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00:00:00We're gonna watch a video here about an interview, let's check it out, vamos a ver un video aquí, On the Streets, Interviews, Unit 2, Do you think there's too much violence in movies?
00:00:15So we have this title, ¿Crees que hay mucha violencia o hay demasiada violencia en las películas?
00:00:22Do you think there's too much violence in movies? We're gonna watch this video a couple times to see what they're talking about, vamos a ver este video para ver de que hablan y que tanto podemos entender de este, so here we go, let's see, one more time, ok, here we go.
00:00:44Do you have a favorite genre of movie?
00:00:53I love drama, I love comedy, but my favorite is drama.
00:01:00Do you think there's too much violence in movies?
00:01:03I think sometimes some films portray violence a little too graphically, but I feel that if it helps the plot along and there's sort of a point to the violence, then it's ok, but unnecessary violence really turns me off.
00:01:18So do you choose to go see movies if you know they're going to be violent?
00:01:22I usually tend to see films that get good reviews or by filmmakers whom I admire, I don't think violence would really, you know, sway me one way or the other.
00:01:33Do you ever go to see violent movies yourself?
00:01:35Yes, I've seen violent movies, thrillers and movies of that nature.
00:01:40Can violent movies be dangerous?
00:01:43I think people are dangerous, I don't know that movies are dangerous.
00:01:48Should children be allowed to see violent movies?
00:01:52No, I don't think children need to be watching violent movies, so.
00:01:56What's your feeling about violence? Is it harmful, particularly to children?
00:02:01I think violence is harmful, especially in movies.
00:02:06Children of certain ages should not see violent movies because they're a little more influential and don't have the judgment skills that adults do.
00:02:19I think it will stop by a few times when I'm reporting on the other sea.
00:02:21Okay, so there we are with the first row.
00:02:35Namaste, Scorchello, Neves Mas.
00:02:37Here we go.
00:02:38do you have a favorite genre of movie i love drama i love comedy but my my favorite is drama
00:02:58do you think there's too much violence in movies i think sometimes some films portray violence a
00:03:05little too graphically but i feel that if it helps the plot along and there's sort of a point to the
00:03:12violence then it's okay but unnecessary violence really turns me off so do you choose to go see
00:03:18movies if you know they're going to be violent i usually tend to see films that get good reviews
00:03:24or by filmmakers whom i admire i don't think violence would really you know sway me one way
00:03:31the other do you ever go to see violent movies yourself yes i've seen violent movies um thrillers
00:03:36and and movies of that nature can violent movies be dangerous
00:03:40i think people are dangerous i don't know that movies are dangerous
00:03:46should children be allowed to see violent movies no i don't think children need to be watching
00:03:52violent movies so what's your feeling about violence is it harmful particularly to children
00:03:58um it i think violence is um harmful um especially in movies movies children of certain ages should not
00:04:06see uh violent movies because they're a little more influential and um don't have the uh judgment
00:04:15skills that adults do
00:04:17do you have a favorite genre of movie i love drama i love comedy but my my favorite is drama
00:04:39do you think there's too much violence in movies i think sometimes some films portray
00:04:45violence a little too graphically but i feel that um if it helps the plot along
00:04:50um and there's sort of a point to the violence then it's okay but unnecessary violence really turns
00:04:56me off so do you choose to go see movies if you know they're going to be violent i usually tend to
00:05:02see films that get good reviews or by uh filmmakers whom i admire i don't think violence would really
00:05:09you know sway me one way or the other do you ever go to see violent movies yourself yes i've seen
00:05:15violent movies um thrillers and and movies of that nature can violent movies be dangerous
00:05:21i think people are dangerous i don't know that movies are dangerous
00:05:27should children be allowed to see violent movies no i don't think children need to be watching violent
00:05:33movies so what's your feeling about violence is it harmful particularly to children um it i think
00:05:40violence is um harmful um especially in movies movies children of certain ages should not see uh violent
00:05:49movies because they're a little more influential and um don't have the uh judgment skills that adults do
00:06:03okay so there we have it petro good evening welcome there here estamos viendo este video pedro
00:06:10acerca de do you think there's too much violence in movies right there we go
00:06:18good night teacher good evening welcome there so uh alan yet de que nos habla este video
00:06:33que puedo entender aquí de las conversaciones que este entrevistador les hacen estas personas
00:06:39like uh do you think there's too much balance in movies and if so why
00:06:44yo lo lo lo entendí porque se trabó un poco teacher fue que este si les gustaba o toleraban la este
00:06:59las películas de las películas de violencia no o cuáles eran sus favoritas
00:07:07la primera que entrevistaron me parece que dice
00:07:12bien ahí se le cortó un poquito el audio vamos a enviar el video aquí en el grupo de whatsapp
00:07:25solo para que lo puedan ver individualmente y ver si ahí la señal es un poquito mejor
00:07:32so let's try it so let's try it vamos a intentarlo aquí so ahí lo enviamos ahí está este
00:07:40observen lo pueden activar los subtítulos también en inglés para que puedan ir siguiendo lo de las
00:07:48frases los diálogos y este cuando terminen de verlo comentamos right so let's do it
00:07:58yes teacher
00:08:03Karen welcome to the class good evening Karen ahí enviamos
00:08:26un vídeo al grupo de whatsapp para que lo puedan ver ahorita lo estamos viendo pero
00:08:33hay un se ve un poquito hay unos problemas de conexión entonces se los envía el grupo de whatsapp
00:08:42para que puedan verlo véanlo un par de veces para ver de que nos hable ese vídeo y tomen nota de
00:08:50que hablan las conversaciones y ahorita comentamos ok
00:08:54el título del vídeo es do you think there's too much balance in movies lo que significa crees que hay
00:09:05demasiada violencia en las películas so let's do it
00:09:12no
00:09:14no
00:09:18no
00:09:19no
00:09:20no
00:09:21no
00:09:22no
00:09:22no
00:09:23no
00:09:23do you have a favorite genre of movie I love drama I love comedy but my my
00:09:43favorite is drama do you think there's too much violence in movies
00:09:53I think sometimes some films portray violence a little too graphically but I
00:10:01feel that if it helps the plot along and there's sort of a point to the violence
00:10:07but some films portray violence a little too graphically but I feel that if it
00:10:13helps the plot along and there's sort of the point to the violence then it's okay
00:10:18but unnecessary violence really turns me off and there's sort of a point to it feel that if it helps
00:10:25the plot along and there's sort of a point to the violence then it's okay but unnecessary
00:10:31violence really turns me off
00:10:32so do you choose to go see movie but unnecessary
00:10:48violence along and there's sort of a point to the violence then it's okay but unnecessary violence
00:11:02really turns me off and there's sort of a point to the violence then it's okay but unnecessary
00:11:21violence really turns me off so do you choose to go see movies if you know they're going to be
00:11:27violent
00:11:36so do you choose to go see movie
00:11:43if you know they're going to be violent i usually tend to see films that get good reviews or by
00:11:50filmmakers i usually tend to see films
00:11:57i don't think violence would really you know views or by filmmakers whom i admire i don't think
00:12:14violence would really you know sway me one way or the other do you ever go to see violent movies
00:12:19do you ever go to see violent movies yourself you know sway me one way or the other do you ever i
00:12:36don't think violence would really you know sway me one way
00:12:47do you ever go to see violent movies yourself yes
00:13:05i've seen violent movies um thrillers and and movies of that nature can violent movies be dangerous
00:13:12uh i think people are dangerous i don't know that movies are dangerous should children be allowed to
00:13:30see violent movies no i don't think children need should children i think people are dangerous i don't
00:13:37know that movies are dangerous should children be allowed to see violent movies
00:13:54no i don't think children need to be watching violent movies so
00:13:58what's your feeling no i don't movies are dangerous should children be allowed to see violent movies
00:14:03no i don't think children need to be watching violent movies so what's your feeling about violence is
00:14:10it harmful particularly to children what's your feeling about violence is it harmful particularly to
00:14:17children um it i think violence is um harmful um especially in movies um what's your feeling about
00:14:26violence is it harmful particularly to children um it i think violence is um harmful um especially in
00:14:34movies movies children violence is violence is it harmful particularly to children um what's your
00:14:40feeling about violence is it harmful particularly to children um it i think violence is um harmful um
00:14:48Especially in movies.
00:14:50Children of certain ages should not see violent movies.
00:14:54Especially in movies.
00:14:56I think violence is harmful.
00:14:58Especially in movies.
00:15:00Children of certain ages should not see...
00:15:04Especially in movies.
00:15:06Children of certain ages should not see violent movies.
00:15:10Especially in movies.
00:15:12I think violence is harmful.
00:15:14Especially in movies.
00:15:16movies children of certain ages should not see violent movies because they're a little more
00:15:21influential and don't because they're a little more influential and don't have the judgment
00:15:33skills that adults do excellent there we are so did you watch the video or did you see the video?
00:15:54hello hello, me escuchan bien ahí
00:15:59if you know so do you choose bueno bueno
00:16:03si teacher si lo puedo escuchar
00:16:06excellent very good
00:16:07so ellen what did you understand from that video que puedo entender de ese video a que se refieren
00:16:16por ejemplo que comentan la primera persona en particular cuando le preguntan do you have a
00:16:22favorite genre of movie
00:16:33en este caso se lo preguntan a Emma right que nos comenta Emma acerca de las películas do you have a favorite genre in movie
00:16:44en este caso se nos corta un poco la comunicación
00:16:48right
00:16:51a ver Karen pudo ver el video
00:16:53en este caso pues a la primera persona le preguntaban creo que su tipo su genre favorita de película y dice que le encantaban los dramas
00:16:57y como que le encantan los dramas y las comedias
00:17:00ok se nos corta un poco la comunicación right
00:17:02ok se nos corta un poco la comunicación right
00:17:04a ver Karen pudo ver el video
00:17:08excellent very good that's good perfect so what about
00:17:10eso es lo que nos comenta Emma ahorita vamos a ver literalmente como lo dice ella
00:17:14luego tenemos here with Stephan Stephan
00:17:16ah Pedro pudo escuchar
00:17:22y a ver que dice a la primera persona que le preguntaban si me preguntaban su tipo su genre favorita de película
00:17:26y esta que le encantaban los dramas
00:17:28y a la primera persona que le encantaban los dramas y a la primera persona que le encantaban los dramas
00:17:30y las comedias también
00:17:32excellent very good that's good perfect
00:17:34eso es lo que nos comenta Emma ahorita vamos a ver literalmente como lo dice ella
00:17:38luego tenemos here with Stephan
00:17:42Pedro, can you hear here that Stefan tells us, for example, what is what he says about the violence in the movies?
00:17:56Stefan says that he likes a little violence, but he doesn't recommend it for the children.
00:18:04Okay, excellent, very good.
00:18:08For the violence, for the children.
00:18:12Okay.
00:18:14What else did you hear about Stefan?
00:18:22I don't know if he is the one who specifically mentions something about the children, but he mentions something else.
00:18:30What is what Stefan says here?
00:18:38Let's see, let's listen again. So here we go.
00:18:54Do you have a favorite genre of movie?
00:19:06I love drama. I love comedy. But my favorite is drama.
00:19:12Do you think there's too much violence in movies?
00:19:16I think sometimes some films portray violence a little too graphically, but I feel that if it helps the plot along and there's sort of a point to the violence, then it's okay.
00:19:28But unnecessary violence really turns me off.
00:19:30So do you choose to go see movies if you know they're going to be violent?
00:19:35I usually tend to see films that get good reviews or by filmmakers whom I admire. I don't think violence would really, you know, sway me one way or the other.
00:19:47Do you ever go to see violent movies yourself?
00:19:49Yes, I've seen violent movies, thrillers and movies of that nature.
00:19:53Can violent movies be dangerous?
00:19:57I think people are dangerous. I don't know that movies are dangerous.
00:20:01Should children be allowed to see violent movies?
00:20:05No, I don't think children need to be watching violent movies.
00:20:09What's your feeling about violence? Is it harmful, particularly to children?
00:20:13I think violence is harmful, especially in movies.
00:20:19Children of certain ages should not see violent movies because they're a little more influential and don't have the judgment skills that adults do.
00:20:43So there we go.
00:20:45Entonces ahí lo tenemos de nuevo.
00:20:47So, ¿qué otras cosas nos comenta Stefan aquí en la conversación?
00:20:53¿Qué pudieron escuchar de él?
00:20:55Bueno, bueno.
00:21:05¿Me escuchan bien?
00:21:07Sí, teacher.
00:21:09Creo que sí.
00:21:10Sí, sí se comenta Stefan de...
00:21:13De lo que le preguntan de la violencia en las películas.
00:21:22Bueno, yo lo que le entiendes es que él sí le gusta mucho, que siente que no influye en...
00:21:32O sea, que sean violentas no influye en sí...
00:21:38He doesn't consider that they are so violent, I don't know if they are.
00:21:44That's good. Okay.
00:21:47Here we have what we tell us.
00:21:52Joe, right? Joe.
00:21:55Joe also tells us something in the question that they do.
00:21:59So do you choose to go to go see movies if you know there are going to be violence?
00:22:07So do you choose to go to see movies if you know there are going to be violence?
00:22:15That's the question that he does.
00:22:19Here the question changed a little, right?
00:22:22Let's listen to the question. Here we go.
00:22:27I don't think violence would really, you know, sway me one way or the other.
00:22:32Do you ever go to see violent movies yourself?
00:22:35Yes, I've seen violent movies.
00:22:41I've seen violent movies.
00:22:45One way or the other.
00:22:47Do you ever go to see violent movies yourself?
00:22:49Do you ever go to see violent movies yourself?
00:22:51Yes, I've seen violent movies, thrillers and movies of that nature.
00:22:55Can violent movies be dangerous?
00:22:57I think people are dangerous.
00:22:58I don't know that movies are dangerous.
00:22:59I don't know that movies are dangerous.
00:23:03Okay, so here's the first question.
00:23:05Do you ever go to see violent movies yourself?
00:23:09Do you ever go to see violent movies yourself?
00:23:11Do you ever go to see violent movies yourself?
00:23:15Do you ever go to see violent movies yourself?
00:23:17Do you ever go to see violent movies yourself?
00:23:21Do you ever go to see violent movies yourself?
00:23:23Do you ever go to see violent movies yourself?
00:23:27Do you ever go to see violent movies yourself?
00:23:29Do you ever go to see violent movies yourself?
00:23:33Do you ever go to see violent movies yourself?
00:23:57Because the first question that they do is in relation to if they think there is a lot of violence in the movies.
00:24:11But here the question changes.
00:24:13Do you ever go to see violent movies yourself?
00:24:17That's the question.
00:24:20Do you ever go to see violent movies yourself?
00:24:50That is the ability to identify more words, more expressions.
00:25:04To identify what the person is saying.
00:25:10And to give a correct interpretation and a correct answer.
00:25:16For example, if you ask me this question.
00:25:20Do you ever go to see movies yourself?
00:25:22And I answer.
00:25:24Yes, I do. I like horror movies, thrillers, dramas, science fiction.
00:25:30The answer is fine, but it is not according to that question.
00:25:34Gramatically it is correct.
00:25:36I am going to watch movies of terror, of science fiction, of drama.
00:25:40But that was not the question.
00:25:42The question was, do you ever go to see violent movies yourself?
00:25:48So it's different things, right?
00:25:50Yo a lo que le, a lo que le entendí teacher,
00:25:54es do you ever go, dice, tú vas a ver, este, películas,
00:26:02pero your son es conforme a tu edad?
00:26:08Ahí hay una, sí, ahí hay una palabra que se parece a your souls, exactamente.
00:26:12Aquí, eh, se oye parecido your souls, pero aquí lo que dice es yourself.
00:26:18Your self. Your self.
00:26:20Your self es un pronombre reflexivo, lo vamos a poner aquí en el chat.
00:26:24Your, yourself. Reflexive, reflexive pronoun.
00:26:30Pronombre reflexivo, yourself.
00:26:32Pronombre reflexivo, yourself.
00:26:34Ese pronombre significa, eh, por ti mismo, right?
00:26:37Your self.
00:26:38Ah, que es este, do you ever go to see violent movies yourself?
00:26:45La pregunta que le hacen a Joe es, si tú alguna vez vas a ver películas violentas por ti mismo, ¿no?
00:26:54O si tú mismo vas a ver películas violentas, right?
00:26:58Your self es simplemente para enfatizar, right?
00:27:01Para saber si él tiene la decisión propia, la convicción propia de ir a ver, este, películas violentas, right?
00:27:09De acción, de terror, de alguna otra cosa, right?
00:27:13Do you ever go to see violent movies yourself?
00:27:16Y entonces, Joe responde, yes, I've seen violent movies, thrillers, and movies of that nature, right?
00:27:25So, that's the point.
00:27:27So, ¿cuál es la respuesta que él nos da?
00:27:29Yes, I've seen violent movies, thrillers, and movies of that nature.
00:27:34Vamos a ver cómo lo dice, cómo lo dice él, right?
00:27:38So, here we go.
00:27:40Go to see violent movies, really, you know, sway me one way or the other.
00:27:45Do you ever go to see violent movies yourself?
00:27:48Yes, I've seen violent movies, thrillers, and movies of that nature.
00:27:57You see?
00:27:58He says, yes, I've seen violent movies, and thrillers, and movies of that nature.
00:28:02Lo dice un poquito más rápido, right?
00:28:04Eso a veces es difícil identificarlo, pero la intención es irlo escuchando, ir poco a poco, ir identificando más palabras, más frases.
00:28:17El oído se va acostumbrando, el cerebro va asociando sonidos, va asociando conceptos, y poco a poco uno va entendiendo más.
00:28:28No únicamente a la hora de escuchar conversaciones, de repetirlas, sino en simultáneo, right?
00:28:35Cada vez uno se detiene menos a la hora de ir siguiendo la idea.
00:28:40Al principio cuesta un poquito, porque transitan de una idea a otra, de una forma muy fluida, de una forma muy constante, a veces muy rápida, right?
00:28:48Por ejemplo aquí, do you ever go to see violent movies yourself?
00:28:52Right?
00:28:53La pregunta.
00:28:54Yes, I've seen violent movies, thrillers, and movies of that nature.
00:28:57You know?
00:28:58Incluso hace una pausa ahí entre movies y thrillers.
00:29:01Que dice algo así.
00:29:03Yes, I've seen violent movies, and thrillers, and movies of that nature.
00:29:08Es lo que dice, movies of that nature, movies of that nature.
00:29:13Son esas palabras chiquitas, lo que decimos, los conectores que conectan la frase, las que cortan, right?
00:29:20Las que cortan al hablar, cortan esas frases y eso hace que, da la ilusión de que hablan muy rápido.
00:29:27Pero en realidad lo único que hacen es, estar este, cortando algunas palabritas para conectar mejor.
00:29:33Y bueno, la clásica pausa que hacen, que es el am, you know?
00:29:38Am, es como para nosotros aquí el este, no?
00:29:42Eh, fui ayer a la farmacia y este, no encontré la pasta de dientes que estaba buscando.
00:29:49Right?
00:29:50So, ese tipo de pausas.
00:29:52Ellos utilizan, um, no?
00:29:55Yes, I've seen violent movies, um, thrillers, and movies of that nature.
00:30:00Que ahí, este, hay que tener, eh, cuidado cuando hacemos esas pausas.
00:30:05Porque a veces ocurre que cuando uno está hablando inglés, esa pausa la hacemos en español.
00:30:11Entonces, a veces, eh, sucede, es, me ha tocado escucharlo mucho, que una persona está hablando inglés.
00:30:19Sí.
00:30:20Yes, I've seen violent movies, este, thrillers, and movies of that nature.
00:30:25O sea, meten una palabra en español en medio de la idea del inglés y eso no está bien.
00:30:30Right?
00:30:31Porque eso puede, eh, confundir a la otra persona porque ahí hay un elemento que no, pues que es de otro idioma.
00:30:37¿No?
00:30:38Y no, no hay por qué ponerlo.
00:30:40Pero, como estamos acostumbrados a hacer esas pausas en nuestro idioma, pues a veces se va por ahí esa expresión.
00:30:47Right?
00:30:48Pero, nada más hay que cambiarla por el am, you know, am.
00:30:53A veces esas pausas, eh, nos ayudan a, este, a ir generando más ideas, a poder pensar en lo que vamos a decir a continuación.
00:31:01No es del todo mal usarlas.
00:31:04Eh, ciertamente no hay que abusar de ellas, ¿no?
00:31:07No hay que usar siempre esos pausas de am, ¿no?
00:31:12Para completar nuestras ideas.
00:31:14Porque llega un punto en el que se oye raro o en el que parece que yo no estoy seguro de lo que estoy diciendo.
00:31:21Entonces, eh, por ejemplo, si yo empiezo una idea y digo
00:31:26I usually tend to see films, eh, that get good reviews, or, eh, by filmmakers, whom I admire.
00:31:34Eh, I don't think violence, eh, would really, you know, sway me one way or the other.
00:31:41Eh, but I think that some movies are, eh, really violent these days.
00:31:47You know, I use mucho, muchas veces el am, para hacer pausa y conectar.
00:31:53Este, entonces ahí ya la idea se, pues se entiende, pero se escucha un poquito sucia, right?
00:32:00Se escucha un poquito ahí eh, muchas, muchas, eh, eh, eh, eh, palabritas ahí conectando, right?
00:32:07La frase que que yo quiero decir.
00:32:09También eso sucede con el you know, you know es como decir sabes, no?
00:32:14O tú sabes, o ya sabes, ¿no?
00:32:16Es como que a veces en algunos diálogos en español,
00:32:21in Spanish, and in some movies we can see, when people say this,
00:32:26so I worked there and you know, it's difficult because the time changes
00:32:31a lot, and you know, there are many new friends, that you know, that you know,
00:32:36you also use English to connect phrases, but you don't have to use that,
00:32:41those pauses give us time to think, but you have to use it as the least possible,
00:32:50so that you can easilyDA for having a correct answer at it,
00:32:55speaking and expressing the idea, that you can correct by practicing
00:33:00by writing a little script and then reproducing it with the pronunciation of a little bit,
00:33:05that of a little, very conscious, always talking and talking with a conscious that I'm saying,
00:33:10and having no face what I'm saying, how I'm going to arm the idea,
00:33:15y de cómo voy siguiendo lo que voy expresando.
00:33:20En primer lugar, eso siempre es muy importante.
00:33:26Siempre poner atención a esas palabras que vamos colocando.
00:33:31En inglés ayuda mucho ser consciente de esto,
00:33:35porque es un idioma que estamos aprendiendo.
00:33:37Entonces, las palabras que yo voy agregando,
00:33:41las voy observando, las voy analizando
00:33:45para ver dónde las voy a colocar, para ver qué función tiene.
00:33:50Y eso, al mismo tiempo, nos ayuda también a entender mejor
00:33:53nuestro propio idioma.
00:33:56Eso ayuda mucho, por eso es bueno estudiar idiomas,
00:33:58porque nos ayudan a darnos cuenta de distintos aspectos
00:34:02que a lo mejor nos usábamos comúnmente en nuestro idioma,
00:34:05pero de los cuales no éramos totalmente conscientes.
00:34:08Entonces, eso es importante.
00:34:14Aquí en inglés, muchas personas hablan así,
00:34:17utilizan esas pausas, pero, por ejemplo,
00:34:21en un discurso o en una conferencia,
00:34:24en un discurso político, no son tan recurrentes,
00:34:26porque los comunicadores practican para no usarlas tanto,
00:34:33para no abusar de ello y que el mensaje sea más limpio.
00:34:39Pero el utilizar menos esas pausas hace que yo también
00:34:45tenga que estar más concentrado en lo que estoy diciendo,
00:34:48porque no voy a usar tantas pausas para pensar lo que tengo que decir.
00:34:52Entonces, para no utilizarlas, por eso es importante
00:34:56ensayar o practicar antes lo que voy a exponer
00:34:58o lo que voy a decir.
00:35:00Es como en una exposición, como en una lectura de algún tema
00:35:06frente a algún grupo de personas.
00:35:08Si yo no preparé suficientemente mi discurso,
00:35:12pues voy a titubear un poco
00:35:14y no voy a saber por dónde ir conectando las ideas.
00:35:18Entonces, es más probable que recurra al, este, y bueno, no, quizá, right.
00:35:26Todas esas frases, lo mismo ocurre en inglés.
00:35:29Para practicar eso hay que escribir nuestras ideas
00:35:33de forma consciente, de forma, este, lenta en primer lugar.
00:35:40Y luego ya ir poco a poco, este, hablando,
00:35:44e irlas incorporando a lo que vamos diciendo,
00:35:48siendo cada vez más conscientes de cómo lo vamos diciendo
00:35:52y también el énfasis que le damos a las frases.
00:35:56Por ejemplo, aquí en la pregunta, ¿qué le hacen a Joe?
00:36:00La primera pregunta es,
00:36:02Do you ever go to see violin movies yourself?
00:36:06Y él responde,
00:36:08Yes, I've seen violin movies, thrillers,
00:36:12and movies of that nature.
00:36:15Luego viene otra pregunta,
00:36:17y ahí el entrevistador cambia la entonación.
00:36:19Él dice, como un poco más consternado,
00:36:22como dando un poco más de preocupación
00:36:26hacia lo que las personas opinan.
00:36:30Porque a veces algunas preguntas,
00:36:34aunque no directamente sean personales
00:36:36hacia alguien en particular,
00:36:38se perciben como un tanto intrusivas
00:36:41o un poco más personales,
00:36:43porque quizás son preguntas que interactúan mucho
00:36:48o se meten mucho con industrias muy grandes
00:36:51de las cuales las personas pues tienen una opinión
00:36:53muy amplia, muy variada,
00:36:55como es el cine, ¿no?
00:36:56Como es el cine,
00:36:57que el cine además de ser bueno,
00:37:01además de ser interesante,
00:37:02pues para muchas personas es inspirador
00:37:05y motivacional.
00:37:07Hay montones de películas que tienen muchos mensajes.
00:37:12Entonces, él hace la pregunta
00:37:14con un tono más cuidadoso, ¿no?
00:37:17Él dice,
00:37:18Can violin movies be dangerous?
00:37:20Le pone ese tono, ¿no?
00:37:22Can violin movies be dangerous?
00:37:26Porque en el cine o en la música
00:37:31o en la literatura a veces las personas se fanatizan mucho.
00:37:35Entonces, las preguntas que a veces uno puede hacer,
00:37:39pues a veces las personas las son muy personales, ¿no?
00:37:44Entonces,
00:37:45Can violin movies be dangerous?
00:37:47Él dice,
00:37:48¿Pueden las películas ser peligrosas?
00:37:52¿No?
00:37:52A veces este tipo de preguntas se interpretan como un juicio.
00:37:56Si la persona no tiene la objetividad o el criterio suficiente
00:37:59de definir que es simplemente una pregunta, ¿no?
00:38:03Que es simplemente para discutir un tema,
00:38:06compartir opiniones,
00:38:07no para definir o juzgar a alguien si está en lo correcto, ¿no?
00:38:14So, can violin movies be dangerous?
00:38:18Entonces, ya responde,
00:38:19I think,
00:38:20incluso duda al principio,
00:38:22I think people are dangerous.
00:38:26I don't know that movies are dangerous.
00:38:28Creo que las personas son peligrosas.
00:38:31No considero o no sé
00:38:35de que las películas sean peligrosas.
00:38:38Eso es lo que nos comenta Joe,
00:38:40lo que nos dice Joe.
00:38:42Vamos a ver aquí
00:38:45que nos dice la siguiente persona
00:38:48que la pregunta va a escuchar.
00:38:50Here we go.
00:38:52Sway me one way or the other.
00:38:55Do you ever go to see violent movies of that nature?
00:38:58Can violent movies be dangerous?
00:39:02I think people are dangerous.
00:39:04I don't know that movies are dangerous.
00:39:06Should children be allowed to see violent movies?
00:39:08No, I don't think children
00:39:10need to be watching violent movies,
00:39:12so...
00:39:12So, this is a short question, right?
00:39:19Aquí es una pregunta más cortita
00:39:21y justamente utilizando un verbo modal
00:39:24es lo que utilizan aquí con Emma.
00:39:27Es lo que tenemos aquí en pantalla.
00:39:30Aquí lo tenemos right here
00:39:32in the green one
00:39:33where Emma is asked
00:39:36should children be allowed to see violent movies?
00:39:39Should children?
00:39:40Ahí se escucha en esa parte particularmente
00:39:43la pregunta un poquito bajita.
00:39:45Ahí no se escucha tan fuerte,
00:39:47pero dice...
00:39:49Should children be allowed to see violent movies?
00:39:51Siempre para practicar esa habilidad auditiva,
00:39:54siempre con audífonos.
00:39:56Siempre es bueno usar audífonos
00:39:57porque el sonido es más nítido.
00:40:00Además, es más cerca al oído.
00:40:02Podemos percibirlo más de mejor manera.
00:40:05Y repetirlo varias veces
00:40:07hasta que uno vaya identificando más palabras, right?
00:40:11Y sobre todo, ver y poner atención
00:40:14en cómo las conectan,
00:40:17qué sonidos hacen para conectar,
00:40:19qué sonidos cortan,
00:40:21qué consonantes o qué vocales están quitando
00:40:24para que la idea suene
00:40:26como esta persona le está diciendo.
00:40:31So, should children be allowed to see violent movies?
00:40:35Should children be allowed?
00:40:38Aquí se complica un poquito
00:40:39porque should y children
00:40:41empiezan con un sonido parecido.
00:40:46Should es S-H
00:40:47y children es S-H.
00:40:50Children es un poquito más marcado.
00:40:52Should es más suave.
00:40:54Entonces, juntando las dos,
00:40:58a veces parece trabalenguas, ¿no?
00:41:00Porque es should children.
00:41:02¿Lo ven?
00:41:03Should children.
00:41:04Should ch-
00:41:05Should children.
00:41:07Entonces, a veces ahí puede haber algún problema
00:41:09porque es should children.
00:41:12Should children.
00:41:14Para juntarlo, should children.
00:41:17Que así es como que la D
00:41:18se pega ahí con C-H.
00:41:21Should children be allowed?
00:41:23Right?
00:41:23Should children be allowed to see?
00:41:25La T, la T también.
00:41:27La T se convierte en una R.
00:41:30Should children be allowed to see violent movies?
00:41:34Right?
00:41:34Entonces, esos sonidos hay que
00:41:36escuchar cuidadosamente la conversación
00:41:40para identificar
00:41:41cómo los cortan, cómo los pegan.
00:41:45Right?
00:41:46Y practicarlo repetidas veces
00:41:48hasta que salga como
00:41:50lo más cercano
00:41:52a cómo se escucha el video.
00:41:54Si no funciona la primera,
00:41:57al siguiente día uno lo va intentando,
00:41:59pero siempre estar ahí
00:42:00constantemente intentándolo
00:42:03para lograr esos sonidos.
00:42:06Should children, you know?
00:42:08Should children.
00:42:09Should children be allowed?
00:42:12Should children be allowed to see violent movies?
00:42:15No, I don't think children
00:42:18need to be watching violent movies.
00:42:20So,
00:42:21ahí hace una pausa al final.
00:42:23No, yo no creo
00:42:24que los niños
00:42:26necesiten ver
00:42:27películas
00:42:28violentas.
00:42:30Así que
00:42:31so
00:42:31es como
00:42:33poner al final ese
00:42:34así que
00:42:36o
00:42:36entonces
00:42:37no, yo no creo
00:42:39que los niños
00:42:40necesiten ver
00:42:41películas violentas.
00:42:43Entonces
00:42:44no, como
00:42:45ahí quiso continuar la idea
00:42:47pero quizás
00:42:48no supo qué decir.
00:42:50Right?
00:42:50O quizás cortaron la entrevista
00:42:52porque
00:42:52quizás lo que agregó después
00:42:55no era
00:42:55tan distinto
00:42:57a su idea inicial
00:42:58o no era tan relevante.
00:42:59Pero aquí
00:42:59puedo agregar
00:43:00distintas opciones.
00:43:01Por ejemplo,
00:43:02No,
00:43:03I don't think
00:43:04children need to be watching
00:43:05violent movies.
00:43:06So,
00:43:07por ejemplo,
00:43:07I think
00:43:09that a
00:43:10constant
00:43:11supervision
00:43:12from
00:43:14their
00:43:15parents
00:43:15would be
00:43:17appropriate
00:43:17for them
00:43:19to
00:43:20watch
00:43:21to watch
00:43:23movies.
00:43:23Por ejemplo,
00:43:24puedo agregar
00:43:25esa conclusión.
00:43:26Yo creo
00:43:26que una constante
00:43:27supervisión
00:43:28de sus padres
00:43:29sería apropiada
00:43:31para
00:43:31que ellos
00:43:33vean
00:43:33películas.
00:43:34for them
00:43:36to watch
00:43:37movies
00:43:37in a more
00:43:40secure environment.
00:43:41En un entorno
00:43:42más seguro.
00:43:43Digamos,
00:43:44right?
00:43:44O este,
00:43:45por ejemplo,
00:43:46So,
00:43:49I don't think
00:43:49that children
00:43:50need to be
00:43:50watching violent movies.
00:43:51So,
00:43:52I think
00:43:53that's why
00:43:53esa es otra opción
00:43:54que pudo haber
00:43:55concluido ahí.
00:43:56I think
00:43:56that's why
00:43:57some parents
00:43:59set a restriction
00:44:00in their
00:44:02in
00:44:04cable
00:44:07service.
00:44:09Or in
00:44:09their
00:44:09cable
00:44:10TV
00:44:11service.
00:44:12Right?
00:44:13Es otra opción.
00:44:14Creo
00:44:14que esa
00:44:15es la razón
00:44:16por la cual
00:44:17algunos padres
00:44:18ponen
00:44:20una restricción
00:44:21en su servicio
00:44:22de televisión
00:44:23por cable.
00:44:23Right?
00:44:24So,
00:44:25no,
00:44:25I don't think
00:44:25children
00:44:26need to be
00:44:26watching violent movies.
00:44:28So,
00:44:28I think
00:44:28that's why
00:44:29some parents
00:44:29set a restriction
00:44:30in their
00:44:31cable TV
00:44:32service.
00:44:33Right?
00:44:33So,
00:44:34that's another
00:44:35conclusion.
00:44:37Siempre es bueno
00:44:38también ir
00:44:39desarrollando
00:44:40conclusiones
00:44:41en base
00:44:41a la idea
00:44:41inicial
00:44:42porque eso
00:44:42incentiva
00:44:43la creatividad,
00:44:44nos da más
00:44:45habilidad
00:44:45de improvisación.
00:44:48Right?
00:44:48Siempre
00:44:48practiquen eso.
00:44:49Siempre que
00:44:50escuchen
00:44:51una idea
00:44:51en una serie,
00:44:52en alguna
00:44:53película,
00:44:54en algún
00:44:54libro,
00:44:55pueden
00:44:56crearle
00:44:57otras
00:44:58continuaciones
00:44:59a esa idea
00:45:00de cualquier
00:45:01tema que sea.
00:45:03Así
00:45:03uno
00:45:03practica,
00:45:04uno
00:45:04crea.
00:45:05El propósito
00:45:06es crear
00:45:06y para
00:45:07crear
00:45:07hay que
00:45:08practicar
00:45:09y usar
00:45:10las estructuras
00:45:11gramaticales
00:45:12y el vocabulario
00:45:13que tenemos.
00:45:13Right?
00:45:14Siempre que
00:45:15uno hace
00:45:17esto,
00:45:18siempre con
00:45:19diccionario
00:45:19cerca,
00:45:20con
00:45:20nuestro
00:45:22libro,
00:45:23con algún
00:45:23traductor
00:45:24para estar
00:45:24viendo qué
00:45:25palabra
00:45:25puedo
00:45:26colocar ahí
00:45:27para que
00:45:28mi idea
00:45:28quede
00:45:29como yo
00:45:29necesito
00:45:30o
00:45:31lo que
00:45:32yo
00:45:32necesito
00:45:32expresar.
00:45:33Y así
00:45:33uno va
00:45:34siendo
00:45:34consciente
00:45:35de los
00:45:36puntos
00:45:37que
00:45:37uno
00:45:38tiene
00:45:38por
00:45:39mejorar,
00:45:39por
00:45:39practicar.
00:45:41Y cada
00:45:41detalle
00:45:41va
00:45:42haciendo
00:45:42una
00:45:43diferencia.
00:45:43Eso
00:45:44siempre
00:45:44es
00:45:44importante.
00:45:46Otro
00:45:46ejemplo
00:45:46aquí.
00:45:47No,
00:45:48I don't
00:45:48think
00:45:48children
00:45:49need
00:45:49to be
00:45:49watching
00:45:49violent
00:45:50movies.
00:45:51So,
00:45:53por
00:45:53ejemplo,
00:45:54so,
00:45:55I believe,
00:45:56I believe,
00:45:57I believe
00:45:57es más o menos
00:45:58lo mismo
00:45:58que I think,
00:45:59pero un poquito
00:45:59más formal.
00:46:00Yo creo,
00:46:01yo considero,
00:46:02but I believe
00:46:03that
00:46:04parents
00:46:05should be
00:46:07should be
00:46:08more careful
00:46:09in regard
00:46:11of
00:46:13what
00:46:14their
00:46:14children
00:46:15are
00:46:17watching
00:46:18on
00:46:18TV
00:46:19these
00:46:20days.
00:46:21Are
00:46:21watching
00:46:22on
00:46:22TV
00:46:22these
00:46:23days.
00:46:24Yo
00:46:24creo
00:46:24que
00:46:25los
00:46:26padres
00:46:27deberían
00:46:27ser
00:46:27más
00:46:28cuidadosos
00:46:28en
00:46:29relación
00:46:30o
00:46:31en
00:46:32cuanto
00:46:32a
00:46:32lo
00:46:33que
00:46:33sus
00:46:34hijos
00:46:34están
00:46:34viendo
00:46:35en
00:46:35televisión
00:46:35estos
00:46:36días.
00:46:37Aquí
00:46:37tenemos
00:46:37otra
00:46:37conclusión.
00:46:38Cualquiera
00:46:39de las
00:46:39tres
00:46:39puede
00:46:40funcionar
00:46:41aquí
00:46:41al
00:46:43completar
00:46:43la
00:46:44idea
00:46:44de
00:46:45Emma.
00:46:48Observemos
00:46:48cómo
00:46:49las
00:46:49tres
00:46:50suenan
00:46:52bien
00:46:53al
00:46:53momento
00:46:53de
00:46:53conectarlas.
00:46:54Por ejemplo,
00:46:55número
00:46:55uno.
00:46:56No,
00:46:57I
00:46:57don't
00:46:57think
00:46:58children
00:46:58need
00:46:58to
00:46:58be
00:46:59watching
00:46:59violent
00:46:59movies.
00:47:00So,
00:47:01I
00:47:01think
00:47:01that
00:47:02constant
00:47:02supervision
00:47:03from
00:47:04their
00:47:04parents
00:47:04would
00:47:05be
00:47:05appropriate
00:47:06for
00:47:06them
00:47:06to
00:47:07watch
00:47:08movies.
00:47:09Or,
00:47:10no,
00:47:11número
00:47:11dos.
00:47:11No,
00:47:12I
00:47:12don't
00:47:12think
00:47:12children
00:47:13need
00:47:13to
00:47:13be
00:47:13watching
00:47:14violent
00:47:14movies.
00:47:15So,
00:47:15I
00:47:15think
00:47:16that's
00:47:16why
00:47:16some
00:47:17parents
00:47:17set
00:47:17a
00:47:17restriction
00:47:18in
00:47:19their
00:47:19cable
00:47:20TV
00:47:20service
00:47:21or
00:47:21in
00:47:22their
00:47:22cable
00:47:22network
00:47:23or
00:47:23in
00:47:23their
00:47:23cable
00:47:24network
00:47:25or
00:47:25their
00:47:26cable
00:47:26And the last one.
00:47:27No,
00:47:28I don't think
00:47:29children
00:47:29need to be
00:47:30watching
00:47:30violent
00:47:31movies.
00:47:31So,
00:47:32I
00:47:32believe
00:47:32that
00:47:33parents
00:47:33should
00:47:33be
00:47:33more
00:47:34careful
00:47:34in
00:47:34regard
00:47:35of
00:47:35what
00:47:35their
00:47:35children
00:47:36are
00:47:36watching
00:47:37on
00:47:37TV
00:47:38these
00:47:38days.
00:47:39Right?
00:47:40So,
00:47:40distintas
00:47:41conclusiones
00:47:41que le
00:47:41podemos
00:47:42agregar
00:47:42aquí
00:47:43a
00:47:43la idea
00:47:44de
00:47:44Emma
00:47:44que
00:47:44ella
00:47:45la
00:47:45deja
00:47:45aquí
00:47:46con
00:47:46el
00:47:46entonces
00:47:47o
00:47:48así
00:47:48que
00:47:49right?
00:47:49A
00:47:51veces
00:47:51uno
00:47:52hace
00:47:52esto
00:47:52no
00:47:52es
00:47:53que
00:47:53esté
00:47:53mal
00:47:53ponerse
00:47:55so
00:47:56al
00:47:56final
00:47:56para
00:47:57decir
00:47:57entonces
00:47:58simplemente
00:47:59es una
00:47:59partícula
00:48:00para
00:48:00enfatizar
00:48:01y
00:48:01para
00:48:02demostrar
00:48:03que
00:48:03pues
00:48:03quizás
00:48:04lo
00:48:04que
00:48:05he
00:48:05dicho
00:48:05en un
00:48:05inicio
00:48:06no
00:48:06necesita
00:48:06agregar
00:48:07nada
00:48:07más
00:48:07es
00:48:08claro
00:48:09es
00:48:09suficiente
00:48:10lo
00:48:11que
00:48:11he
00:48:11dicho
00:48:12es
00:48:12conclusivo
00:48:13particularmente
00:48:14aquí
00:48:14con
00:48:14la
00:48:14con
00:48:15la
00:48:15idea
00:48:15de
00:48:16de
00:48:17Emma
00:48:17en
00:48:18relación
00:48:19pues
00:48:20los
00:48:20niños
00:48:20no
00:48:21no
00:48:21no
00:48:22necesitan
00:48:24no es
00:48:24necesario
00:48:24que estén
00:48:25viendo
00:48:25películas
00:48:26violentas
00:48:27entonces
00:48:27cualquier otra
00:48:29cosa
00:48:29cualquier otra
00:48:30medida
00:48:30que yo
00:48:31pueda
00:48:31agregar
00:48:33a eso
00:48:33pues sería
00:48:34innecesaria
00:48:35porque en
00:48:35primer lugar
00:48:36la medida
00:48:37inicial
00:48:37es que
00:48:39pues los
00:48:39niños
00:48:39no
00:48:40no necesitan
00:48:41ver eso
00:48:42no necesitan
00:48:42ver películas
00:48:43violentas
00:48:44siendo que
00:48:45hay
00:48:45millones de
00:48:46opciones
00:48:47para ellos
00:48:47es
00:48:49obvio
00:48:50pues
00:48:51es
00:48:51como
00:48:52llegar
00:48:52a una
00:48:52idea
00:48:53obvia
00:48:54en este
00:48:54caso
00:48:54de
00:48:55Emma
00:48:55es
00:48:56como
00:48:56por ejemplo
00:48:56si decimos
00:48:57no
00:48:58no creo
00:49:06que los
00:49:07estudiantes
00:49:08adolescentes
00:49:09necesiten
00:49:10utilizar
00:49:11su
00:49:12teléfono
00:49:12celular
00:49:13en clase
00:49:13right
00:49:14porque
00:49:15lo lógico
00:49:16lo obvio
00:49:17en un
00:49:18entorno
00:49:18de clase
00:49:18en un
00:49:19en este
00:49:20en la conferencia
00:49:21en este
00:49:22en alguna exposición
00:49:24pues es
00:49:25es este
00:49:26prestar atención
00:49:27es
00:49:28aprender
00:49:29es adquirir
00:49:30la habilidad
00:49:31que me están enseñando
00:49:33por la cual yo estoy ahí
00:49:34entonces pues lo lógico
00:49:36es eso
00:49:36¿no?
00:49:37entonces por eso
00:49:38aquí se agrega
00:49:39igual este
00:49:40so
00:49:41right
00:49:41o por ejemplo
00:49:43con la comida
00:49:44también
00:49:44ideas
00:49:45obvias
00:49:46ideas
00:49:46conclusivas
00:49:48I don't think
00:49:50that children
00:49:51need to be eating
00:49:52junk food
00:49:53at early stages
00:49:54of their lives
00:49:55so
00:49:56no creo
00:49:57que los niños
00:49:57necesiten
00:49:59estar comiendo
00:50:01comida chatarra
00:50:02en
00:50:02en estadios
00:50:04tempranos
00:50:05de
00:50:05de su vida
00:50:06así que
00:50:07right
00:50:07lo demás
00:50:08que podamos agregar
00:50:09pues
00:50:10sobra
00:50:10right
00:50:11está
00:50:11está por demás
00:50:12como diríamos
00:50:13coloquialmente
00:50:14entonces
00:50:15son ideas
00:50:16que
00:50:17nos ayudan
00:50:19ahí
00:50:19esa frasecita
00:50:21nos ayuda
00:50:21a concluir
00:50:22esto
00:50:23right
00:50:23el
00:50:23so
00:50:24right
00:50:24so
00:50:25whatever
00:50:27anything else
00:50:28that I could add
00:50:29to this idea
00:50:29would be
00:50:30would be
00:50:31an extra addition
00:50:33you know
00:50:33and perhaps
00:50:34it may be
00:50:35unnecessary
00:50:35because
00:50:36my main idea
00:50:37it's obvious
00:50:38it's
00:50:39conclusive
00:50:40it's logical
00:50:41cualquier otra cosa
00:50:42que yo pueda agregar
00:50:43a la idea
00:50:43pues sería
00:50:44sería
00:50:45adicional
00:50:46right
00:50:46mi idea inicial
00:50:47pues es
00:50:47es conclusiva
00:50:49eso
00:50:50entonces
00:50:50todo esto nos sirve
00:50:52para analizar
00:50:53cómo
00:50:53cómo están hechas
00:50:54las ideas
00:50:56las frases
00:50:56y nosotros
00:50:57poder practicar
00:50:58poder practicar
00:50:59esto
00:51:00por ejemplo
00:51:01hoy
00:51:03este
00:51:03en una clase
00:51:04con
00:51:04unos chicos
00:51:05hacíamos un ejercicio
00:51:06lo que
00:51:07comentamos
00:51:08aquí siempre
00:51:09de hacer
00:51:10un
00:51:10aprendizaje
00:51:11de vocabulario
00:51:12con
00:51:12ejemplos
00:51:14porque los
00:51:15ejemplos
00:51:15nos ayudan
00:51:16a
00:51:17relacionar
00:51:19el significado
00:51:20de la idea
00:51:20por ejemplo
00:51:21si yo ya sé
00:51:22el significado
00:51:23de la palabra
00:51:24father
00:51:25mother
00:51:27uncle
00:51:27aunt
00:51:28papá
00:51:29mamá
00:51:30tío
00:51:30tía
00:51:31pues está bien
00:51:32pero
00:51:33si yo no sé
00:51:34cómo utilizar
00:51:34esa palabra
00:51:35en una oración
00:51:36nos sirve de mucho
00:51:37ahora y nos sirve
00:51:39de mucho saber
00:51:41el significado
00:51:42de diez
00:51:42cincuenta palabras
00:51:45si no sé utilizarlas
00:51:47la mejor manera
00:51:48es aprender
00:51:48el significado y
00:51:51y tener un ejemplo
00:51:52que podamos relacionar
00:51:53a ese significado
00:51:55que se puede aprender
00:51:56separado
00:51:56o sea siempre
00:51:57primero aprendo
00:51:58los significados
00:51:58y luego ya
00:52:00es con el tiempo
00:52:01voy aprendiendo
00:52:01ejemplos
00:52:02pero es un
00:52:03este
00:52:04lapso más amplio
00:52:05pues de aprendizaje
00:52:07y buscamos
00:52:08pues que sea
00:52:09lo más eficaz
00:52:10lo más eficiente
00:52:11posible
00:52:11entonces
00:52:12vocabulario
00:52:13y ejemplo
00:52:14para relacionar
00:52:15las dos cosas
00:52:15entonces aquí
00:52:17a veces parece
00:52:19más trabajo
00:52:20pero al final
00:52:21hace mucha
00:52:22diferencia
00:52:23y vale mucho
00:52:24la pena
00:52:24so father
00:52:26un ejemplo
00:52:27con father
00:52:28entonces yo puedo
00:52:29decir
00:52:29my father
00:52:30usually works
00:52:31my father
00:52:32usually works
00:52:34from Monday
00:52:35to Friday
00:52:36mi padre
00:52:37usualmente trabaja
00:52:38de lunes a viernes
00:52:40un ejemplo personal
00:52:41que nos ayude
00:52:42a relacionar
00:52:43ese significado
00:52:44con la palabra
00:52:45right
00:52:46mother
00:52:46so my mother
00:52:48so my mother
00:52:48so my mother
00:52:50always
00:52:50give me
00:52:51my mother
00:52:52always give
00:52:53my mother
00:52:54always
00:52:55gives me
00:52:56advice
00:52:57about my life
00:52:59mi madre siempre
00:53:01me aconseja
00:53:02acerca de
00:53:04mi vida
00:53:05you know
00:53:05I spent
00:53:07much time
00:53:09with my uncle
00:53:11I spent
00:53:12much time
00:53:13with my uncle
00:53:14as
00:53:15he is
00:53:17passionate
00:53:18of arts
00:53:19yo
00:53:20yo
00:53:20paso mucho
00:53:22tiempo
00:53:22con mi tío
00:53:23ya que
00:53:23él es
00:53:23apasionado
00:53:24de las artes
00:53:25y quizás
00:53:25a mí también
00:53:26me gusta
00:53:26el arte
00:53:27entonces ahí
00:53:28podemos
00:53:28relacionar
00:53:29ese
00:53:30concepto
00:53:31no veo
00:53:32a mi tía
00:53:33muy seguida
00:53:34muy seguido
00:53:35porque ella
00:53:36vive en el
00:53:36extranjero
00:53:37tal vez
00:53:37I don't see
00:53:39my aunt
00:53:40quite often
00:53:42quite often
00:53:44el quite
00:53:44es para
00:53:44enfatizar
00:53:45el adverbio
00:53:46es como
00:53:47bastante
00:53:47seguido
00:53:48un tanto
00:53:48seguido
00:53:49podemos
00:53:49ponerlo
00:53:50podemos
00:53:50omitirlo
00:53:51cualquier opción
00:53:52está bien
00:53:53I don't see
00:53:54my aunt
00:53:54often
00:53:55ya que
00:53:56ella vive
00:53:57en
00:53:58Alemania
00:54:01por ejemplo
00:54:01as she
00:54:02lives
00:54:03in
00:54:03Germany
00:54:04I don't see
00:54:06my aunt
00:54:07often
00:54:07as she
00:54:08lives
00:54:08in
00:54:08Germany
00:54:09so
00:54:11you say
00:54:11so
00:54:11siempre
00:54:12oración
00:54:14con el
00:54:15vocabulario
00:54:15nos ayuda
00:54:16a relacionar
00:54:18y es
00:54:18es útil
00:54:21eso
00:54:21muy útil
00:54:22es
00:54:25y
00:54:25de nuevo
00:54:26pues
00:54:26incentiva
00:54:27la creatividad
00:54:27también
00:54:28de estar
00:54:28creando
00:54:30elaborando
00:54:30ideas
00:54:30como
00:54:31hicimos
00:54:32acá
00:54:32con las
00:54:32conclusiones
00:54:33de
00:54:33Emma
00:54:34right
00:54:34so
00:54:35that's
00:54:36the point
00:54:36¿tienen
00:54:38alguna
00:54:38duda
00:54:39hasta aquí?
00:54:43not
00:54:44yet
00:54:44ok
00:54:45excellent
00:54:46very good
00:54:46y acá
00:54:47tenemos la
00:54:48conversación
00:54:48de Sam
00:54:49right
00:54:49bueno
00:54:50vamos a
00:54:50seguir
00:54:51analizando
00:54:52esto
00:54:52este
00:54:53mañana
00:54:54right
00:54:54mañana
00:54:55tenemos
00:54:55también
00:54:56clase
00:54:57mañana
00:54:57es
00:54:58what is
00:54:58Wednesday
00:54:59right
00:54:59so
00:55:00that's
00:55:00good
00:55:00so
00:55:01continuamos
00:55:02aquí
00:55:02pero
00:55:03aquí
00:55:03como pueden
00:55:04ver
00:55:04pues
00:55:04el
00:55:06verbo
00:55:07modal
00:55:07should
00:55:07justamente
00:55:09que estudiamos
00:55:09ayer
00:55:10lo podemos
00:55:10usar
00:55:11en preguntas
00:55:12también
00:55:13como auxiliar
00:55:14should
00:55:14children
00:55:15be allowed
00:55:16to see
00:55:16violent movies
00:55:17los
00:55:18niños
00:55:19deberían
00:55:19o se les
00:55:21debería
00:55:22permitir
00:55:22ver películas
00:55:24violentas
00:55:25right
00:55:25se pueden
00:55:26hacer
00:55:26muchos
00:55:27ejemplos
00:55:27should
00:55:28children
00:55:28should
00:55:29children
00:55:30have
00:55:30a
00:55:31restriction
00:55:32in terms
00:55:33of
00:55:34watching
00:55:35violent
00:55:37violent
00:55:38movies
00:55:39los
00:55:40niños
00:55:40deberían
00:55:41o los
00:55:43hijos
00:55:43no porque
00:55:43children
00:55:44también
00:55:44puede ser
00:55:44hijos
00:55:45deberían
00:55:46tener
00:55:46una
00:55:47restricción
00:55:47en términos
00:55:49de ver
00:55:49películas
00:55:50violentas
00:55:51you know
00:55:51o por ejemplo
00:55:52should
00:55:53parents
00:55:54should
00:55:55parents
00:55:56be
00:55:56more
00:55:57conscious
00:55:58about
00:55:59should
00:56:01parents
00:56:01be
00:56:02more
00:56:02conscious
00:56:03about
00:56:04the
00:56:05contents
00:56:05the
00:56:06contents
00:56:07that
00:56:07their
00:56:08children
00:56:09watch
00:56:09watch
00:56:11on
00:56:11tv
00:56:12or
00:56:12on
00:56:14tv
00:56:14or
00:56:14online
00:56:15or on
00:56:16tv
00:56:16and
00:56:17online
00:56:17ahí
00:56:18estaría
00:56:18mejor
00:56:18los
00:56:19padres
00:56:19deberían
00:56:20estar
00:56:21más
00:56:22conscientes
00:56:22acerca
00:56:23de los
00:56:24contenidos
00:56:24que
00:56:25sus
00:56:25hijos
00:56:25ven
00:56:26en
00:56:26televisión
00:56:26y
00:56:27en
00:56:27línea
00:56:27should
00:56:28parents
00:56:29be
00:56:29more
00:56:29conscious
00:56:29about
00:56:30the
00:56:31contents
00:56:31that
00:56:31their
00:56:31children
00:56:32watch
00:56:32on
00:56:32tv
00:56:33and
00:56:33online
00:56:33que
00:56:34es la
00:56:34discusión
00:56:35que
00:56:35siempre ha sido
00:56:38de toda la
00:56:39vida
00:56:39siempre ha sido
00:56:40esta discusión
00:56:42de lo que
00:56:43vemos en
00:56:43televisión
00:56:44lo que
00:56:46se
00:56:47transmite
00:56:48around
00:56:49so
00:56:49different
00:56:50aspects
00:56:51that
00:56:51we
00:56:51that
00:56:52we
00:56:52describe
00:56:52distintos
00:56:53aspectos
00:56:54que
00:56:54podemos
00:56:55observar
00:56:55y sobre
00:56:56todo
00:56:56ahora
00:56:56parece
00:56:58mentira
00:56:58parece
00:56:59algo
00:56:59muy
00:56:59superficial
00:57:01muy
00:57:01a la
00:57:02ligera
00:57:02pero
00:57:02en
00:57:03internet
00:57:04está
00:57:04lleno
00:57:04de una
00:57:05cantidad
00:57:05de
00:57:06cosas
00:57:06que
00:57:06no
00:57:07siempre
00:57:07son
00:57:09las
00:57:10mejores
00:57:10a
00:57:10observar
00:57:11y a
00:57:11veces
00:57:11son
00:57:11cosas
00:57:11muy
00:57:11sutiles
00:57:12que
00:57:13inicialmente
00:57:15no se
00:57:15perciben
00:57:15como algo
00:57:16inherentemente
00:57:18negativo
00:57:19o perjudicial
00:57:19pero
00:57:20pero
00:57:21al tiempo
00:57:22si
00:57:22afecta
00:57:22mucho
00:57:23toda la
00:57:23cuestión
00:57:24de
00:57:24la
00:57:27cognición
00:57:28la
00:57:28atención
00:57:29y
00:57:29sobre
00:57:31todo
00:57:32el
00:57:34sentido
00:57:34de
00:57:34observación
00:57:35la
00:57:36observación
00:57:36lógica
00:57:37y consciente
00:57:38de lo
00:57:38que
00:57:38es
00:57:39correcto
00:57:40lo
00:57:41que
00:57:41es
00:57:41adecuado
00:57:43todo
00:57:43eso
00:57:44es
00:57:44muy
00:57:45interesante
00:57:46también
00:57:46que
00:57:47se
00:57:47está
00:57:48viendo
00:57:48mucho
00:57:48hoy
00:57:48en
00:57:49día
00:57:49y
00:57:49no
00:57:51tanto
00:57:51viéndolo
00:57:52desde
00:57:52el
00:57:53análisis
00:57:54sino
00:57:55que
00:57:55se
00:57:55están
00:57:56viendo
00:57:56consecuencias
00:57:57muy
00:57:58fuertes
00:57:59más
00:57:59que
00:58:00nada
00:58:00por
00:58:00lo
00:58:01que
00:58:02se
00:58:02nos
00:58:02ha
00:58:02pasado
00:58:03se
00:58:04nos
00:58:04ha
00:58:04pasado
00:58:04observar
00:58:05se
00:58:06les
00:58:06ha
00:58:07pasado
00:58:07observar
00:58:07a
00:58:08las
00:58:08escuelas
00:58:09a
00:58:09las
00:58:09instituciones
00:58:10y
00:58:10bueno
00:58:11hay
00:58:12muchos
00:58:12problemas
00:58:13en
00:58:13relación
00:58:13a
00:58:13eso
00:58:14entonces
00:58:15todas
00:58:16esas
00:58:16preguntas
00:58:17son
00:58:17interesantes
00:58:18para
00:58:18analizar
00:58:18y
00:58:19observar
00:58:20vamos
00:58:23a
00:58:23ver
00:58:23también
00:58:24una
00:58:24lectura
00:58:25tiene
00:58:26un
00:58:27poquito
00:58:27de
00:58:27vocabulario
00:58:28más
00:58:28avanzado
00:58:29pero
00:58:29la vamos
00:58:30a ir
00:58:30viendo
00:58:31juntos
00:58:31la vamos
00:58:31analizando
00:58:32para que
00:58:33podamos
00:58:33irla
00:58:34trabajando
00:58:35igual
00:58:36se las
00:58:36voy a
00:58:36enviar
00:58:37aquí
00:58:37en el
00:58:38whatsapp
00:58:38group
00:58:39que es
00:58:40una
00:58:40lectura
00:58:40muy
00:58:41buena
00:58:41readings
00:58:43vamos
00:58:44a
00:58:44poner
00:58:45aquí
00:58:45vamos
00:58:46a
00:58:47poner
00:58:47aquí
00:58:47reading
00:58:48about
00:58:49volumes
00:58:50in
00:58:51movies
00:58:51lectura
00:58:52acerca
00:58:52de
00:58:53la
00:58:54violencia
00:58:55en las
00:58:56películas
00:58:57right
00:58:57ahí
00:58:58estamos
00:59:00bueno
00:59:01eso es
00:59:03lo que
00:59:03tenemos
00:59:04el día
00:59:04de hoy
00:59:05si
00:59:07tienen
00:59:07alguna
00:59:07otra
00:59:07duda
00:59:08me
00:59:09dicen
00:59:10igual
00:59:10les
00:59:12invito
00:59:12a que
00:59:12puedan
00:59:13ver
00:59:13el
00:59:13video
00:59:14que
00:59:15puedan
00:59:15repasarlo
00:59:15más
00:59:16puedan
00:59:16practicarlo
00:59:17más
00:59:17intenten
00:59:19escucharlo
00:59:20con audífonos
00:59:20van a ver
00:59:21mucho la
00:59:22diferencia
00:59:22de lo que
00:59:23uno
00:59:23alcanza
00:59:25a percibir
00:59:25practiquenlo
00:59:26un par
00:59:26de días
00:59:27varias
00:59:27veces al
00:59:28día
00:59:28con audífonos
00:59:29y van
00:59:29a notar
00:59:30como hay una
00:59:31diferencia
00:59:31en las
00:59:32palabras
00:59:32en las
00:59:33expresiones
00:59:33que yo
00:59:34voy
00:59:34notando
00:59:35y todo
00:59:35eso
00:59:35vayan
00:59:36anotándolo
00:59:36como
00:59:36una
00:59:37bitácora
00:59:37y vayan
00:59:39practicando
00:59:39la pronunciación
00:59:40también
00:59:40serás
00:59:42que
00:59:42igual
00:59:43vamos a
00:59:43practicar
00:59:43la pronunciación
00:59:44de estos
00:59:44diálogos
00:59:45también
00:59:45en clase
00:59:47bueno
00:59:48eso es
00:59:50todo
00:59:50por hoy
00:59:50tienen
00:59:51alguna
00:59:51otra
00:59:51duda
00:59:52no
00:59:53chas
00:59:54ok
00:59:54excellent
00:59:55very good
00:59:56so
00:59:57well
00:59:57I hope
00:59:57that you
00:59:58have
00:59:58good night
00:59:58espero que pasen
00:59:59buenas noches
01:00:00muchas gracias
01:00:01right
01:00:02ok
01:00:02see you soon
01:00:03see you tomorrow
01:00:04good night
01:00:05teacher
01:00:05see you tomorrow
01:00:06bye
01:00:07bye
01:00:07bye
01:00:08bye
01:00:08bye
01:00:08bye
01:00:08bye
01:00:08bye
01:00:08bye
01:00:09bye
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