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00:00Tell me a little bit about your vacation. What did you do? If I'm not mistaken, you weren't in class for the past few weeks. So tell me, how was it?
00:13I have holidays of 24th of December until yesterday.
00:27What do you mean? That idea is not clear. You have to express it differently. We have to check the basics, you know, because it is really important. What I have seen is that you generally struggle at the moment of making ideas in English, you know, so we have to work on that.
00:47So whenever you're asked with this question, for example, tell me, how was your New Year's, your New Year's Eve?
00:58So the most common option here to answer would be something like, well, I had a great holiday. Holiday refers to all of the celebrations that you had, you know, not only New Year's Eve, not only Christmas, but all of the holidays that you had.
01:17Well, I had a great holiday when I had the opportunity, opportunity to share time with my family, for example, right? With my family. We bought many gifts. We had a delicious dinner.
01:39But most important, but most important, but most important, we got together and most of my family, and most of my family came to visit, came to visit.
01:54For New Year's Eve, for New Year's Eve, for New Year's, New Year's Eve, we went to my grandmother's house. Unfortunately, unfortunately, my cousin Laura couldn't be there.
02:16But overall, we had a great time together, you know, so that's the way in which we should express this, because, well, it's important that we follow a correct syntax.
02:34Remember that the important points, the important points of expressing ideas are the following ones, you know, point number one, to follow a correct order and syntax in your grammar, you know, in your grammar, or better said, in your statements, you know, in your phrases,
03:03the phrases, the phrases, the phrases, the phrases, the phrases, the phrases, the ideas that you make, you know, that's crucial, that's necessary, because, well, this is a key point, right?
03:14Naomi, good evening. Welcome tonight. Can you hear me well?
03:19Yes, teacher.
03:20Excellent. That's good. Welcome. Happy New Year to everyone, right?
03:25Did you have a good time, Naomi?
03:28Yes, teacher.
03:29That's good.
03:30I spent too much time with my family. That was good.
03:35Okay, well, in that case, you would say, I spent so much time, you know, because when you say too much, it sounds as if you didn't want to have that time in the first place, and I don't think that you would actually want to say that, you know?
03:49So, you want to say, I spent so much time, I spent, well, a good time, you know, I had a good time with my family, so we have to be cautious on how we use too, and how we use so, you know?
04:05So, you know, for example, too, is when you say, this coffee has too much sugar, too much sugar, you know, it's too sweet, and I can't eat so much sugar, you know, I cannot eat too much sugar, but whenever you use so, it's simply to emphasize a little bit more, right?
04:30To emphasize that it's something positive, when you use too, it's something not necessarily negative, but not as positive as you would like to. You understand the difference?
04:43Yes, yes, teacher.
04:45Okay, that's good. For example, I worked too much today, so it's something that I didn't plan in the first place, but, unfortunately, I had to do it.
04:56Or, for instance, we can say, Lauren, Lauren called me too many times last month.
05:09So, in the first place, I didn't want to speak to Lauren that long, you know? I didn't want to speak to Lauren that much, but, however, she called me too many times last month.
05:18Something that I didn't expect, something that I didn't want in the first place, but, overall, it happened, you know? So, in this case, that's with you.
05:29On the other hand, we have so. So, it's a little bit lighter, you know, to emphasize when you have a high amount of something in particular, you know?
05:38For example, it's not necessarily something negative. It could be taken as positive or neutral, you know, midterms. You could say, I have so much time lately.
05:51It's not something negative. It's not something necessarily positive. You want to look at it that way. But, it's something that you have in your advantage.
06:01So, I have so much time lately, you know? I worked so much on this project, you know? I worked so much on this project, so, perhaps, I expect good results out of it.
06:15I worked so much on this project, that's why I expect good results out of it, you know? So, you are emphasizing. It's not necessarily something negative.
06:28But, you are trying to increase the meaning of what you are saying. For example, we can say, Michael is so tall, he's a basketball player.
06:44Let me see if my microphone is recording. Yes, that's good. So, that's the point. So, Michael, there we go, right?
06:52Michael is so tall, he's a basketball player. So, we have so to increase the meaning and the, well, the, yeah, the meaning of the adjective in this case, you know?
07:06We've been great friends for so long, you know? For so long. We're emphasizing, in this case, the time, you know? The adjective in terms of time, in terms of endurance, in terms of how long we have been established this connection as friends, you know?
07:32So, we've been great friends for so long. So, we've been great friends for so long. In this case, if you change so for to and you end up saying, we've been great friends for too long, this has a little bit of negative connotation, you know?
07:51It's not something so positive as you would expect in contrast with the other example, right?
07:59So, this is something worth noticing here in order to see what difference, what differences there are, to see clearly and how to speak properly because the difference is so subtle, you know?
08:13The difference is very subtle here. So, we've been great friends for so long and we've been great friends for too long. You know, we've been great friends for too long. But recently, our relationship has fissured a little bit, you know?
08:30It has fallen apart for some reason, but we've been great friends for too long. So, I don't want to be your friend anymore, right? So, I don't know. It has a little bit more of a negative context, right? So, that's the main difference.
08:47Do you have any questions with this, with this part? No, Richard. Thank you. That's good. Excellent. Very good. So, we were discussing here, well, how it is important, what is the importance on knowing how to make ideas.
09:07You know, it is important that we learn properly how to elaborate, how to create logical ideas, coherent ideas, because sometimes we start speaking and we may get confused at the middle of our statement.
09:25And that's okay, you know? There's nothing wrong with that. That's the way in which we learn. But it is really important that we learn how to correct that so that we can continue working, right?
09:36So, in this case, whenever you feel that you're struggling at the moment of expressing something, you have to review your basics, you know? That's another important point.
09:46So, when you feel that you're stuck while making, or let's say while expressing an idea, while expressing an idea, when you feel that you're stuck while expressing an idea, it means that you have to review your basics, your basics.
10:12But there's nothing wrong with that, you know? There is nothing wrong with that. There are simple drills, there are simple exercises that are really helpful to help you to correct that. Let me show you a couple of them.
10:28So, for example, for example, for example, for example, for example, right here, in our book, let me see, where is our book over here, I have so many windows on screen today, right? But here we are.
10:46Check this out, check this out, right? So, we have this exercise. And this is a very simple exercise, which is very useful to correct, to correct linguistic patterns.
10:57And it may seem a little bit basic, but this is level one, you know? But as you continue practicing, you will find out that there are some other books that can actually help you to correct those mistakes.
11:09So, for example, here, the title is, the weather is terrible here. So, we have clear that we are talking about weather, you know? We're talking about climatic conditions, we're thinking about the environment, right?
11:22The very common hot topic these days, everyone's talking about that, about how severe or how dangerous or crucial the weather could become for us in a near future, right?
11:38The weather is changing every day, so it's a good topic to have a practicing dialogue and a topic of discussion, right? So, it's a good point.
11:51But, for example, for example, here, give me one second, right? I'm asking for my dinner, right here. So, in this case, for example, here, we have the weather is terrible here.
12:06And we have a series of expressions here, you know? We have like, we have like nine and ten, we have like ten lines of an example for a conversation, right?
12:17So, this is very simple to follow because it's really, it's really practical, it's really useful, it's something that you enjoy doing and with constant practice, you will see how it actually changes your perception at the moment of speaking, especially your agility, you know?
12:43Because we're trying to look for, not necessarily for speed, but let's say for fluency, right? For fluency, which is something, something really worth improving there.
12:57So, in this case, let me see what we have there. So, in this case, for example, we have, the weather is terrible here. And we have a phone call between these two friends, we have a picture right here and says,
13:13Hi Jack, this is Jim. I'm calling from Miami. From Miami? What are you doing in Miami?
13:19I'm on vacation. How's the weather in Miami? Is it sunny? No, it isn't. It's raining. Is it hot? No, it isn't. It's cold.
13:30Are you having a good time? No, I'm not. I'm having a terrible time. The weather is terrible here. And notice here, how the word terrible, it's written in capital letters, you know?
13:46This is because it is important to pay attention to this word because it means that you can change it for other adjectives. So, despite the fact that you're using the same phrase, simply by changing the adjective, you have a complete different emphasis or a complete different expression in order to express your main idea.
14:06So, you do not necessarily need to change the whole idea on its own, you know, but you can simply change the adjective and you change the whole structure of what you are saying.
14:19So, in this case, we have, no, I'm not. I'm having an awful time, for example. I'm having an awful time. I'm having a terrible time. I'm having an horrendous time, you know?
14:33So, you have different adjectives. Or, I'm having a bad time, you're simple like that, you know? Simply like that if you want to say more common, so to speak, you know? More native, you know? I'm having a bad time here. The weather is quite bad in here.
14:52You can also use other adverbs to emphasize the adjective, but you simply change the word and you have different expressions.
15:02A different expression, sorry. And it says, I'm sorry to hear that. Okay, so there we go. And then, after we have seen this dialogue, you see that we have the same dialogue down here, but some parts are completely blank, you know? Those parts are completely empty for you to fill.
15:21So, in this case, this is a very good exercise, because if you repeat it many times, you see that you have the possibility to interact with the dialogue differently and to interact in a conversation, in a real conversation, from different aspects, from different points.
15:37And that actually helps you. And that actually helps you a lot because it gives you more possibilities to interact and certainly more possibilities to improvise, which is really important, right?
15:50So, in this case, in this case, for instance, you have, you can change people's names here, even, you know? For example, here, you can say, hi, Mark. This is Daniel. I'm calling from Paris, for example.
16:09And then, from Paris. And then, from Paris. What are you doing in Paris? You see? So, it's the same dialogue, it's the same sequence, it's the same structure. However, we're changing keywords that can actually help you to have a different conversation.
16:24So, despite the fact that it's the same structure, with those changes, you have a new exercise to memorize, a new exercise to practice, and a new exercise to stimulate your brain, your language, and your speaking, you know?
16:40So, this is really important that you practice it over and over, creating different examples, and even extending the ideas with more questions or with more expressions, you know?
16:51So, that is going to give you more possibilities of speaking in a conversation. For example, here, we have a question in the second line, letter B. From Paris. What are you doing in Paris?
17:08And, after this main idea, you can add a little bit more context. For example, if you add, let's say, from Paris. What are you doing in Paris?
17:16Because, I've heard, I've heard, I've heard that, I've heard that city is quite crowded, you know?
17:26And, even you're adding this idea, it doesn't change the structure of the conversation, because it's simply like an idea to create a conclusion, you know?
17:41To emphasize a little bit more, to add an interesting comment right there, in the case that you're trying to, that you're pretending to make a little bit more of that conversation, right?
17:51I've heard that the city is quite crowded, or I've heard that city is quite crowded. I'm on vacation. I'm on vacation. I'm on vacation. And then you can extend the expression. I'm on vacation. Not to mention. That, like, it rhymes a little bit, right?
18:11I'm on vacation. Not to mention, I didn't have the chance to go on vacation last year, you see? So, you can extend a little bit more. You are creating, you are stimulating your brain with new ideas, with new possibilities, you know?
18:30But the important thing here is that you make your ideas on your own, you know? Do not try to use, like, AIs or translators, because that's not necessary.
18:42You have the necessary skill, you know, the required skill to make your ideas on your own, and that's fantastic because that's how you are going to improve, right?
18:56So, I'm on vacation. Not to mention, I didn't have the chance to go on vacation last year. Or, if you want to sound extremely formal, you simply change in not to mention.
19:08Or, for. For, I didn't have the chance to go on vacation last year. But this option sounds a little bit too formal, you know? So, it's...
19:18Or you can say, for example, nevertheless. Nevertheless, you know? Nevertheless, I didn't have the chance to go on vacation last year. That's why I'm taking the chance today. You know? That's why. That's why I took some days off this time.
19:40You know? I need them. I need them. I need them to recover from work. I need them to, you know, to do various things, you know? I don't know.
19:52So, then we have, how's the weather in? We mentioned that we're using Paris. So, we add, how's the weather in Paris? Right?
20:01Is it? You have various adjectives here. For example, you can say, is it cold, rainy, sunny, right? You have different options.
20:14So, for example, let's use windy. That's a good adjective. Is it windy? No, it isn't. You know? No, it isn't. No, it isn't. No, it isn't. No, it's not windy.
20:26Let's say that it's hot, you know? Or it's sunny. No, it isn't. It's sunny.
20:35Now, if the previous adjective was sunny, it's related to heat, to the sun. So, the proper adjective to use next would be, is it hot? Right? Because we're talking about that. We're talking about the weather. It's sunny. That there's, it's a bright light, certainly. Right? It's a bright day, certainly.
20:58Is it hot? No, it isn't. Right? No, it isn't. It's, let's say, it's cool. Cool. You know? Cool is nothing that's already cold or freezing, but like a warm temperature, you know?
21:15Well, not necessarily warm, but something verbal, something that you enjoy, something that you would say, well, you know what? Let's go out for a ride on a bike today. Right? So, no, it isn't. It's cool.
21:27Are you having a good time? No, I'm not. I'm having a terrible time. The weather is terrible here, as, you know, as I'm allergic, as I'm allergic to sun, for example. The weather is sunny. The temperature is fresh. It's cool, but I'm allergic to sun. You know, I'm allergic to the sun.
21:52So, you see? I'm sorry to hear that. I'm sorry to hear that. You should have, you should have carried what would be good for an allergy against the sun. You should have carried, like, a body cream, you know, or something like that to cover your skin from the sun, you know, to cover your, to protect, you know, to protect your skin.
22:21Hmm? From sunlight. From sunlight. Right? You see? So, that's the point.
22:32So, we are using the same conversation as we have seen above, but, in this case, in a new scheme, you know, in a new structure here. So, that's really, that's really important.
22:48And, and it gives you the possibility to create different, different dialogues. And, uh, we can create as many as we would like to. The important thing is, when you practice this, when you practice this, try to remember the information that, uh, it is expressed here, you know?
23:06So, for that, for that, for that, it is important that you practice the dialogue a couple times, four times, five times, what it is necessary for you to remember, what is the dialogue about.
23:19And, and when you remember, try to, like, to close your book or your tablet or, uh, or anywhere when you are, uh, visualizing the book and, uh, and try to, um, to remember all of the phrases in the conversation.
23:39You know, try to, uh, try to create it in, uh, in a, in a, uh, in a speaking practice, right? And that's how we make it. And this is going to help you greatly, you know? We have, uh, many examples about this as well.
23:56For example, let me show you. For instance, he's, uh, this one is a shorter dialogue.
24:02My favorite photographs. Who is he? He's my father. What's his name? His name's Paul. Where is he? He's in Paris. What's he doing? He's standing in front of the Eiffel Tower.
24:16So, you can modify this dialogue and to practice it various times to acquire fluency. And you can adapt it to different standards, to different examples or situations.
24:27For example, who is she? She's my mother. Where is she? Sorry. What's her name? Her name is, uh, Mary. Where is she? She's in London. What's she doing? She's, uh, visiting the Big Ben.
24:42Or she's, uh, taking pictures of the Big Ben, right? So, you see? So, you create different examples. Who is he? He's my uncle. What's his name? His name is George. Where is he?
24:55He's in China. He's in China. What's he doing? Well, in Beijing, right? He's in Beijing, China. What's he doing? He's taking pictures of the Great Wall of China.
25:08You know? Who is, uh, or in plural. You can also use plural. Who are they? They're my parents. What are their names? Their names are Henry and Mary. Where are they?
25:21They are in Sao Paulo, Brazil. What are they doing? They're visiting, um, they're visiting Corcovado, Christ. Right?
25:33So, you see? Different examples. Have you ever been there? No, I haven't. Have you? No, I haven't either.
25:40Have you ever traveled to any other country before? Yes, I have. Where have you gone? I have gone to Switzerland. And how was it? It was really cold. I had a terrible time there because of the weather.
25:55So, you see? So, we are recycling the phrases that we also used in the previous, um, example.
26:04I had an awful time in Switzerland because the weather was terrible. The weather is really cold and I dislike cold weather.
26:11So, but, you are, uh, creating. You are using your resources. You are using your tools to create a new conversation. That's why these exercises are really useful. Right?
26:23So, that's another important point. Do you have any questions, uh, so far to this, uh, point?
26:28That's good. So, we have here, perfect. The important points of expressing ideas to follow a correct order and syntax in your, in your statements.
26:47Number two, when you feel that, uh, you are stuck while expressing an idea, it means that you have to review your basics.
26:58So, repeat conversation drills until you're able to modify them by yourself. Right?
27:08What do I mean by drills? Like short phrases, short conversational examples where you can actually improvise
27:15using the knowledge that you already have in English. Right? Similar to what we just, uh, did, uh, with the book.
27:22For example, um, it's been a long time, it's been a long time that we haven't seen each other.
27:33You know? So, in this case, you're using auxiliary for the person perfect. It has been, right?
27:39So, but, in this case, it's contracted. It's been a long time. So, it has been a long time that we haven't seen each other.
27:47Or, since we haven't, you know? It's been a long time since, since we haven't seen each other.
27:54Or, since last time we met. So, since last time we met. So, that's another example. You know? A little bit more simplified.
28:04But you have to take all of the possibilities, uh, that you have available so that you can create different examples. Right?
28:11So, it has been a long time since last time, uh, we, we met.
28:16If you, if you, if you feel that it sounds too repetitive, so you can also use, it has been a long time since last occasion we met.
28:26You know? Since last occasion we met. There we go.
28:31That's a point. You know? So, that's, let me spell that one. So, that's a point.
28:37Since last time we met. Or since last occasion we met.
28:40Um, then, yes, it has.
28:48So, how's your, how's your job, you know? Or what have you been up to lately?
28:53How is your, your job? How is your job?
28:59Uh, it's, it's been, it's been, uh, it's been fine, you know? Or it's been, uh, it's been, uh, good.
29:07What about you?
29:10Or, let's say, you want to extend a little bit more, it's been fine, I got, uh, I got a new job.
29:22At a software company, for example.
29:26What about you?
29:30What about you?
29:33Uh, that's fantastic.
29:40In my case, I'm currently, I'm currently unemployed.
29:46So, I'm still looking for a job.
29:50I think I've got, uh, I think I've got, uh, I think I've got, uh, a client.
30:00Who's looking for someone to, uh, to answer or to attend, to attend phone calls in a call center.
30:18Oh, that's great.
30:27Could you give me, could you give me his number?
30:31Right, so different examples that you can create, but the thing is that you create dialogues, you know?
30:38That you can create dialogues.
30:39So, when you start creating, you start repeating conversation drills, conversation patterns,
30:47that are going to improve your, uh, your spelling, you know?
30:50So, that's important.
30:52So, in order to get to these, uh, three points, in order to get to these three points,
30:57it is really important that we, that we learn how to, uh, how to structure our ideas,
31:04which is really important to always begin, uh, the dialogues with, uh, the subject, uh, with the verb,
31:11right, following the correct, the correct, uh, grammatical structure.
31:15So, that's, uh, that's the point.
31:22But it is really important that you practice your writing.
31:27Because if you don't practice writing, then everything that you know will depend on your speaking.
31:34And if we left, uh, if we leave everything to speaking, it's a good idea because you practice a lot.
31:41But, uh, if you don't have, uh, people near to you to practice with, it's going to be quite difficult
31:47because you would not have the, uh, required constancy at the moment of speaking.
31:53So, you need to, you need to be always close to someone, or to a group of people,
32:00or in a conversation club, that actually, uh, speak, uh, correct and fluent English,
32:07so that you can learn, uh, from them in an active way.
32:13But if that's not the case, we have writing.
32:16You know, writing is, writing is a key, right, in this case.
32:21Writing is key, writing is key for you to, writing is key to learn how to create ideas,
32:32how to connect, and how to make a logical conclusion based on what I'm, based on what I'm saying.
32:44That's why I'm always telling you that the, uh, most important aspect that you need to considerate
32:51in your English is to have coherence in the expression, coherence and, um, and logic.
33:00You know, coherence and logic.
33:02So, that means that you need a sequence, a sequence, a sequence and a conclusion, right?
33:15So, we need a sequence and a conclusion.
33:17Like a story, you need to begin somewhere.
33:20You need a beginning, you need, uh, the, uh, the plot, you need the conclusion, you need the ending, right?
33:28So, that's, uh, that's necessary, coherence and logic.
33:31Before that you express something, you have to think in English what is the purpose of your idea
33:38and what you actually want to express.
33:40And that's why it's necessary that you practice your writing, you know?
33:46So, that's, that's the point.
33:48So, and you can create different possibilities.
33:52For example, in this case, possibility number two,
33:57tell me how was your New Year's Eve, you know?
34:00And then you can say, oh, I had an awful,
34:05I had an awful New Year's, New Year's Eve celebration.
34:10And if we can, uh, say it that way.
34:15Unfortunately, unfortunately, I went to play basketball with my little,
34:24with my little cousin, my little cousin, and I had a knee injury.
34:32Just a couple hours, just a couple hours, uh, before, uh, New Year's, before New Year's Eve celebration.
34:45As very few, let me see, what's, uh, what's, uh, what's going on here?
34:54That's a point.
34:55As very few doctors were available, were available that day,
35:02I had to, I had to, uh, uh, to struggle, I had to struggle while walking, while walking home.
35:19I used ice and I took some painkillers.
35:25Painkillers, painkillers are like pills that you would actually eat, or, or swallow, you know,
35:32that you would actually take, sorry, that you would actually take to calm the pain, you know,
35:37to, to get rid of the pain.
35:39So I used ice and I took some painkillers to, uh, have some relief.
35:47Um, it was a great misfortune, but, I hope,
35:53um, but I hope, um, that next year,
36:00but I hope that next year could be better, right?
36:03So that's possibility number two.
36:05You can express, you can play with the, with the expressions that you,
36:10that you, um, that you have, right?
36:13So that's, uh, that's a point.
36:17So do you have any, any questions so far here on now to create, uh, ideas?
36:22And the points that we're trying to cover here.
36:33Now, that's good.
36:35That's fantastic.
36:36So what are we discussing today?
36:38We have, uh, this conversation.
36:41Let me, this topic about when adult children come home.
36:46And we're going to have a homework for this week, you know, for this week,
36:51of these, um, of these, uh, reading that we have here,
36:59which is,
37:00before you reach warm up in your opinion,
37:04how long should adult children live in their parents' home?
37:08So we have this first question.
37:10We have this first question,
37:11but we're going to add a couple more questions here,
37:15so that you can practice what we just studied here.
37:19Um, so that means that you can practice your,
37:23your, uh, creation of ideas, you know?
37:26Your, your, your creativity, your, with, with your ideas.
37:31So in this case, we're going to add another question.
37:37Um, what do you think it's, what do you think,
37:44what do you think is the, um,
37:50is the most difficult part?
37:53What do you think is the most difficult part of, um,
37:56um, let's say, of, um,
38:06of sending your children off to live independently?
38:15There we go.
38:17Let's say that's, uh, number two,
38:20and this is going to be number three.
38:21What are, what are the most difficult aspects of
38:31being, uh, of being a father or a mother, right?
38:41So that's the point.
38:42So we have those three questions.
38:44So in this case, with these three questions,
38:46you have to answer with a paragraph of five lines,
38:50at least, you know?
38:52Answer the following questions
38:58with a paragraph of five lines, at least.
39:03Yes?
39:04So that's going to be that homework for this week,
39:07for this week.
39:08You can send it tonight, you can send it tomorrow,
39:11you can send it on Friday, but for this week, right?
39:15So answer the following questions with a paragraph of five lines,
39:19at least, remember that the most important points to cover in your writing.
39:26Important points, important, important points in your writing are
39:35coherence, syntax, grammar, logic, right?
39:41Those points, you know, and also, let's add vocabulary, there we go, right?
39:48So that's going to be, those are going to be like the instructions, right?
39:53So we're going to add these, these marks right here, so that we can,
39:58so we can have it a little bit clearer here.
40:06That's the point.
40:07So let me, so that's question two, question three, and obviously,
40:12this is going to be question one, right?
40:13The first one, which is the warm-up question, in your opinion,
40:17how long should adult children live in their parents' homes,
40:22which is a very difficult topic that some parents face in their lives,
40:28and one of the main reasons for which a lot of parents feel frustrated,
40:34for some reason, right?
40:36Feel frustrated, feel discouraged,
40:38and, um, and, uh, demotivated, you know, because it's, sometimes it's quite difficult to,
40:46like, you know, like to say goodbye to, to our children, you know, when they become adult,
40:51because you have all of these beautiful memories from when they were really young,
40:54and, uh, you took them to the restaurant, to the zoo, to the amusement park,
40:59and you suddenly have to say goodbye to them.
41:01So I would say that's one of the toughest decisions in life for some parents,
41:05some of the people that I've known of, that, uh, have, had these experiences,
41:11as, as parents, they simply say that it's not that difficult, that you have to face,
41:16that sometime, that sometime they, they get to the point when they have to become independent,
41:21right?
41:22But, uh, that's, uh, that's, um, a controversial topic, you know?
41:27That's what it is.
41:27It's a controversial topic that a lot of people discuss these days.
41:30So I'm gonna send you this one, so that's, that's the homework.
41:35And so we're going to listen a little bit here,
41:41homework for this week, you know, for this week, which today is January, January 5th,
41:512020, uh, what, five, no, 2026, right?
41:55Already, oh my god, there we go.
41:58So there you go, that's homework, right?
42:00I just sent it right there.
42:02So we're going to listen a little bit to this, uh, reading, to this, uh, interesting, uh, topic here,
42:10uh, related to Mr. Dance.
42:12It seems that this guy, it's a professional who's got a, a website where he tries to help other people
42:21to, um, well, to deal with these problems, right?
42:25Uh, which is, um, which is something good, you know?
42:30I mean, that's, uh, I think that's why, uh, internet is one of the most useful tools these days, you know?
42:37Uh, unfortunately, sometimes internet, it could be really harmful as well, but, uh,
42:42uh, but overall, internet gives us the possibility to interact with other people from different
42:48parts of the world, to ask them questions about our personal life, about how we feel,
42:54um, like the example that we have here with Mr. Dance, who is a worded man who is trying to help
43:04other parents to, to learn and to know how to deal with that process of separating from their children,
43:13right? So let's see, um, let me see where we have the, uh, the dialogue here. I had it around here,
43:22but I lost it, you know? I have so many windows right here. Okay, I, I just found it. So let's see
43:28if it's working, if the audio is working. Give me one second.
43:36Read and listen.
43:40Okay, there we go. Seemingly it is working properly.
43:43So here we go. Let me zoom in a little bit. You may not hear me for a couple seconds, but here we go.
43:59When adult children
44:07Read and listen.
44:08When adult children come home.
44:14My wife and I recently sent our last child off to college.
44:18We are ready to sell the house and travel, but our oldest daughter doesn't have a job and plans to
44:25move back home. What should we do?
44:30Most North Americans expect their children to move out of the house at 18, but that's changing.
44:37Today, more adult children are returning home to live. Some don't have jobs or can't pay for the high
44:44costs of housing. Some are recently separated or divorced. Most are single, but some come home with
44:52a wife, husband or child too. Most parents are happy when their kids come back home to live.
44:59However, when a son or daughter can't find a job or is recently divorced, there can be problems.
45:06And if their son or daughter is still at home at the age of 35,
45:10many parents are no longer happy. In your case, what if your daughter moves back home?
45:18Don't worry. If you and your daughter had a good relationship when she was younger,
45:22she'll be fine. Help her in any way you can. And it's okay to ask, how long do you plan on staying?
45:30Don't treat your daughter like a child. In our culture, adult children don't feel good about
45:37living at home, and they don't want to depend on their parents' help. Tell her you understand.
45:43Talk to your daughter as an adult. Have a discussion about paying for expenses and helping with household
45:49responsibilities and chores, such as kitchen cleanup and doing laundry. If you and your daughter talk and
45:56try to understand each other, everyone will be happier.
46:07Okay, so there we are with Mr. Dan, right? And this is interesting reading here, which is not an easy
46:14topic to discuss here. So, uh, well, in this case, if I'm not mistaken, uh, Evelia has, uh, children,
46:22right? Naomi, I think you, you don't have children yet, but, uh, I would like to know, uh, what do you
46:30think about this aspect of this reading, you know? So, what, what did you understood, what did you
46:36understand, sorry, of this, uh, reading? What are the most interesting, uh, parts that you could actually
46:41notice from here? So, Evelia, tell me, what's your conclusion? What's your opinion of this?
46:48I think it is, um, difficult situation when, when the, the children, uh, leave the divorce for your
47:08parents, um, is confusing situation for them. A confusing, confusing situation. Confusing situation
47:20for them, and difficult emotional, uh, leave around for this time. Living, um,
47:33um, I think it is important that they, uh, spend, uh, or too much, uh, communication for them.
47:49Uh, spend more. Spend more. Spend more. Spend more. Spend more time. And to have better communication with them.
47:57Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Spend more. Sp
48:27it's important to have better communication and to have more time with
48:34him excellent very good so that's the point you see so once there's a way in
48:39which you have to to start correcting you know the patterns so when you find
48:44one of those phrases that you have to correct try to correct it and repeated
48:48it a couple times so that you can get used to the new language pattern you
48:53know that's good excellent continue it's important I explain to them the
49:02situation only explain what is the steps continues in the process is very clear
49:14for for the for them or for children it's more important that couple that the
49:26couple is better a relationship between them
49:37okay that's good that sounds perfect that's good so that's great those are
49:42very interesting points there Naomi what about you I really think that is a
49:54difficult topic because here in Mexico at least or or some of the Latin American
50:02American countries we are used to the they get married and sometimes men do to it
50:12and and I think personally that is okay because well it is okay if the the son or
50:21son or the or the daughter they have like the mentality to to save some money to maybe when they get married or
50:33maybe when they they find a good job to to move to move to another place like in the in the last part of the of the
50:48the paragraph or of they they they they said like um you need to like divide all the
51:01home home activities like do the dishes or split the I don't know the the money to to to some things to the house and
51:16yeah I think I think that okay excellent very good so that's gonna be it for today we
51:25continue discussing tomorrow
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