answering Mistakes and How to Repair Them
• 15:00 Upgrade Your Answers Without Making Them Complicated
• 16:03 Harder Scenario: Handling Pressure and Assumptions
• 18:44 Natural Q&A Practice with Less Support
• 20:12 Pronunciation Practice: Chunking Uncertain Answers
• 21:11 Quick Quiz: Choose the Right Communication Move
• 23:05 Final Speaking Challenge: Three-Question Q&A
• 27:13 Key Takeaways: Confidence Without Pretending Certainty
• 27:59 One Small Practice Action for Today

Full Transcript

The transcript follows the final script. The video repeats two short passages (“the dangerous, simple question” near 04:09, and the “If your first answer was too certain” lines near 26:16); they are given once here.

Paul: Emily, are all ten people coming on Saturday?

Emily: Yes. Definitely.

Paul: All ten?

Emily: No, wait. Better: what I can confirm is that six people said yes. I don’t know about the other four yet.

Paul: Exactly. Your first answer sounded certain, but the second answer was more accurate and more useful.

Emily: And today we’re practicing how to answer questions clearly when you know the answer, know only part of it, or need to check something before you say more.

Paul: Because a confident answer is not the same as a certain answer. Later, I’m going to ask you one question that sounds simple but is actually too broad. You’ll need to notice that before you answer.

Emily: I like that. So the goal is not to sound powerful. It’s to stay clear and accurate while another person is waiting for your response.

Paul: Right. Imagine you’ve just given a short talk in an evening class. Nothing formal. You showed a small project you made at home: a simple wooden box for growing herbs on a balcony.

Emily: Very specific.

Paul: Specific enough to create real questions. You finish your explanation, and I raise my hand. I ask, “Why did you make it that size?”

Emily: I know that answer. The short answer is, it fits beside the chair on my balcony.

Paul: Good. Notice what you did. You didn’t begin with five minutes of background. You gave the direct answer first.

Emily: Then you could ask, “Would that size work on any balcony?”

Paul: And now the question changed. Can you honestly say yes?

Emily: No. For this situation, it works because my balcony has enough space. I can’t say it would work everywhere.

Paul: There. That is already a stronger answer. Not stronger because it sounds more certain. Stronger because the scope is accurate.

Emily: Scope is a useful word here. The question says “any balcony,” but my experience is only one balcony.

Paul: Exactly. Now I ask, “How much did the whole thing cost?”

Emily: Hmm. I remember buying the wood and screws, but I don’t remember the exact total. I’m not completely sure, but it was around forty dollars.

Paul: That’s useful because you tell me where the uncertainty is. You are not uncertain about the whole project. You are uncertain about the exact number.

Emily: And if the exact number matters, I can add, “I’d need to check that.”

Paul: Good. Now one more. “Will the wood last outside all year?”

Emily: That one is different. I actually don’t know yet.

Paul: So what happens if you feel pressure to give an answer anyway?

Emily: I might say, “Yes, it should be fine,” even though I don’t have enough information.

Paul: Which is a very human move. But in a real question-and-answer moment, confidence can mean controlling the boundary of your answer.

Emily: I’d say, “I haven’t tested it for a full year. What I can confirm is that it has been fine in light rain so far.”

Paul: That line matters: “What I can confirm is…” It moves you away from guessing and toward information you actually have.

Emily: I’m noticing three different situations already. Sometimes I know. Sometimes I know only part. Sometimes I need to check.

Paul: Yes, and there’s a fourth one: sometimes the question itself is unclear.

Emily: Ah, the dangerous simple question.

Paul: Here it comes. “Was it better?”

Emily: Better than what?

Paul: Exactly.

Emily: If you’re asking whether the box is easier to use than separate small pots, then yes, for me it is. But if you mean whether the plants grow better, I don’t know.

Paul: That is the moment I wanted. You did not rush to answer the word “better.” You checked what kind of better I meant.

Emily: That feels different from saying, “Sorry, I don’t understand.”

Paul: It is more precise. You understood the words. You just needed the question narrowed.

Emily: So a useful line is, “If you’re asking about the space, then…” or “If you’re asking about the cost, then…”

Paul: Exactly. That lets you answer the part you understand without pretending the question had only one possible meaning.

Emily: Let’s collect the language naturally. We already have “The short answer is…” for a direct first sentence.

Paul: “For this situation…” when you need to keep a claim inside the context you actually know.

Emily: “I’m not completely sure, but…” when you have some information and want to mark the uncertain part.

Paul: “What I can confirm is…” when you want to separate known information from a guess.

Emily: “If you’re asking about…” when the question is broad or could mean more than one thing.

Paul: “By easy, I mean…” when one word in your answer might be understood in different ways.

Emily: And “I’d need to check that” when the accurate answer is that you do not know yet.

Paul: Notice something about those lines. They do not make your answer longer just to sound advanced.

Emily: They give the listener a map. Here is my direct answer. Here is the limit. Here is what I know. Here is what I need to check.

Paul: That map is especially useful when a follow-up question changes the pressure. Maybe your first answer was simple, but the next question asks for evidence or asks you to speak for people you cannot speak for.

Emily: Like your opening question: “Are all ten people coming?” I heard the word “all,” but I answered from a general feeling.

Paul: Right. Let’s rebuild that. I ask, “Are all ten people coming on Saturday?”

Emily: What I can confirm is that six people said yes. I’m not completely sure about the other four.

Paul: Better. And if I ask, “So Saturday is the best day for everyone?”

Emily: For this group, Saturday seems to work for several people, but I can’t say it’s best for everyone.

Paul: Good. You narrowed “best for everyone” to the information available.

Emily: I can feel why this matters. Sometimes I think confidence means no hesitation and no soft language. But here, a small limit makes the answer more trustworthy.

Paul: Yes. A limit is not weakness when the information has a limit.

Emily: That’s one of those lines I want to remember.

Paul: Keep it. Now let’s make this practical. I’ll ask a question. Choose the answer that gives the clearest control.

Paul: “Will this method work for every learner?” Option A: “Yes, definitely.” Option B: “For this situation, it worked well, but I can’t say it will work for everyone.”

[Choose A or B.]

Emily: B. It answers without making a universal claim.

Paul: Exactly. Next one. “How many minutes did it take?” You remember it was fairly quick, but you did not time it.

[Give one short answer.]

Emily: A good answer is, “I’m not completely sure, but it took about twenty minutes.”

Paul: And if the exact time matters?

Emily: “I’d need to check that.”

Paul: One more. “Was the second version better?” You are not sure what “better” means.

[Ask for the meaning you need.]

Emily: “If you’re asking about the design, then yes. If you mean the cost, I’m not sure.”

Paul: Nice. And passive listeners can hear the pattern: direct when you can, narrow when you need to, and mark uncertainty instead of hiding it.

Emily: Let’s make the questions feel more like a real conversation now. I’ll be the learner who has just explained a small personal project. You ask me follow-ups, but don’t make them too easy.

Paul: I promise nothing.

Emily: That sounded suspicious.

Paul: First question: “Why did you choose wood instead of plastic?”

Emily: The short answer is that I already had some wood at home. I also liked the way it looked.

Paul: Clear. “So wood is always the better material?”

Emily: No. For this situation, it was convenient. I wouldn’t say it is always better.

Paul: Good correction. “How long will the box last?”

Emily: I’m not completely sure. I’ve only used it for a few months. What I can confirm is that it’s still solid now.

Paul: “Would you recommend the same design to someone with children or pets?”

Emily: Hmm. I’d need to check what materials and finishes are safe for their situation. I wouldn’t want to guess.

Paul: That is a very different kind of answer, and it still keeps the conversation moving.

Emily: Right. I didn’t have to disappear just because I didn’t know.

Paul: Now I’ll ask one broad one. “Is it easy?”

Emily: If you’re asking about building it, it was fairly easy for me. If you mean taking care of the plants, that depends on the plants.

Paul: Good. And there’s a subtle upgrade there. Instead of saying “What?” you showed me the two meanings you heard.

Emily: Which makes the clarification itself useful.

Paul: Exactly. Now switch roles. Ask me about something ordinary.

Emily: You made pasta for six people last weekend, right?

Paul: Right.

Emily: Was it difficult?

Paul: The short answer is no, but the timing was a little tricky.

Emily: Did everyone like it?

Paul: Everyone loved it.

Emily: Paul.

Paul: Ah. You caught me. Let me make that more accurate. What I can confirm is that everyone finished their plate. I know four people said they liked it, but I didn’t actually ask the other two.

Emily: That is such a good example because “everyone finished” and “everyone loved it” are not the same information.

Paul: Exactly. And I changed the claim instead of defending it.

Emily: Did it cost less than ordering food?

Paul: I’m not completely sure. I didn’t compare the full cost, so I’d need to check that.

Emily: See, that answer does not sound weak to me. It sounds controlled.

Paul: That’s the communication skill. Now let’s move into a supported role-play. Imagine you gave a two-minute talk at an evening hobby class about repairing an old desk lamp. I’m a classmate. I’ll ask you four questions. Use the language when it genuinely fits. You do not need every phrase in every answer.

Paul: “Why did you repair it instead of buying a new lamp?”

[Answer directly, then add one reason.]

Emily: A model could be, “The short answer is that I liked the old lamp. It also only needed one small part.”

Paul: “So repairing is always cheaper?”

[Limit the claim to this situation.]

Emily: “For this situation, it was cheaper because the main parts still worked. I can’t say repairing is always cheaper.”

Paul: “How old is the lamp?”

[Mark uncertainty if you do not know the exact age.]

Emily: “I’m not completely sure, but I think it’s around fifteen years old.”

Paul: “Is the new part safe to use for years?”

[Say only what you can support.]

Emily: “I’d need to check that. What I can confirm is that it matches the basic requirements listed for the lamp.”

Paul: Good. Notice how the role-play changed. The learner did not try to win every question. The learner answered the question they could honestly answer.

Emily: And the hardest answer might be “I’d need to check that,” because it feels unfinished.

Paul: True. So let’s repair some common answers. First: “Yes, of course,” when you only know one example.

Emily: Better: “For this situation, yes.” Or “In my case, yes.”

Paul: Next: a long beginning like, “Well, maybe, I don’t know, I’m not an expert, sorry, but I think…”

Emily: Better: “I’m not completely sure, but…” Then give the useful part.

Paul: Exactly. You can mark uncertainty without building a wall around the answer.

Emily: Next mistake: someone asks, “Was it successful?” and you answer yes, even though you are not sure whether they mean money, time, learning, or another result.

Paul: Better: “If you’re asking whether we finished on time, yes.” That turns a broad word into a specific answer.

Emily: Another one: “I don’t know,” full stop.

Paul: Sometimes that is perfectly fine. But if you do know part of the answer, try: “I don’t know the exact number. What I can confirm is that…” That keeps the known part available.

Emily: And one more: giving a guess as a fact because silence feels uncomfortable.

Paul: Repair it with, “I’m not completely sure.” Or if you truly do not know, “I’d need to check that.”

Emily: Let’s upgrade a few lines without making them fancy.

Paul: “Maybe six.” Upgrade: “I’m not completely sure, but I think six people confirmed.”

Emily: “No idea.” Upgrade: “I don’t know the exact answer. I’d need to check that.”

Paul: “It was good.” Upgrade: “If you’re asking about the result, yes, it worked well.”

Emily: “Yes, everybody likes it.” Upgrade: “What I can confirm is that several people gave positive feedback.”

Paul: That last one is useful because it removes the word “everybody” when you do not have information from everybody.

Emily: The words get calmer as the claim gets more accurate.

Paul: Right. Clearer, not louder.

Emily: I think there is another pressure point. What if someone asks a question that contains an assumption you don’t agree with?

Paul: Good. That’s our harder scene.

Emily: Here we go.

Paul: Imagine a short team check-in. You have been testing a new online form with two coworkers. You tell the team, “The first test went smoothly.” Then a manager asks, “Great, so the form is ready for everyone tomorrow?”

Emily: Oof. That question jumps from “first test went smoothly” to “ready for everyone.”

Paul: Exactly. If you say yes automatically, you may confirm more than you know.

Emily: I’d answer, “What I can confirm is that the first test went smoothly. I haven’t checked it with everyone yet.”

Paul: Good. The manager follows up: “Are there any problems?”

Emily: The short answer is that we found one small issue on a phone screen, but the main steps worked.

Paul: Then: “So mobile users won’t be able to use it?”

Emily: No, that goes too far. I’d say, “By issue, I mean one button was hard to see on one phone. I’m not saying the whole form doesn’t work on mobile.”

Paul: Excellent. You defined your word because the listener made the problem larger than you meant.

Emily: Then maybe the manager asks, “Will you fix it by tomorrow morning?”

Paul: And now you don’t control the answer alone because another teammate is doing the update.

Emily: “I’m not completely sure about the timing. I’d need to check with Maya before I confirm tomorrow morning.”

Paul: Good. Now I add pressure: “But you think it’ll be done, right?”

Emily: Hmm. I’d be tempted to say yes just to end the moment.

Paul: That is the emotional turn.

Emily: Then I’d say, “I hope so, but I can’t confirm that yet. What I can confirm is that the issue is small and Maya already knows about it.”

Paul: That is the defining moment for this episode. You stay helpful without turning hope into a fact.

Emily: Confidence with a boundary.

Paul: Exactly. And you did not use the blank-moment tools from another kind of speaking problem. You had an answer. You were managing certainty, scope, and meaning.

Emily: Also, the questions kept changing. First readiness, then problems, then mobile, then timing.

Paul: Which means one memorized answer structure would not be enough.

Emily: You have to listen to what the new question is actually asking.

Paul: Let’s replay the harder scene more naturally and with less support.

Paul: “Emily, you tested the form this afternoon. Is it ready for everyone tomorrow?”

Emily: What I can confirm is that the first test went smoothly. We still need to check one mobile issue before I’d call it ready for everyone.

Paul: “Is the mobile version broken?”

Emily: No. By issue, I mean one button was hard to see on one phone. The main steps still worked.

Paul: “Can you promise it’ll be fixed by nine?”

Emily: I can’t confirm nine yet. I’d need to check with the person making the change.

Paul: “So should we delay the whole launch?”

Emily: If you’re asking whether this one issue requires a delay, I don’t know yet. We need the check first. For now, the useful thing is that the problem is specific, not that the whole form failed.

Paul: That response has more freedom than the first role-play. You chose what to narrow, what to define, and what not to promise.

Emily: And I didn’t answer the emotional pressure in the question. I answered the information.

Paul: Nicely put.

Emily: Can we work on how this sounds? “I’m not completely sure, but I can check that” can get very word-by-word when I’m nervous.

Paul: Yes. Our pronunciation focus is chunking. Use three meaning groups: “I’m not completely sure / but I can check that.”

Emily: “I’m not completely sure / but I can check that.”

Paul: Slowly once.

Emily: “I’m not completely sure / but I can check that.”

Paul: Now naturally. Keep “completely sure” together, then move to the action.

Emily: “I’m not completely sure, but I can check that.”

Paul: Good. Again, no filler in the repeat line.

Emily: “I’m not completely sure, but I can check that.”

Paul: Now put it in a mini-dialogue. “Do you know whether the room is free at six?”

Emily: “I’m not completely sure, but I can check that.”

Paul: “Thanks. I just need to know before five.”

Emily: “Okay. I’ll check the booking page and tell you.”

Paul: The pronunciation supports the communication: uncertainty first, useful action second.

Emily: Let’s do a quick quiz. Not a vocabulary test. We’re choosing the communication move.

Paul: Question one. Someone asks, “Does this app work on every phone?” You tested it on your phone and one friend’s phone. Which is better? A: “Yes, it works on every phone.” B: “It worked on the two phones I tested, but I can’t say it works on every phone.”

[Choose A or B.]

Emily: B. It keeps the claim inside the evidence you have.

Paul: Question two. Someone asks, “Was the event successful?” You do not know whether they mean attendance or money. What can you say?

[Clarify the meaning.]

Emily: “If you’re asking about attendance, yes, we had a full room.”

Paul: Question three. You know the meeting moved, but you do not know the new time. Complete this: “What I can confirm is that the meeting moved. ___.”

[Complete the answer.]

Emily: “I’d need to check the new time.”

Paul: Question four. Which is stronger communication when you are uncertain? A: hide the uncertainty and give your best guess. B: mark the uncertain part and give the known part.

Emily: B.

Paul: And question five. Someone hears “small problem” and says, “So the whole system failed?” What move do you need?

[Define or narrow the meaning.]

Emily: “By small problem, I mean one screen was hard to read. The whole system did not fail.”

Paul: Great. Now the final challenge is yours, and it is the longest speaking task today.

Emily: Imagine you have just given a short update about something familiar: a class project, a hobby, a trip plan, a simple work task, a volunteer activity, or another ordinary topic you are comfortable discussing.

Paul: You will answer three follow-up questions. Your full response should last about sixty to one hundred twenty seconds.

Emily: First question: something you can answer directly. Start with “The short answer is…” or simply give the answer.

Paul: Second question: something broad, unclear, or too general. Use “If you’re asking about…” or “By ___, I mean…” to narrow the meaning.

Emily: Third question: something you do not know completely. Use “I’m not completely sure, but…,” “What I can confirm is…,” or “I’d need to check that.”

Paul: Across the three answers, use at least four of today’s Task Language phrases naturally. Include one useful reason, example, or confirmed detail. Do not add language just to reach the count.

Emily: Here are the three questions for a sample topic. Imagine you told a friend about a weekend cooking class. One: “Why did you choose that class?” Two: “Was it good for beginners?” Three: “Will they run the same class next month?”

[Answer all three questions for 60–120 seconds. Pause if you want active practice. If you keep listening, hear the shorter model.]

Paul: Here is a shorter model, not the full required length. “The short answer is that I wanted more practice with simple sauces. If you’re asking whether the instructions were easy to follow, yes, they were clear for me. I can’t say the class is right for every beginner. About next month, I’m not completely sure. What I can confirm is that the teacher mentioned another weekend session, but I’d need to check the date.”

Emily: Now personalize it. Use your own real or imaginary topic. Ask yourself three question types: What do I know? What needs a narrower meaning? What do I only partly know?

Paul: Then retry once. On the retry, remove one sentence that is only there to sound impressive. Keep the direct answer, the scope, and the accurate uncertainty.

Emily: And if your first answer was “I don’t know,” ask yourself whether you truly know nothing. Maybe you can say, “I don’t know the exact time. What I can confirm is that it’s in the evening.”

Paul: Or if your first answer was too certain, reduce the claim: “For this situation…” “In my case…” “What I can confirm is…”

Emily: Optional challenge: let one question contain an assumption you do not fully accept. Before answering, correct the assumption calmly.

Paul: For example, “So everyone hated the change?” You might answer, “I wouldn’t say everyone. What I can confirm is that two people raised concerns.”

Emily: That is such a practical distinction. You are not fighting the question. You are cleaning up the meaning before you answer.

Paul: Which brings us back to the question from the beginning. What makes an answer sound confident when the honest answer is, “I know part of it”?

Emily: For me, it is control. I know what I’m answering, I know what I can support, and I know where I need to stop.

Paul: Exactly. Confidence here is observable communication, not a promise about how you will feel.

Emily: The phrases worth keeping are simple: “The short answer is…” “For this situation…” “I’m not completely sure, but…” “What I can confirm is…” “If you’re asking about…” “By ___, I mean…” and “I’d need to check that.”

Paul: Your small language action today: choose one ordinary question and answer it twice. First, answer naturally. Then ask, “Did I claim more than I actually know?” If yes, make the second answer more precise.

Emily: Clear does not mean certain about everything.

Paul: And “I need to check” can be a complete, useful part of a real conversation.

Emily: Thanks for practicing with us. Next time a follow-up question gets wider than your information, don’t make your answer bigger. Make it clearer.

Paul: See you next time.