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00:00Yes, I have traditional traditions, common in Mexico, for example, the Merry Christmas and the Day of Day.
00:16Christmas, Merry Christmas is like the greetings, you know, for example, when you wish to someone, hey, Merry Christmas to you.
00:23But in this case, you have to say Christmas, Christmas Day.
00:26Only Christmas time or Christmas...
00:29No, Christmas holiday or Christmas celebration.
00:34Okay.
00:36Okay, so I say that we have some issues with the basics, you know, we have to work on your basics because you have some problems at expressing your ideas and that's not correct in this level of Cambridge, you know.
00:52So it is really important that we can check a little bit more of how you speak and how you elaborate ideas.
01:02So in this case, so you like to celebrate Christmas? Tell me.
01:08The problem is I have organized my ideas in my mind.
01:15Yeah, but that's because of practice.
01:17I need to organize first my ideas in my mind and after I speak and I try to do things at the same time.
01:31I stop it by my fluency because my organize is the first. I don't know to do it. I directly to speak and my speaking from very mistakes.
01:50You have many mistakes.
01:51You have many mistakes, yes. That's correct. But we can work on that.
01:56The problem is your basics, you know. The problem is the basic grammar.
02:01So we have to work on the basic, basic tenses, simple present tense, simple past.
02:07So I have to teach you how to create logical and coherent ideas in order to speak normally.
02:16But you have to understand that in order to do that, you have to relearn all over again, you know.
02:24So you have to learn everything from the beginning in order to correct the wrong patterns that you have today.
02:33So that's important. And that is going to take some time.
02:37So I hope that you have patience and that you have commitment and constancy in order to correct those wrong patterns, you know.
02:50Because if you continue speaking the way that you do, you are going to create a habit.
02:56And if you create a habit, it's going to be more difficult to correct it.
03:00So as soon as we correct it, the better, you know.
03:04So we're going to work on that as well.
03:06So we have some basic readings here to work on that.
03:11Discuss family, cultural traditions.
03:14You mentioned Christmas, New Year's Eve, any other celebration that you remember.
03:22For example, Thanksgiving. Thanksgiving is not very popular here in Mexico, but it's common in the United States.
03:32But we're going to check this reading here by Mr. Dad.
03:38Ask Mr. Dad what Armin brought.
03:41So we're going to listen to the pronunciation.
03:43So pay attention here.
03:45We have when adult children come home.
03:48My wife and I recently sent our last child off to college.
03:52We're ready to sell the house and travel.
03:55But our oldest daughter doesn't have a job and plans to move back home.
04:00What should we do?
04:02And here we have the answer.
04:04Most North Americans expect their children to move out of the house at 18.
04:11But that's changing.
04:13Today, more adult children are returning home to live.
04:18Some don't have jobs or can pay for the high cost of housing.
04:23Some are recently separated or divorced.
04:27Most are single, but some come home with a wife, husband or a child too.
04:34Most parents are happy when their kids come back home to live.
04:38However, when a son or daughter can find a job or is recently divorced, there can be problems.
04:46And if their son or daughter is still at home at the age of 35, many parents are no longer happy.
04:54In your case, what if your daughter moves back home?
04:58So we have three points here to discuss.
05:01Don't worry.
05:02If you and your daughter had a good relationship when she was younger, she will be fine.
05:08Help her in any way you can, and it's okay to ask.
05:11How long do you plan on staying?
05:14Don't treat your daughter like a child.
05:17In our culture, adult children don't feel good about living at home, and they don't
05:23want to depend on their parents' help.
05:26Tell her you understand.
05:28Talk to your daughter as an adult.
05:31Have a discussion about paying for expenses and helping with household responsibilities
05:35and chores, such as kitchen clean-up and doing laundry.
05:40If you and your daughter talk and try to understand each other, everyone will be happier.
05:45So here we have an example of the pronunciation.
05:49We're going to listen to this in an audio here, so that we can see the pronunciation directly
06:01from the source.
06:02So as we can see here, we have some interesting readings that actually come from this book,
06:10which is a top-notch one, which is an excellent grammar book that can help us a lot with basics,
06:17you know, with basics and with pronunciation and with extended vocabulary.
06:22So it's always good to have a good check-up and a good review in terms of basic grammar structures.
06:33So that's a good strategy to start creating our ideas, because we can study basic and useful topics to discuss.
06:44topics that may not be so difficult, you know, topics that we can understand, topics that we can feel familiar with.
06:51So give me one second.
06:53Let me see if this is working properly.
06:57Give me one second.
06:59Here we go.
07:01Okay.
07:02I think it's not working here, but let me change this configuration in my computer.
07:16Let's see one second here.
07:21So I'm changing the output so that we can listen properly to this audio here.
07:31Okay.
07:32I think it's working now.
07:34So we change it here and we're going to...
07:38Okay.
07:39Okay.
07:40Now it works.
07:41We're going to listen properly to this.
07:43Here we go.
07:45North America.
07:46Travel.
07:47Home.
07:48Read and listen.
07:57When adult children come home.
08:01My wife and I recently sent our last child off to college.
08:05We are ready to sell the house and travel.
08:08But our oldest daughter doesn't have a job and plans to move back home.
08:13What should we do?
08:16Most North Americans expect their children to move out of the house at 18.
08:21But that's changing.
08:23Today, more adult children are returning home to live.
08:27Some don't have jobs or can't pay for the high costs of housing.
08:32Some are recently separated or divorced.
08:35Most are single, but some come home with a wife, husband, or child too.
08:41Most parents are happy when their kids come back home to live.
08:45However, when a son or daughter can't find a job or is recently divorced, there can be problems.
08:52And if their son or daughter is still at home at the age of 35, many parents are no longer happy.
08:59In your case, what if your daughter moves back home?
09:03Don't worry.
09:04If you and your daughter had a good relationship when she was younger, she'll be fine.
09:10Help her in any way you can.
09:12And it's okay to ask, how long do you plan on staying?
09:16Don't treat your daughter like a child.
09:19In our culture, adult children don't feel good about living at home.
09:24And they don't want to depend on their parents' help.
09:27Tell her you understand.
09:29Talk to your daughter as an adult.
09:31Have a discussion about paying for expenses and helping with household responsibilities and chores,
09:37such as kitchen clean-up and doing laundry.
09:40If you and your daughter talk and try to understand each other, everyone will be happier.
09:56Okay, so there we go.
09:57We're gonna listen one more time.
09:59Here we go.
10:01Read and listen.
10:06When adult children come home.
10:23My wife and I recently sent our last child off to college.
10:29We are ready to sell the house and travel.
10:32But our oldest daughter doesn't have a job and plans to move back home.
10:36What should we do?
10:40Most North Americans expect their children to move out of the house at 18.
10:45But that's changing.
10:47Today, more adult children are returning home to live.
10:51Some don't have jobs or can't pay for the high costs of housing.
10:56Some are recently separated or divorced.
10:59Most are single, but some come home with a wife, husband, or child, too.
11:04Most parents are happy when their kids come back home to live.
11:08However, when a son or daughter can't find a job or is recently divorced, there can be problems.
11:15And if their son or daughter is still at home at the age of 35, many parents are no longer happy.
11:22In your case, what if your daughter moves back home?
11:27Don't worry.
11:28If you and your daughter had a good relationship when she was younger, she'll be fine.
11:33Help her in any way you can.
11:35And it's okay to ask, how long do you plan on staying?
11:40Don't treat your daughter like a child.
11:43In our culture, adult children don't feel good about living at home, and they don't want to depend on their parents' help.
11:50Tell her you understand.
11:53Talk to your daughter as an adult.
11:55Have a discussion about paying for expenses and helping with household responsibilities and chores,
12:01such as kitchen cleanup and doing laundry.
12:04If you and your daughter talk and try to understand each other, everyone will be happier.
12:20So, there we go, right?
12:21So, we're going to practice a little bit about this.
12:25So, when adult children come home.
12:28So, Ivelia, please read the first paragraph where it says, my wife and I.
12:33So, start reading, please.
12:36My wife and I recently sent our last child off to college.
12:44We're ready to sell the house and travel, but our oldest daughter...
12:53Okay, no, no, no, no.
12:55No, we have to read properly, with a good pronunciation, so pay attention to the pronunciation.
13:00It's, my wife and I recently sent our last child off to college.
13:05We're ready to sell the house and travel, but our oldest daughter doesn't have a job
13:12and plans to move back home.
13:15What should we do?
13:16One more time.
13:19My wife and I recently sent our last child off to college.
13:37We are off to college.
13:38Yes.
13:39We are ready to sell the house and travel, but our oldest daughter doesn't have a job and plants.
14:04To move back home, what should we do?
14:20What should we do?
14:23Okay, one more time.
14:25My wife and I recently sent our last child off to college.
14:29Repeat that part, please.
14:31We are ready to sell the house and travel.
14:32Sorry?
14:33We are ready to sell the house and travel.
14:34Sorry?
14:35We are ready to sell the house and travel.
14:36We are ready to sell the house and travel.
14:37We are ready to sell the house and travel.
14:43Mm-hmm.
14:44Mm-hmm.
14:45But our oldest daughter doesn't have a job and plans to move back home.
14:48But our oldest daughter doesn't have a job and plans to move back home.
14:55Okay.
14:56What should we do?
14:57Okay.
14:58What should we do?
14:59We are ready to sell the house and travel.
15:02We are ready to sell the house and travel.
15:04Mm-hmm.
15:05I'll see.
15:06The auto is ready to sell the house, because you can hold the house.
15:15Wait fordon't let me start slowing.
15:18Okay.
15:19But our oldest daughter don't have a job and plans to move back home.
15:22back home okay what should we do what should we do okay perfect so in this
15:29case we have this paragraph so remember that in this case the correct strategy
15:34to read properly is to try to link the last syllable of the word with the next
15:39syllable that comes after the word that you're pronouncing so we have my wife
15:43and I recently sent our last child off to college you see so we have to put
15:49everything together my wife and I recently sent our last send our last child
15:55off to college right it sounds like it sounds as if you were connecting
16:00everything so we're ready to sell the house and travel but our oldest daughter
16:05doesn't have a job and plans to move back home what should we do so what are we
16:12doing here so we are connecting the phrases all together we have my wife and
16:17I you know we don't say my wife and I know my wife and I recently sent our
16:25sent our sent our last child off to college using sent our last child off to
16:32college we're ready to sell the house and travel but our oldest daughter doesn't
16:38have a job and plans to move back home what should we do you know we have
16:44different connecting patterns here in order for us to sound a lot more fluent so
16:52try to read the whole paragraph Evelia please like try to put everything
16:57together just remember the pronunciation it doesn't necessarily mean that you have
17:03to go fast but try to emphasize the words properly so that you can so that you
17:11connect all the phrase together with a good pronunciation right so it sounds
17:18something like this my wife and I recently sent our last child off to
17:24college we are ready to sell the house and travel but our oldest daughter doesn't
17:32have a job and plans to move back home what should we do you see so try to okay to
17:39use a correct place so go ahead okay my wife and I recently sent our last child off to college we are
17:57ready to sell the house and travel but our oldest daughter doesn't have a job and plans
18:06to move back home what should we do yeah what should we do you know like remember
18:15how to use this model verb the model verb shoot do you remember how to use it
18:20ha ha see so is the model verb yeah it's a model verb what do what what is the young how can we say
18:33what is the function of a shoot do you remember they use when when need when need express a question
18:52or a phrases but that no necessary is a fact or it's a reality that you do it or no no it's a shoot is for recommendation
19:08I have both noise effect we noise obligation for is no I mean obligation it's a different one obligation is must you know obligation is must you know obligation is must or have to
19:20or have to shoot yeah shoot is to describe a recommendation you know when you want to make a suggestion a recommendation or for example on advice you know for example on advice for example whenever I have doubts in something in particular or I have a problem and I ask for advice let's say that I haven't paid the rent my
19:26a recommendation, you know, when you want to make a suggestion, a recommendation, or
19:33for example, an advice, you know, for example, an advice is, for example, whenever I have
19:40doubts in something in particular, or I have a problem and I ask for advice, let's say
19:48that I haven't paid the rent myself in my apartment, and I say, hey, I would like to
19:55have an advice on what I can do, you know, what I can do in order to get money to pay
20:02the rent, what advice could you give me, what other possibilities do I have to solve my
20:10problem, you know, so that's an advice, you know, so somebody else that could be your
20:20friend, or a relative, or anyone who could actually appreciate you, they can actually
20:27give you a good advice, a good suggestion, in order to know how to solve your, your, your
20:33problem, you know, how to solve the, the issues that you are experiencing, so that's good,
20:40perfect, so in this case, well, we have the next paragraph here, we have, most North Americans
20:47expect their children to move out of the house at 18, but that's changing, today, more adult
20:57children are returning home to live, some don't have jobs or can pay for the high costs of housing,
21:05some are recently separated or divorced, most are single, but some come home with a wife,
21:14husband or child to, so in this case, we have some interesting words that we can connect,
21:21for example, here, most North Americans expect their children to move out of the house at
21:2618, you can see that these short words that we have, these small words such as at, out of
21:36five or two, you can actually shorten, you can actually shorten them, these, these kind
21:44of words to connect better the whole phrase, so it's, it's really important to identify
21:50these small words, so that you can connect them in a better way, so for example, we're gonna
21:57listen to this one more time, most North Americans expect their children to move out of the house
22:06at 18, but that's changing, today, more adult children are returning home to live, some don't
22:15have jobs or can pay for the high costs of housing, some are recently separated or divorced, most are
22:25single, but some come home with a wife, husband or child too, so we're gonna go step-by-step,
22:33right, we're gonna begin with the first line, that says, most North Americans expect their
22:40children to move out of the house at 18, so repeat after me that first line, please,
22:46most North Americans expect their children to move out of the house at 18, okay, so try
22:59to, try to connect in this way by saying, to move out, you know, to move out, try to repeat
23:08that phrase, to move out, to move out, to move out, to move out, yes, all together, to move
23:27out, to move out, okay, try not to make that pause, because remember that the purpose is
23:35to connect it, so you're saying, to move out, but in this case, the purpose is to connect
23:40the whole phrase, so you might as well say, to move out, you know, to move out, to move
23:48out, okay, that sounds a little bit better, to move out, to move out, to move out, that's
23:56good, to move out, as if you were pronouncing a single word, you know, as if all the word
24:03was altogether, right, okay, altogether, to move out, to move out, excellent, very good,
24:13one more time, to move out, to move out, perfect, so in this case, the only, the only situation
24:23here, it's to connect the whole phrase, so most North Americans expect their children
24:29to move out of the house at 18, so try to do that, okay, you see, that sounds a little
24:44bit better, so we can practice with this part that it says, this, only this part, to move
24:52out of the house at 18, to move out of the house at 18, okay, so in this case, we identify
25:07the problem that we're having here, in the connection, in the connection between out and
25:13off, so we have to say, move out of, to move out of the house at 18, okay, that's, that's
25:38normal, you know, that's just a matter of practice, but the thing is that, these words,
25:46these small words, their purpose is to connect to the whole phrase, so you can, you can erase
25:54certain sounds here, you can remove certain sounds, for example, the sound of the T, the
26:00T sound of the word out, it's a strong sound, so you simply, you simply want to soften it
26:07a little bit, so it's something like, to move out of, you know, to move out of, out of, out
26:13of, as if it were an R, you know, as if it were an R, like, for example, in, in, in the
26:19word, the word, ride, or the name, Robert, or the word, uh, real, or, um, rider, you know,
26:29so, that kind of sound, move out of, out of the house, to move out of the house, so you
26:37are connecting out and off all together, so that actually gives you the illusion that you
26:45are sounding, uh, very fast, you know, as we would commonly say, but it's not the speed,
26:52it's the intonation, and the technique that you use to connect the phrases all together,
27:00so that's why it is, to move out of the house, to move out of, out of, out of, out of, right?
27:08to move out of, out of, out of, out of, as if it were sounding an R, instead of a T,
27:16to move out of the house, yes, to move out of the house, instead of the T, it's an R,
27:20you know, so we have, to move out of the house at 18, you know, to move out of the house at
27:2618, move out of, move out of the house at 18, you see? So that's the point, so the only
27:33thing is to identify the words that you need to connect, and, uh, and you separate those
27:41phrases or those words in the, in different sections, in different chunks, that, uh, that
27:47actually help you to, to connect, uh, a lot better, you know, so if you practice it that
27:53way, it's going to be a lot easier to, to master the fluency and the intonation that you want
28:00to achieve, however, it's, uh, it's a matter of practice, I mean, you, you gotta be constantly
28:06practicing with different phrases, you know, with the same, uh, reading over and over until
28:12you feel comfortable with it, and until you say, you know what, I can read this article,
28:17or I can read this paragraph without struggling, you know, without having any issues with my
28:24pronunciation, so, um, but as I told you before, it's not a matter of speed, you know, speed
28:30is, speed comes with nature, you know, speed comes naturally, and before speed, it's a lot
28:38better to prioritize a good pronunciation, with a, with a good intonation, and with a good
28:44grammar, because that's the essence of English, remember that the language is not, is not a matter
28:52of, uh, of speed, the purpose is to communicate your ideas clearly, and concisely, so that you
29:00are understood by other people, you know, um, so that's what we have to, to practice, so, as
29:09you can see here, when I'm reading, I'm not doing it in a fast way, I'm just simply, uh, intonating,
29:16I'm just simply emphasizing the phrases and the words all together, until I get the sound
29:23that I, that I need, you know, so, it's something like, my wife and I recently sent our last child
29:31off to college, you see, that's not fast, it's not that I'm reading like, my wife and I recently
29:37sent our last child off to college, you know, that's not, that's not okay, you know, that's,
29:42that's, that's, uh, that's tricky, that's, that's not, that's not okay, because you, you
29:49are going to confuse the other person, and you are going to sound like, really strange,
29:54you know, so you don't want that, you, uh, prefer a good intonation and a good pronunciation,
30:01it's like in Spanish, some people like to speak Spanish or other languages in a really fast
30:07way, and barely, other native speakers are able to, to understand them, you know, I mean,
30:13it's a problem for people to understand someone who is speaking rather fast, and that is not,
30:21uh, taking care of the intonation and the pronunciation that he is doing, so, it's preferably, it's a
30:28lot, it's a lot more preferably to speak slower and at a good pace with a good intonation in order
30:36to be understood by others, um, preferably, you, uh, you can repeat this, this word, this word,
30:46this word, yes, preferably, like, uh, preferably, preferably, yes, you know, preferably, so that you, uh,
30:58you, uh, that's an adverb, you know, that's, uh, that's an adverb, that, uh, yeah, that you prefer,
31:05you know, uh, for example, uh, let's say, let's make an statement here, uh, for example, we can say, uh, preferably, I, I'll, I'll suggest you, I'll suggest you to speak at a good, uh,
31:26at a good, at a good pace, with a good, uh, intonation, or with a proper intonation, if you don't want to, to repeat, uh, good, you know,
31:38with a proper intonation, let's change it, with a proper, with a proper intonation, that's good, um,
31:48I would suggest you to speak at a good pace, with a proper intonation, instead of, uh,
31:54instead of, um, prioritizing, prioritizing speed, you know,
32:00instead of prioritizing speed over, over, um, coherence, for example, you know, so,
32:08so, yeah, I mean, that's, uh, a better recommendation, so,
32:14it's just a matter of practice, actually, there is an excellent video about this,
32:18let me, let me show you a little bit, so that you can, you can see how is the,
32:24the idea of this exercise, which is, um,
32:30let me see, dual pronunciation, English, uh, English chunks,
32:36let me see, where is that, where is that video that, it is really good to see,
32:42how this teacher helps, an English student to correct his, uh, his pronunciation mistakes,
32:52let's see, uh, let me see, okay, we're gonna watch this alert, let me see, uh,
33:04okay, we're gonna watch this a little bit, in order to see, uh, what she explains,
33:09and I'm gonna show you a little bit of the exercise here, so, let me show you, here we go.
33:16Today we're gonna talk about flow.
33:22Flow is a speech concept that we use to help non-native English speakers become more fluent and confident in their speech.
33:30So let me ask you a question, when I say the word flow, what do you think of?
33:35What do you think flow means?
33:37Dancing.
33:39Okay, so if you think of things that flow, you think about a dancer flows.
33:43What else flows?
33:44It's, uh, connections.
33:47Well, yes, there are, there are connections.
33:49You know, one of the things I think of is water, right? It flows.
33:52So when we talk about flow, right, when we talk about flow in relation to speech, we need to have the fluency, the connections like you said, right?
34:04So that, so that this, the words and the sounds are moving together like a dancer creating a sentence until we get to a keyword.
34:15And that's why we're gonna work on flow.
34:18Today we're gonna talk about flow.
34:20And our objectives are this.
34:22One, we're gonna learn a, an exercise called backward sentences.
34:26And backward sentences uses all of the flow tools that we have.
34:33So what are the flow tools?
34:35Well, there's contractions.
34:36Do you know what a contraction is?
34:38Mm-hmm.
34:39You probably use them.
34:40Yeah.
34:41You probably use them, especially in writing.
34:43In writing.
34:44Oh, I'm.
34:45I am.
34:46We say I am.
34:47I am.
34:48Oh, yeah, yeah.
34:49You were.
34:50You are.
34:51You.
34:52That's a contraction.
34:53And that's one of the areas of flow, contractions.
34:55Another one is reductions.
34:57A reduction where instead of saying going to, we say gonna.
35:02Have you ever heard anybody say, I'm gonna go, I'm gonna go with him on Tuesday.
35:07Okay.
35:08You might not even notice it, but that's flow.
35:10No, it is.
35:11And that's a technique called reduction.
35:13So we're gonna look at reductions.
35:15We're gonna look at something called linking.
35:17It's that, I think you were talking about connections.
35:19I think of a chain, right?
35:21Links together that create a chain.
35:24And that, I wanna think about a sentence as being a chain.
35:27It's a connection of all these words towards a keyword.
35:31And then the other item is that flap sound.
35:34And the flap sound is where we change the T.
35:37It's a very American thing that we do.
35:39It's not British at all.
35:41Instead of saying later, you say the word.
35:45How do you say that L-A-T-E-R word?
35:47Later.
35:48Later.
35:49It's that instead of later, we say later.
35:52And it's a quick D.
35:53It's called a flap sound.
35:54And we're gonna work on that.
35:55And we're gonna work on that.
35:56And we're gonna apply these things to the backward sentences exercise.
36:01And the third thing we're gonna do is we're gonna learn about how creating slow helps get towards a keyword.
36:09That it's important that we have this linking, these reductions and flap sounds, so that we can emphasize the words that matter.
36:18What do you think about all this?
36:21Let's do it.
36:22Yeah?
36:23Let's do it.
36:24Okay, good.
36:25We're gonna go over to the board and we're gonna do an exercise, okay?
36:26Let's do that.
36:27This is our backward sentences exercise, okay?
36:30And I have one sentence up there on the top.
36:34And what I'd like to do is I'm gonna record you saying that sentence.
36:38And then I'm gonna teach you how to say it with flow.
36:43And then I'm gonna record you again after so we can hear the difference before and after, okay?
36:49Okay.
36:50Alright, good.
36:51So, I'm gonna ask you to read that.
36:52You tell me when you're ready and I'll turn on the recorder.
36:54Ready.
36:55Ready?
36:56Okay, go ahead.
36:57The board members will need to come in from out of town.
37:01Okay.
37:02Alright, good.
37:03So, now let's go ahead and let's do the exercise, alright?
37:08Now, what I want to point out is that this word here is the key word.
37:12It's the most important word.
37:13So, I want you to say for me, town.
37:15Town.
37:16Right.
37:17Good.
37:18Use a little bit more volume, a little bit more energy in your voice.
37:20Say, town.
37:21Town.
37:22Right.
37:23That's the word that we're moving towards, okay?
37:26We want to get to that word.
37:27And there are gonna be certain ways in which we're gonna reduce sounds, we're gonna link,
37:32we're gonna flap so that we can get to that word.
37:35So, I want to start here and I want you to say, of town.
37:39Of town.
37:40Right.
37:41Okay.
37:42So, of town.
37:45Of town.
37:46Now, I want to show you when we get to this one, I want you to say, out of town.
37:51Out of town.
37:53Out of town.
37:54Out of town.
37:55Now, this word here is not very important.
38:00And when I say these words together, there's two things I'm doing.
38:04First of all, I'm linking.
38:06Out of town.
38:07Because the O is a vowel.
38:09Yeah.
38:10When a word starts with a vowel, I can connect it to the sound that comes before it.
38:16So, instead of saying, out of, I link it.
38:21I connect it.
38:22I say, out of.
38:23Can you say, out of?
38:24Out of.
38:25So, if you look here, you see I'm connecting.
38:27I'm saying, out of.
38:29Out of.
38:30But the other thing I'm doing is I'm taking this word and I'm reducing it to a schwa sound.
38:37It's called, uh, uh.
38:38I want you to say, uh, uh.
38:39Uh, uh.
38:40Say, out of.
38:41Out of.
38:42Out of.
38:43Out of.
38:44Don't say, of.
38:45Say, out of.
38:46Out of.
38:47Yeah.
38:48And now, say, out of town.
38:49Out of town.
38:50Say, out of town.
38:51Out of town.
38:52Again, out of town.
38:53Out of town.
38:54Right.
38:55So, I move towards this word.
38:56You feel that?
38:57Yeah.
38:58Good.
38:59Now, this we connected, right?
39:02But look at this.
39:03This starts with a vowel.
39:04What do you think we're going to do with that?
39:06What are we going to connect it to?
39:07From.
39:08Okay.
39:09Now, you like to say, from, with an N sound.
39:12I don't want to hear, from.
39:14I want to hear, from.
39:15Say, from.
39:16From.
39:17Say, from out.
39:18From out.
39:19From out.
39:20From out of.
39:21From out of.
39:22Okay.
39:23Good.
39:24Now, when you pronounce that M, you didn't link it because you were so focused on saying
39:28M instead of N.
39:29Yeah.
39:30Did you hear that?
39:31I did.
39:32Say, from out of.
39:33From out of.
39:34Hold the M.
39:35From.
39:36From.
39:37It's almost like there's all these M's there.
39:41From out of.
39:43From out of.
39:44There you go.
39:45From out of town.
39:47From out of town.
39:48Okay, good.
39:49Good.
39:50Hold it again.
39:51From out of town.
39:52From out of town.
39:53It's almost like the word is mout instead of from out.
39:59Put the M in front of the O.
40:01From out.
40:02From out.
40:03From out.
40:04There you go.
40:05From out of.
40:06From out of.
40:07From out of town.
40:08From out of town.
40:09There you go.
40:10Good.
40:11Now, let's get here and let's say in from out of town.
40:14In from out of town.
40:16Good.
40:17That's it.
40:18We're adding one word at a time.
40:19Now, we're going to start to get another important word.
40:22Okay?
40:23This is our most important word, but these are other words that are important.
40:26I want you to say, come in, and you're going to use that M again to link.
40:31Come in.
40:32Come in.
40:33Come in from.
40:34Come in from.
40:35Come in from.
40:36Come in from out of town.
40:38Come in from out of town.
40:39That's good.
40:40How does that sound?
40:41Does it feel different in your mouth?
40:43Yeah.
40:44It should, right?
40:45Now, I want to introduce another reduction.
40:48We said up here, we reduced uh to uh.
40:52We said out of.
40:54So here, I want you to say ta.
40:57And I want you to hear the difference.
40:59First, say tu.
41:01Tu.
41:02U.
41:03U.
41:04And now say ta.
41:05Ta.
41:06Right?
41:07The shape is different.
41:08So we have to reduce this so we can get to these other words.
41:15Uh-huh.
41:16Uh-huh.
41:17Hey from out of town.
41:31Uh-huh.
41:32Uh-huh.
41:33Uh-huh.
41:34Mm-hmm.
41:39Mm-hmm.
41:41Mm-hmm.
41:46Mm-hmm.
41:49Mm-hmm.
42:01Mm-hmm.
42:20Mm-hmm.
42:31Mm-hmm.
42:58Mm-hmm.
43:00And by connecting with the last,
43:02the sound the last word,
43:04the letter, the last word,
43:06with the connecting with the beginning,
43:09the letter,
43:11the other word and see.
43:15Together the sound and continue the sound,
43:19Mm-hmm.
43:30sounds that we have here, for example the T sound, it's a strong sound that we commonly
43:49have in words as today, tomorrow, turtle, toast, I mean the T is really strong, you
43:59know, whenever you have a word with T it's commonly a strong sound that you
44:05have there, but in order to soften that sound a little bit you simply convert
44:10that T into an R, so it sounds something like, my wife and I recently sent our last
44:16sent our, you know, sent our last child after college, after college, so that
44:23sounds like an R, you know, and well that's the strategy, so what this teacher did
44:31on this video was to separate the phrase in different chunks so that you can
44:37connect each word with the phrase all together, you know, and that's a
44:42very good strategy that helps you have a more objective approach to the different
44:51phrases and the different aspects of your pronunciation that you can, that you
44:57can improve, you know, and when you separate the phrase you actually become
45:04more conscious on how to connect it properly, for example you can make that
45:09exercise with any, any phrase that you would like to, for instance here we have
45:14we are ready to sell the house and travel but our oldest daughter doesn't have a job
45:19and plans to move back home, so you can take that one, you know, you can divide
45:24it and you repeat like in different, in different, in different chunks, in
45:29different sections, you can say we're ready to sell and if you see, if you see or if
45:35you identify that you are struggling at pronouncing that part, for example if you
45:39say we are ready to sell or we are ready to sell, so you identify that part, you
45:47correct it and you repeat it until you get it properly the way it is, so it's
45:53something like we're ready to sell the house, we're ready to, you know, we're ready
45:57to sell the house and travel, we're ready to sell the house and travel, you see, so
46:03that's, that's how you will improve, but our oldest daughter doesn't have a job and
46:09plans to move back home, what should we do, right, so that's, that's the idea, so do you have
46:17any questions so far in Bali, how it is, no teacher, it's a good strategy, it's a good
46:27strategy, you can, it's probably, you can send the, this exercise or video, the teacher, yes of course, the video, let me, let me send you the video right there, to the WhatsApp, there we go,
46:45let me repeat again, yes, I just send you the video, you know, that's, that's an excellent channel, you know, she is, yes, very welcome, she's an excellent teacher, if I'm not mistaken, she's got an academy in Chicago or something like that, you know, so it's, it's always good to learn, to review these videos, you know, so they can actually help us to, to have a better insight of our pronunciation,
47:11so that's, that's the point, I'm going to send you this reading as well, you know, let me, let me copy and paste this reading so that you can go through once more, and to practice with this pronunciation,
47:26pronunciation, it's a very excellent topic that we will be discussing this week, about when adult children come home, right, so tomorrow we're going to have some questions here, to discuss, and, well, that's going to be everything for today,
47:41Avelia, do you have any other questions so far, no teacher, thanks, okay, fantastic, so I hope that you have a good night, and we'll see you tomorrow, right, right, teacher, see you tomorrow, see you tomorrow, have a good night, bye-bye, thank you, bye, bye, see you soon,
48:00bye-bye.
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