7 Common Phrases That Instantly Make You Sound Less Fluent — Transcript

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1. 0:00Did you know that up to 90% of native
2. 0:02speakers can instantly tell you are a
3. 0:05non-native speaker just from the first
4. 0:07three words of your greeting?
5. 0:09>> Wow, 90%? That is I mean, that's almost
6. 0:12everybody.
7. 0:13Just from three words.
8. 0:14>> Just three words. And what if I told you
9. 0:16that nearly 100% of traditional
10. 0:19textbooks contain phrases that honestly
11. 0:22haven't been used naturally in over five
12. 0:24decades?
13. 0:24>> Oh, I totally believe that. That's a
14. 0:25huge problem.
15. 0:26>> Right. So, today you will learn how to
16. 0:28completely overhaul your spoken English
17. 0:31to sound natural, modern, and perfectly
18. 0:34fluent. We are doing a deep dive into
19. 0:36the source material on this.
20. 0:38>> Exactly. It's going to be packed with
21. 0:39actionable stuff.
22. 0:40>> Yeah. We're going to master four
23. 0:42essential phrasal verbs, discover two
24. 0:44major mindset shifts for natural
25. 0:46speaking, and all of this
26. 0:48leads up to the total seven specific
27. 0:50things native speakers never actually
28. 0:52say.
29. 0:53>> I love that we are putting exact numbers
30. 0:55on this. It gives you a real road map.
31. 0:57>> It really does. So, welcome to your
32. 0:58English learning podcast for daily life,
33. 1:00real conversation, and easy listening
34. 1:02practice.
35. 1:03>> And we are so glad you're here with us.
36. 1:05We are really speaking directly to you
37. 1:06today, especially if you are, you know,
38. 1:09at that B2 upper intermediate level
39. 1:11looking to finally break through that
40. 1:12frustrating intermediate plateau.
41. 1:14>> Ugh, that plateau is the worst.
42. 1:16>> It really is.
43. 1:18Or, hey, maybe you're a C1 advanced
44. 1:20learner wanting to polish your authentic
45. 1:22conversational flow.
46. 1:24You already have the foundation. You
47. 1:26understand the grammar. Now it's time to
48. 1:28master the reality of the language.
49. 1:30>> Spot on. Our mission is to motivate you,
50. 1:32to inspire you to step away from the
51. 1:34textbook, and get you actually speaking
52. 1:37out loud with us today. You're going to
53. 1:39practice right alongside us.
54. 1:40>> Yes, active practice is key.
55. 1:42>> Okay, let's unpack this right away. We
56. 1:43have an incredible deep dive today.
57. 1:46Why is it that we spend years in school
58. 1:49sitting at desks, memorizing these long
59. 1:52lists of vocabulary and dialogue
60. 1:53structures, only to step off a plane in
61. 1:55London or New York and realize that
62. 1:57nobody, literally nobody on the street
63. 1:59is speaking the language we just spent
64. 2:01five years studying.
65. 2:03>> It's completely baffling for learners. I
66. 2:04mean, it feels almost like a betrayal by
67. 2:06the education system.
68. 2:07>> A betrayal? That is exactly what it
69. 2:09feels like.
70. 2:10>> But there is a very logical reason for
71. 2:12it.
72. 2:13It is believed by prominent linguists
73. 2:15like David Crystal that language evolves
74. 2:18way faster than printed textbooks can
75. 2:20possibly keep up with.
76. 2:22>> Right, because printing a book takes
77. 2:23forever.
78. 2:24>> Exactly. Think about the physical
79. 2:26process. A curriculum has to be written,
80. 2:29peer reviewed, approved by boards,
81. 2:32edited, printed, and then finally
82. 2:34shipped. By the time that physical book
83. 2:36lands on your desk, maybe five or 10
84. 2:38years have passed.
85. 2:39>> Wow, 10 years.
86. 2:40>> Yeah. The spoken language has already
87. 2:42moved on. What's fascinating here is
88. 2:44that written English and spoken English
89. 2:46are practically two different dialects.
90. 2:48>> Two different dialects. I love that
91. 2:50perspective. It really takes the
92. 2:51pressure off you as the learner.
93. 2:53>> Mhm.
94. 2:53>> You didn't learn bad English, you just
95. 2:55learned the English of the printing
96. 2:56press, not the English of the coffee
97. 2:58shop.
98. 2:58>> That's a perfect way to put it.
99. 2:59>> So, this raises a question. Are you
100. 3:01unknowingly greeting people like a 19th
101. 3:04century aristocrat? Let's find out.
102. 3:06We're moving right into the very first
103. 3:07thing you say when you meet someone.
104. 3:09>> Greetings. They are so important. They
105. 3:11set the whole tone for the conversation.
106. 3:13>> They really do. And the biggest trap,
107. 3:15the one stamped on page one of every
108. 3:17beginner book, is how do you do?
109. 3:18>> Oh, no. The classic how do you do.
110. 3:21>> I have to be honest, whenever I hear a
111. 3:23learner say this, I immediately picture
112. 3:25them wearing a top hat and a monocle.
113. 3:28It's just It's so awkward today.
114. 3:30>> It is incredibly awkward. And this
115. 3:31brings us to a fantastic B2 level
116. 3:34vocabulary word that perfectly describes
117. 3:38this situation, which is peculiar.
118. 3:40>> Peculiar, that's a great word.
119. 3:42>> Yeah, so when something is peculiar, it
120. 3:44means it's strange or unusual, often in
121. 3:46a way that is slightly surprising or
122. 3:49even unsettling.
123. 3:50>> Right, like let me give you an example
124. 3:51sentence. It sounds a bit peculiar when
125. 3:53a teenager uses outdated slang.
126. 3:55>> Exactly. If a teenager walks up and
127. 3:57says, "Greetings, fellow citizen." That
128. 3:59is highly peculiar. It doesn't match the
129. 4:01expectation.
130. 4:02>> It really doesn't. And if we want to
131. 4:03elevate our vocabulary even further to
132. 4:05the C1 level, we can use the word
133. 4:08archaic.
134. 4:08>> Archaic, I use that one all the time
135. 4:10when talking about textbooks.
136. 4:11>> Me, too. Archaic means very old or
137. 4:14old-fashioned, like belonging to an
138. 4:16entirely different period in history.
139. 4:19For example, the museum was filled with
140. 4:21archaic farming tools.
141. 4:23>> That's a great example sentence. The
142. 4:25phrase how do you do is practically an
143. 4:27archaic greeting in the 21st century.
144. 4:29>> Totally. So, if it is archaic and
145. 4:31peculiar, we need a phrasal verb to tell
146. 4:33you what to do about it. You need to
147. 4:35stay away from this phrase.
148. 4:37>> Stay away from, yes.
149. 4:38>> To stay away from means to avoid
150. 4:40something completely. For example, you
151. 4:43should stay away from using how do you
152. 4:44do in casual settings. Just Just avoid
153. 4:46it.
154. 4:47>> Eliminate it entirely. But, you know, if
155. 4:49it's so archaic, why did it never exist?
156. 4:50>> Yeah, what was the point of it?
157. 4:52>> Well, historically, in Victorian
158. 4:53England, how do you do was not a
159. 4:55question at all. It was a statement of
160. 4:57class and status. It was a vocalization
161. 5:00meant to establish social atmosphere,
162. 5:03not exchange actual information.
163. 5:05>> Wait, really? It wasn't a real question.
164. 5:07>> Not at all. You weren't supposed to
165. 5:08answer it with a list of your problems.
166. 5:10If someone said, "How do you do?" The
167. 5:12only correct response was to repeat it
168. 5:14right back. How do you do?
169. 5:16>> That is wild. It's just a verbal
170. 5:17handshake.
171. 5:18>> Exactly. But, modern English culture has
172. 5:20become highly egalitarian and casual. We
173. 5:24value efficiency and friendliness over
174. 5:26rigid class structures. So, the language
175. 5:28shifted.
176. 5:29>> Okay, so if we need to stay away from
177. 5:31the aristocratic greeting, what are the
178. 5:33modern alternatives? What should you
179. 5:34actually say?
180. 5:35>> Keep it simple. How's it going? It's
181. 5:37incredibly smooth. Or just how are you?
182. 5:40That is always safe and polite. And if
183. 5:42you're with friends, what's up?
184. 5:45Works perfectly.
185. 5:46>> How's it going is definitely my
186. 5:48But, uh that leads us to the second half
187. 5:50of this trap, the robotic response.
188. 5:52>> Oh boy, here we go.
189. 5:54>> Let's say you successfully ask, "How are
190. 5:55you?" The textbook has trained learners
191. 5:57to respond with this unbreakable
192. 5:59sequence of words, "I'm fine, thank you,
193. 6:02and you."
194. 6:02>> The robot script.
195. 6:04>> It is. It's so robotic. It feels like a
196. 6:06non-player character in a video game,
197. 6:08you know, an NPC. You press a button and
198. 6:10they just repeat, "I'm fine, thank you,
199. 6:11and you." It lacks all human warmth.
200. 6:14>> That analogy is so accurate, it feels
201. 6:16programmed.
202. 6:17>> [snorts]
203. 6:18>> And what's fascinating is the cultural
204. 6:19nuance here. In English, it is actually
205. 6:22highly uncommon to thank someone
206. 6:24immediately after they ask how you are.
207. 6:26>> It really breaks the natural rhythm,
208. 6:28doesn't it?
209. 6:28>> It does. It brings the conversation to a
210. 6:30complete halt. And let's look at a great
211. 6:33B2 level word here, occurrence.
212. 6:36An occurrence is simply something that
213. 6:37happens, an event.
214. 6:39>> Great, an occurrence.
215. 6:40>> We can say that thanking someone for
216. 6:42asking how you are is just not a common
217. 6:44occurrence in everyday spoken English.
218. 6:46>> It's just not a common occurrence. So,
219. 6:47how do we break the robot programming?
220. 6:49What are the alternatives?
221. 6:50>> Just say, "I'm good" or "I'm great." If
222. 6:52you want to return the question, just
223. 6:54ask, "How about you?"
224. 6:55Or even simpler, just "You."
225. 6:57>> "I'm good, you." So fast, it's so
226. 6:59efficient. No robots allowed. So, if
227. 7:02we've fixed the way you say hello, what
228. 7:04about the grammar ghosts haunting your
229. 7:06vocabulary?
230. 7:08The next word we're discussing might be
231. 7:09making you sound a little too smart for
232. 7:11your own good. But, hey, quick pause. We
233. 7:13are about 10 minutes into this deep
234. 7:15dive. If you are enjoying this real
235. 7:17English practice so far, please take a
236. 7:19second to like, share, and subscribe.
237. 7:21>> Yes, please do. It really helps us keep
238. 7:23bringing you these daily life
239. 7:24conversations.
240. 7:25>> All right, let's get into segment two,
241. 7:28the grammar ghosts. We just fixed the
242. 7:30social conventions of greetings. Now we
243. 7:33transition to the structural grammar
244. 7:35rules that textbooks prioritize, but
245. 7:37native speakers just completely ignore.
246. 7:39>> Grammar ghosts is such a great term.
247. 7:42These are rules that died a long time
248. 7:43ago in spoken English, but their spirits
249. 7:45are still haunting classrooms
250. 7:47everywhere.
251. 7:48>> And the biggest ghost of them all has to
252. 7:49be the word shall.
253. 7:51>> Oh, absolutely. Shall.
254. 7:52>> Textbooks teach shall as the future
255. 7:55tense for I and we. Like I shall go or
256. 7:58we shall eat. But honestly, nobody uses
257. 8:00it unless they are a fantasy movie
258. 8:02villain.
259. 8:03>> A fantasy villain, that's exactly how it
260. 8:04sounds. I shall conquer the world.
261. 8:07>> Right. Or a knight in shining armor. If
262. 8:09a friend tells me I shall go to the
263. 8:11grocery store, I'm expecting them to
264. 8:13take a sword with them.
265. 8:14>> It's so theatrical. If we connect this
266. 8:17to the bigger picture,
267. 8:18English is simplifying its modals.
268. 8:21For the future tense, will or be going
269. 8:24to are the only practical choices now.
270. 8:27>> So, what happened to shall? Let's use a
271. 8:29C1 phrasal verb here, phase out.
272. 8:31>> Phase out, yes. To gradually stop using
273. 8:34something.
274. 8:34>> Right. You could say native speakers
275. 8:37have phased out the word shall. They
276. 8:39just slowly stopped using it over the
277. 8:40decades.
278. 8:41>> They really have. Even for suggestions,
279. 8:43should has completely replaced it.
280. 8:46Textbooks say shall we leave a comment,
281. 8:49but native speakers say we should leave
282. 8:50a comment.
283. 8:51>> Should we get pizza? Should we watch a
284. 8:52movie? It's just easier.
285. 8:54>> Wait, there is one tiny exception
286. 8:55though, right?
287. 8:56>> Oh, you mean legal documents.
288. 8:57>> Yeah, legalese. You'll still see shall
289. 9:00in contracts. Like, the tenant shall pay
290. 9:02a rent.
291. 9:02>> Mhm.
292. 9:03>> But that's a fossilized register of the
293. 9:05language. You don't speak to your
294. 9:06friends like a lawyer.
295. 9:07>> Definitely not. Okay, here is where it
296. 9:09gets really interesting. The who versus
297. 9:12whom debate.
298. 9:13>> Oh, this one causes so many arguments,
299. 9:16even among native speakers.
300. 9:18>> It really does. Grammar books insist on
301. 9:20whom for objects. They teach you to say,
302. 9:23"Whom should we ask?"
303. 9:24>> Which is technically grammatically
304. 9:26correct according to the old rules.
305. 9:28>> But imagine speaking like this in a
306. 9:29coffee shop. You find a lost wallet,
307. 9:31hold it up and yell, "To whom does this
308. 9:33belong?" It sounds completely absurd.
309. 9:36>> It does. People would stare at you. And
310. 9:38this brings up a linguistic concept
311. 9:40called hypercorrection.
312. 9:41>> Hypercorrection, tell us about that.
313. 9:43>> It's when people try so hard to sound
314. 9:46grammatically perfect, usually to sound
315. 9:49smart or formal, that they end up
316. 9:51sounding completely unnatural. They
317. 9:52force whom into sentences where it just
318. 9:55ruins the conversational flow.
319. 9:57>> It really does create a social barrier.
320. 9:59It feels very cold.
321. 10:00>> Let's use a B2 vocabulary word here,
322. 10:02overtake. To overtake means to become
323. 10:05greater or more successful than
324. 10:07something else.
325. 10:07>> Like a car overtaking another car on the
326. 10:09highway.
327. 10:10>> Exactly. So, we can say the word who has
328. 10:13completely overtaken whom in modern
329. 10:15speech.
330. 10:15>> It has absolutely overtaken it. So,
331. 10:17instead of whom should we ask,
332. 10:19>> Mhm.
333. 10:19>> what do we say?
334. 10:20>> We just say, "Who should we ask?"
335. 10:22Simple.
336. 10:23>> But wait, textbooks also teach that
337. 10:25crazy preposition rule. The rule says
338. 10:27you can never end a sentence with a
339. 10:29preposition. So, you're supposed to say,
340. 10:31"To whom would you like to speak?"
341. 10:33>> Which sounds like an automated customer
342. 10:35service menu. "To whom would you like to
343. 10:37speak? Press one."
344. 10:39>> Yes. Native speakers completely break
345. 10:42this rule. So, what do they actually
346. 10:44say?
347. 10:44>> They throw the preposition at the very
348. 10:46end of the sentence and use who.
349. 10:48So, they say, "Who would you like to
350. 10:50speak to?"
351. 10:51>> Who would you like to speak to? It ends
352. 10:52with to, which breaks the preposition
353. 10:55rule, and it uses who instead of whom,
354. 10:58breaking the object rule.
355. 10:59>> It breaks two rules at once, but it's
356. 11:01the only way to sound natural.
357. 11:03>> I love that. We've busted the grammar
358. 11:05myths, but what happens when native
359. 11:07speakers decide they're just too lazy to
360. 11:09say all the letters in a word? We're
361. 11:11diving into the speed of sound next.
362. 11:13>> This is a great transition.
363. 11:14Grammar dictates the rules of words, but
364. 11:17contractions dictate the actual physical
365. 11:19rhythm of how those words leave our
366. 11:21mouths.
367. 11:22>> The physical rhythm, and this is huge.
368. 11:24Let's talk about the unnatural sound of
369. 11:26full forms.
370. 11:27>> Full forms, like saying every single
371. 11:29word clearly.
372. 11:30>> Right. Take phrases like I am going to
373. 11:33or I do not like. When read on paper,
374. 11:35they are totally fine. But when spoken
375. 11:37aloud in a casual conversation, they
376. 11:39sound extremely stilted.
377. 11:41>> Very stilted. If you say, "I am going to
378. 11:44go to the store because I do not like
379. 11:45this." You sound like a robot again.
380. 11:47>> It's that NPC energy. And this brings up
381. 11:49some important vocabulary. Let's look at
382. 11:52the B2 word identify.
383. 11:54It means to recognize something.
384. 11:56>> Yes, to identify. And let's pair that
385. 11:58with the C1 word comprehension.
386. 12:01Comprehension is the ability to
387. 12:02understand completely.
388. 12:04>> So, how do those fit into this?
389. 12:05>> Well, being able to identify
390. 12:07contractions in fast speech massively
391. 12:09boosts your listening comprehension.
392. 12:11>> That is so true because contractions
393. 12:13speed up the language, there's a great
394. 12:15phrasal verb. Speed up to go faster.
395. 12:17Contractions speed up the rhythm.
396. 12:19>> They really do. I am going to speeds up
397. 12:21and becomes I'm going to.
398. 12:23>> This raises an important question,
399. 12:25though. Why do learners avoid
400. 12:26contractions? They learn them in class,
401. 12:28but they refuse to use them.
402. 12:30>> It's fear.
403. 12:31Learners are afraid of making mistakes.
404. 12:34Full forms feel safe.
405. 12:36But using I'm and don't is the absolute
406. 12:39key to unlocking English fluidity.
407. 12:42Connected speech is how you blend in.
408. 12:44>> I want to challenge you, the listener,
409. 12:46right now. The next time you have a
410. 12:48conversation with a native speaker or
411. 12:50watch a TV show, count how many full
412. 12:53forms are used versus contractions. I
413. 12:55guarantee the contractions will win by a
414. 12:57landslide.
415. 12:58>> Absolutely. It's how real people
416. 13:00>> talk.
417. 13:00>> Now that you have the speed and the
418. 13:01grammar, what do you actually talk
419. 13:03about? If you think talking about the
420. 13:04rain is a safe bet, you might be killing
421. 13:07the conversation before it starts.
422. 13:08>> Oh, this is the small talk myth. We are
423. 13:11moving from the mechanics of speaking to
424. 13:13the actual content.
425. 13:15>> Right, the trap of how's the weather?
426. 13:17>> It's the ultimate trap.
427. 13:18>> I get why it happens. Weather vocabulary
428. 13:20is taught on day one, but asking how's
429. 13:21the weather randomly makes for an
430. 13:23incredibly boring artificial
431. 13:24conversation.
432. 13:25>> It's so boring. Unless there is a
433. 13:27torrential downpour or an extreme heat
434. 13:29wave, weather is a conversation killer.
435. 13:32>> It really is. You asked about the
436. 13:33weather, they say it's sunny, and then
437. 13:35just dead silence.
438. 13:36>> The goal of small talk isn't to report
439. 13:38the weather.
440. 13:39The goal is to build rapport.
441. 13:41That's a C1 word. Rapport means a good
442. 13:43understanding of someone and the ability
443. 13:45to communicate well, a connection.
444. 13:47>> You cannot build rapport talking about a
445. 13:49partly cloudy sky.
446. 13:51>> You really can't. So, the alternative
447. 13:53strategy is to ask about interests.
448. 13:55What books are you interested in
449. 13:57reading? Or what activities are you
450. 13:59interested in doing?
451. 14:00>> That is so much better, but sometimes
452. 14:03people just throw the weather at you and
453. 14:04you have to deal with it.
454. 14:06>> [laughter]
455. 14:06>> So, we are going to do an interactive
456. 14:08role play exercise right now to practice
457. 14:11natural conversational pivoting.
458. 14:13>> Pivoting is such an important skill,
459. 14:15moving away from the weather into a real
460. 14:17topic.
461. 14:17>> Okay, listener, listen closely. We are
462. 14:19going to do a quick role play. I will be
463. 14:20your partner. I will say a phrase and I
464. 14:22will leave a pause break for you to
465. 14:24repeat natural response out loud. Ready?
466. 14:27Speak out loud wherever you are.
467. 14:28>> Don't be shy, do it.
468. 14:29>> All right, here is my complaint about
469. 14:31the weather. Man, it is raining really
470. 14:33hard out there. Okay, now I'm leaving a
471. 14:353-second pause for you to repeat exactly
472. 14:37what I just said. Go.
473. 14:39>> I hope you repeated it. Now, when I give
474. 14:40you the pivot response, I'll say it and
475. 14:42then you repeat it. Yeah, it's perfect
476. 14:44weather to stay in and read. What kind
477. 14:46of books are you interested in?
478. 14:48Okay, your turn.
479. 14:50I'm leaving a pause for you right now.
480. 14:52>> That was a long one, but it's such a
481. 14:53good pivot.
482. 14:54>> It is. I hope you spoke out loud because
483. 14:56speaking aloud builds muscle memory. It
484. 14:59validates your effort. You did a great
485. 15:01job.
486. 15:02>> And notice how that pivot worked. You
487. 15:04acknowledged the rain, but you
488. 15:06immediately changed the topic to books.
489. 15:08Brilliant.
490. 15:09>> It saves the conversation every time.
491. 15:10>> Speaking of rain, though,
492. 15:12there is a phrase about weather that you
493. 15:14probably learned that makes native
494. 15:16speakers secretly cringe.
495. 15:18We're tearing down our final myth next.
496. 15:20>> This directly links to the weather small
497. 15:22talk. It's the most infamous weather
498. 15:24idiom in ESL history.
499. 15:26>> The demise of raining cats and dogs.
500. 15:28>> Oh, wow. Raining cats and dogs.
501. 15:30>> Using raining cats and dogs is like
502. 15:32wearing a tuxedo to the beach.
503. 15:34>> A tuxedo at the beach. I love that
504. 15:37analogy.
505. 15:37>> I mean, sure, it's technically a valid
506. 15:39outfit, but everyone is going to stare
507. 15:42at you. It's one of the first idioms
508. 15:44learned, but native speakers rarely say
509. 15:47it in real life.
510. 15:48>> They really don't. And it completely
511. 15:50ruins your ability to speak fluently.
512. 15:53That's a B2 word. Fluently means
513. 15:55speaking smoothly and easily.
514. 15:58When you drop a heavy outdated idiom
515. 16:00into a sentence, you break that fluency.
516. 16:02>> It sounds like a cliché. Cliché is a C1
517. 16:04word. It means a phrase that is
518. 16:06completely overused and lacks original
519. 16:08thought.
520. 16:09>> Let's use a B2 phrasal verb here. Catch
521. 16:11on. To catch on means to become popular.
522. 16:14>> Right. So, we can say, "This idiom
523. 16:16caught on in textbooks, but it died out
524. 16:18in reality."
525. 16:19>> Exactly.
526. 16:20>> But
527. 16:20>> you know, learners still love using it.
528. 16:22There's a psychological comfort in
529. 16:24idioms. It feels like you unlocked a
530. 16:26secret code.
531. 16:27>> Yeah, it feels like a power-up in a
532. 16:28game. I know a metaphor,
533. 16:30>> but simple and accurate is always better
534. 16:33than complex and outdated.
535. 16:34>> So, what's the alternative? What do
536. 16:36native speakers actually say?
537. 16:37>> They just say, "It's raining really
538. 16:38hard" or "It's pouring."
539. 16:40>> It's pouring. So simple. So much better
540. 16:42than the tuxedo at the beach. We've
541. 16:44covered all seven myths, but I promised
542. 16:47you a bonus rule that will tie
543. 16:48everything together, and that is coming
544. 16:50up right now.
545. 16:51>> The bonus rule.
546. 16:53This is the secret to sounding truly
547. 16:54authentic.
548. 16:55>> You stuck with us, so here is your
549. 16:57bonus. Instead of using forced idioms,
550. 17:00use modern phrasal verbs to express
551. 17:02intensity.
552. 17:03>> Phrasal verbs are the lifeblood of
553. 17:05modern English.
554. 17:06>> For example, instead of saying, "I'm
555. 17:08very busy," which is fine, but a bit
556. 17:10basic, say, "I am completely swamped."
557. 17:13>> Swamped. That is such a a word. Let's
558. 17:15explain that. To be swamped means to be
559. 17:18overwhelmed with work or water, like a
560. 17:20swamp.
561. 17:20>> Right. You're drowning in paperwork,
562. 17:22you're bogged down in the mud. I can't
563. 17:23go out tonight, I am completely swamped.
564. 17:25>> It's so descriptive and natural. And I
565. 17:28want to add a final provocative thought
566. 17:30here. Language is a living organism. Are
567. 17:33you trying to speak the English of the
568. 17:34past, preserved in a textbook, or the
569. 17:37living breathing English of the present?
570. 17:39Go out and listen to how people actually
571. 17:41speak. Question the rules.
572. 17:43>> I love that. Question the rules. All
573. 17:45right, it's time for your homework. We
574. 17:46want to see your progress. I want you to
575. 17:47go down to the comment box right now and
576. 17:49write, "I am consistent." So we know you
577. 17:52made it to the end.
578. 17:53>> Yes. Show us you made it.
579. 17:55>> Also, use one keyword or one idiom we
580. 17:58explained today in a full sentence in
581. 18:00the comments. Let us check your work.
582. 18:02Did you like swamped or phase out? Put
583. 18:06it in a sentence.
584. 18:06>> Let your feedback down there, too. Tell
585. 18:08us which kind of topic do you want for
586. 18:09the next video?
587. 18:10>> Definitely. Do hype this video up if you
588. 18:13liked it. Hit that like button, share it
589. 18:15with a friend who is learning English,
590. 18:17and subscribe.
591. 18:17>> And hey, if you want to read an amazing
592. 18:19article about English learning, go over
593. 18:20to the description box.
594. 18:21>> Yes, there I have provided a link. If
595. 18:23you subscribe just once, you will
596. 18:25receive free English articles directly
597. 18:28in your email for free every single
598. 18:30time.
599. 18:30>> That's an awesome resource. And if you
600. 18:32enjoyed this podcast, well, this deep
601. 18:34dive, there are many more on my channel.
602. 18:36Go check them out and binge watch your
603. 18:38favorites. Keep focusing on your
604. 18:39language learning, speaking, and
605. 18:41listening.
606. 18:42>> Thank you for joining our deep dive
607. 18:43today. Keep practicing, keep speaking,
608. 18:46and we will see you next time.