YT YouTube2Text

YouTube2Text → Transcripts → Experto En Idiomas: "¡Deja de Traducir! Haz Esto Para Pensar En Inglés y Hablarlo con fluidez"

Experto En Idiomas: "¡Deja de Traducir! Haz Esto Para Pensar En Inglés y Hablarlo con fluidez" — Transcript

by Quique de la Cierva · 14,316 words · 2,423 segments · language en · Watch on YouTube

Open in transcriber Summarize with AI Download SRT/VTT

Full transcript

0:00Today's guest is a polyglot who speaks
0:02more than 10 languages and is here to
0:03dispel the myths of the education
0:05system.
0:05In other words, knowing vocabulary
0:06doesn't allow you to speak a language.
0:08You need to know the verbal structure
0:09of that language.
0:10Why is English taught this way? I
0:12have no idea why this happens, but it
0:13happens throughout the education system
0:15, because it doesn't just happen with
0:16languages.
0:16He studied civil engineering, one of
0:18the most complex and demanding degrees.
0:20However, after finishing it, he
0:21realized that his true passion wasn't
0:23in structures, but in languages. Today,
0:25after deciphering the code that
0:26connects all languages, he dedicates
0:28himself to teaching others to speak
0:29English and other languages freely. If
0:31someone wants to learn English from
0:32scratch, what's the best advice you
0:33could give them?
0:33Learn Spanish from scratch. We speak it
0:35, but we don't know how. If you don't
0:37know how to speak your own native
0:38language, your goal is to first learn
0:40what you already know.
0:41In this episode, we'll explain why the
0:42traditional education system fails. We
0:44will examine the psychological traps
0:46that block your English fluency. We
0:47will investigate the definitive method
0:49to master any language using the
0:51structure of your own language. What do
0:53you think is the mistake that most
0:54people make when they start learning
0:55English?
0:56Do they memorize phrases or work with
0:57applications that give them incorrect
0:59translations, that are not didactic,
1:01that do not help?
1:01Why do they force us to cram endless
1:03lists if we do not even use them in our
1:05daily lives? No,
1:06in my opinion, because it is easy. Hey,
1:07how do I prepare for tomorrow's class?
1:09I print out 80 lists here, I send the
1:11students and I tell them that tomorrow
1:12there is an exam.
1:13How do we have to put subtitles on if
1:14we have watched a series or a movie?
1:16Never in any life. Never. Okay, I hope
1:18it has been made clear that you should
1:20never put subtitles in Spanish because
1:22it ruins the functioning of the brain.
1:24How can we pronounce English or any
1:25other language correctly?
1:35Today Pablo Vázquez has come to have
1:37coffee with history.
1:39Hello, it was a pleasure,
1:40welcome, man. Hey there, dude.
1:42Thanks for coming over and
1:44inviting me.
1:44Pablo, who do you think should stay and
1:46listen to this podcast? Well, I could
1:49tell you the typical people, the ones
1:51who have been learning English their
1:52whole life, right? Anyone who wants to
1:55raise their standards and quality of
1:57life should listen to this, whether
1:59they're a manager, a businessperson, an
2:01employee, a company employee, even
2:03someone who wants to travel, anyone who
2:05wants to raise their status.
2:07Come on, yeah. Well, Pablo, you know
2:09that this podcast is about inspiring
2:10people to achieve their goals, each one
2:12with their own. And I think you have a
2:14very inspiring story because, damn, in
2:16the end you studied civil engineering
2:20and you talk more about
2:21languages
2:22and after studying a degree as
2:24difficult as civil engineering, you
2:26dedicate yourself to teaching other
2:28people to learn English, French,
2:30Italian, German, languages, although
2:33you put more emphasis on English, but
2:35in the end they are languages. Exactly.
2:38Well,
2:38for what you said before, right? For
2:40better job opportunities, traveling
2:44abroad,
2:44well, for a lot of things, right? Which
2:46you'll tell us about now.
2:46Yes. Professionally, personally. That's
2:48how someone ends up dedicating
2:52themselves to this and teaching others
2:54to do it. And not only that, but you
2:56also speak more than 10 languages.
2:59How is all this possible, man? I got to
3:01the point where I lost count. There
3:03came a point where I said, "I don't
3:04know anymore, but because they're all
3:05the same. Later, if you want, we can
3:07see why they're all the same."
3:08But how did someone end up like that?
3:09Well, really, no one knows. I mean,
3:12you've had guests here who've told you
3:13that things happen and you don't know
3:15when, but they end up happening because
3:17for whatever reason the stars align and
3:19they arrive.
3:20And well, I followed a routine life,
3:22the typical one where you first study
3:24at school, at university, and I
3:25realized that I didn't like that, that
3:27I liked something else. Languages.
3:29Languages. Mm.
3:30And that's where I ended up, in short,
3:34how is it possible to end up speaking
3:37more than 10 languages?
3:39Okay, you just
3:40said it, all languages are the same.
3:42Exactly. That's where the key lies.
3:44And starting with understanding how you
3:46speak
3:47your own native language. That's
3:49the key. Because understanding, let's
3:52just accept it now to start with, that
3:54all languages are the same. If you
3:56understand how you speak yours,
3:57logically, you're going to find a
3:59relationship with any other language
4:02that's not your native one.
4:04And that's the key.
4:05Okay? It would be great if as we talk
4:07about all this we could give examples
4:09to help people realize all this that
4:12for you is very obvious, but surely for
4:14many of the people listening to us it's
4:16something completely unknown.
4:18Okay, that sounds great to me. If you
4:19want, we can start now. Hey, go ahead.
4:21I can put a simpler sentence at first,
4:22in quotes, maybe it's a sentence that
4:24you don't see until the third year of a
4:25typical English academy, and then we'll
4:27make it more complicated.
4:28We'll also talk about the educational
4:30system.
4:30Exactly. Okay, that sounds good to me.
4:31Okay, great. Okay,
4:33because you say that all languages are
4:34the same. Let's check it out.
4:36Exactly. If you want, we can make the
4:38simplest comparison in the world, which
4:40is our native language and English. For
4:42example, if I tell you,
4:44if I had a good teacher, I would learn
4:47English,
4:49okay? Let's take it one step at a time.
4:51If I had a good teacher, that's it.
4:53What's your analysis of this? I mean,
4:55how would you say it in English? It's,
4:57uh, if. If I had a good teacher, okay?
5:01If I would have. Okay. Okay.
5:03A teacher.
5:05Okay, let's stop there.
5:06Okay.
5:06I would have. You said if I would have.
5:09And if I tell you that what you just
5:11said is if I would have a good teacher.
5:14No, no, I said if I had a good teacher.
5:16Okay.
5:16And this is perfect for checking that
5:18we learn languages by memorizing
5:20without reasoning what's behind it.
5:22Completely. What's
5:23more, if I would have is also said by a
5:25native speaker many times incorrectly.
5:28That's not if I had.
5:30What is if I had? What is that "had" in
5:33Spanish without putting labels? Would
5:36you be able to say it now?
5:38What is that "had"? It's the future,
5:41right? Or well, it's the future. Keep
5:42saying options because that's how you
5:44get to the...I'm
5:44not going to say conditional, but the
5:45word doesn't come to me right now. It's
5:47not, no, no, it's not, man, the word
5:50doesn't come to me, but
5:51okay. Why? Because you're looking for
5:53the label.
5:53Yes.
5:54Well, "had", "had", "comiera", "comiese
5:56", "viviera", "viviese". All that is
5:58past,
5:59okay? It's
6:00past
6:00and you have to know it exactly as it
6:02is. It's past. I could tell you that
6:04that's an imperfect subjunctive, I
6:05don't know what. I don't know if I'm
6:07even saying it right, uh, I don't
6:08remember it. It's past, period. "had",
6:10"had", "comiera", "comiese".
6:12Okay.
6:13The first thing you have to know is
6:14that that's a past in our language.
6:15Note that we haven't even gotten into
6:17the problem with English yet, it's a
6:18problem with Spanish, of not
6:19understanding it.
6:20Okay, Tenía, is a past tense. What
6:23further analysis do you have for me on
6:24that?
6:25If I Tenía, well, it's a hypothetical
6:29situation. Okay, let's get out of that
6:32context, let's just stick with the form
6:33of the word and that we already know
6:35that it's a past tense. How do we use
6:37it now? That works to our advantage.
6:38It's a past tense, right? Let's focus
6:40on the verbs. Now we'll see which words
6:42are more important than others, because
6:43indeed there are some that are more
6:44important than others, okay?
6:46Tuviera, first we've already seen that
6:47it's a past tense, okay? We just
6:48learned it, let's stick with it. What
6:50is the verb in its basic form?
6:52Tener.
6:53Tener. Okay, that's the next analysis
6:55we have to do. Then all this comes out
6:57of nowhere, but at first we have to
6:58think about it.
6:59Present, past, future. We know it's
7:00past.
7:01Exactly. Exactly. And now we've found
7:03out what the verb is. That's the verb
7:05to have, right? How do you say to have
7:06in English?
7:08Have.
7:08Have. Perfect. But we've said it's a
7:11past tense. Hat.
7:13H. We already have it.
7:14Okay.
7:15How do you say it? If I had, that's it.
7:17If I had.
7:18If I had. End of story. Okay, what this
7:23shows is that our problem isn't in the
7:25target language, our problem is in the
7:28native source language.
7:30In the native one. Why? Because we've
7:32learned it by memorizing it. We'll talk
7:33about this properly now. And when you
7:35memorize it, you haven't understood it.
7:37When you want to switch to another
7:38language, you don't know what you're
7:40saying. Of course. If I would have, if
7:42I would have, there are people who say
7:44it like that, natives who say, "If I
7:45would have, a great pronunciation."
7:47We'll talk about pronunciation later
7:48too. It's wrong. If I would have a good
7:52teacher. No, no. If I had, Perfect. If
7:55I had a good teacher.
7:56Okay.
7:57And now I would learn English. What's
8:00that?
8:01I would learn is a conditional.
8:03Okay, we don't care about the label,
8:05right? Note that we haven't talked
8:06about learning the future.
8:07Aprendería is not the future.
8:09Aprendería,
8:10because if it is the future, it is the
8:11same. It is the same as estaba. It is
8:13the same. It is past. So it
8:14is the same. Note, uh, where is the
8:16problem? This is great because you
8:18speak English, which is the funny thing
8:19. It is great
8:20that you are a hick. Sure. Let's see.
8:22No, it is great because you already
8:24speak English in a normal everyday
8:26situation, but you have it memorized
8:27there. The moment you manage to
8:29understand it, it will come out much
8:31more fluently. Tuviera, tuviere has
8:33nothing to do with aprendería. What
8:35would be the equivalent in the verb
8:37aprender of Tenía or Tuviere? The same
8:41verb form. Teníam
8:46aprendiera.
8:47Exactly. Aprendiera, aprendese. Now we
8:50have located the form, we already know
8:52what it is.
8:53So, it is not past. It is
8:54not past. We already know that. It is
8:56another verb form. That's what we need
8:58to know, that this is called a
8:59conditional. It doesn't matter to me,
9:01it doesn't help me. I
9:02would learn, I would eat, I would live,
9:04I would drink, all that as expressed in
9:06English. And I don't need labels. What
9:09do I have to put in front?
9:10Will. No, it's the future. I will learn
9:12. You will learn. I will eat. No, I
9:15wouldn't learn. I
9:16would eat.
9:17W. No,
9:17w. Now the W does appear.
9:19Yes.
9:20And we haven't called this a
9:21conditional because it's of no use to
9:23me. Now I would learn English. How do
9:26you say it?
9:27I would learn. I would learn English.
9:31There you go. And you speak English.
9:34Well, imagine.
9:35Let's say I spoke. Okay, but you can
9:37hold your own, right?
9:39And even so, you're not clear on...look
9:41at these apparently simple concepts,
9:43but which no one is clear about, and I
9:45wasn't either in my day.
9:47And how can we use this to our
9:49advantage?
9:51Literal translation of one structure
9:54and another, mind you, not
9:55word-for-word translation, but
9:57translation at the level of
9:59equivalences. Like I do, I would learn,
10:01I would learn or it would be learned by
10:03putting the word in front of the verb,
10:05I would have, I would have, I would eat
10:07, I would eat, I know it is a past
10:09tense, I use the past tense. Had, in
10:11the case of had, equivalencies and
10:13word-by-word translation. If you want,
10:15we can overwrite it later and put it.
10:17If I had a good teacher, tell me if
10:18that is not literal. If, yes, I, me.
10:22Had, had. E, a good, good teacher,
10:26professor.
10:28That is the key. Translating word by
10:31word, because at a basic structural
10:33level it is very easy to speak any
10:35language. And then I would learn
10:39English. What is the difference between
10:41I would learn and aprendería between
10:43one language and another? The
10:45construction, but the equivalence is
10:47the same.
10:48In Spanish we have verb conjugations,
10:51that complicates our language a lot,
10:53but in English putting a word in front
10:56of the for a past suffix.
10:58How do I say it? I will learn. I will.
11:00I will learn. I will learn and he will
11:02learn. He will learn. We have a crazy
11:04language and there are others that are
11:06like that too, but in English you just
11:08put a little particle in front of the
11:09verb
11:10and that's it. And why do you think
11:12English is taught like this? I don't
11:15know.
11:15How do you think English is taught? I
11:17have no idea why this happens, but it
11:19happens with the entire educational
11:20system. We talked about it before. What
11:23happens? People have a hard time
11:24changing. Imagine if one person had a
11:27hard time changing themselves. It's
11:29like changing an entire educational
11:31system, because this doesn't just
11:33happen with languages, this happens
11:35with any subject.
11:36Well, you are already aware of what we
11:37dedicate ourselves to when discussing
11:39history. Memorize thousands of dates,
11:40thousands of names, thousands of
11:42characters from events that you're
11:43going to forget when you finish the
11:45exam. It's completely absurd. The same
11:47thing happens with English, right?
11:48Because what you've
11:49always said, my memory is that in
11:51school you had to learn the present
11:53continuous, the simple future, the
11:55compound future, the past, the...I mean
11:57, of
11:57course,
11:58grammar is ultimately useful if we want
12:00to learn English. That's grammar, what
12:02you've said.
12:03Sure.
12:03And I'm passionate about grammar,
12:06but because I already have that
12:07background and baggage behind me to say
12:08, "Okay, I understand what each thing
12:10is,
12:10but it's not useful for learning.
12:12And I understand that the average
12:14person isn't prepared to memorize all
12:16those labels that don't go anywhere. Of
12:19what? What is that? Of the future
12:20compound, of the past perfect or of the
12:22present continuous. If all I want to
12:23know how to say is, I'm playing. Do I
12:25need to know that this is called the
12:27present continuous? No, I'm playing.
12:31I'm playing. Literal translation into
12:32English. What is it like? I am playing.
12:35I am playing. Verb to be. No, the test
12:38is for you to tell me what the verb is
12:40and conjugate it for me. I don't want
12:41to know that. I want to know how to use
12:43the verb chip in context. Well, just
12:45like it's used in Spanish. When do I
12:47use the verb chip? When do I use the
12:49verb ser or estar in Spanish? In most
12:51cases, of course, there are exceptions.
12:53But if what we want is to talk in a
12:55short time, Oh, [ __ ], just keep it
12:57simple. Oh. And playing and we have a
13:00literal translation again.
13:01Mm, that's it.
13:03For someone who is starting from
13:04scratch
13:04or who wants to learn a language from
13:06scratch, in this case English, which is
13:08the one we are using as an example, if
13:09someone wants to learn English from
13:11scratch,
13:12what is the best advice you could give
13:13them?
13:14The best advice, learn Spanish from
13:16scratch. Exactly. Learn Spanish from
13:20scratch. We speak it, but we don't know
13:23how. If you don't know how to speak
13:26your own native language, as we have
13:28seen with two examples that we have
13:30just seen, they are 90%identical, your
13:33goal is to first learn or understand
13:35what you already know so that you can
13:37then extrapolate it to something that
13:40is supposed to be new. Then you see
13:42that no, it is the same. You don't
13:44learn to multiply and divide before you
13:46learn to add and subtract, right? It is
13:49impossible to learn English before
13:51learning Spanish. You can memorize it.
13:53Yes. Spend 30, 40 years living in the
13:55country and in the end you speak it.
13:57Who has? that time these days? Nobody.
14:02Nobody. You're lost if you want to do
14:05that. That's where the frustration
14:06comes from, that you don't make any
14:06progress, you don't make any progress,
14:07you don't make any progress. That's the
14:09problem.
14:10And instead, what do you think is the
14:11mistake that most people make when they
14:13start learning English? That they
14:15memorize phrases. They memorize phrases
14:17or work with applications that give
14:19them incorrect translations, that
14:20aren't didactic and that don't help.
14:22Then we can also see some examples of
14:24this. Very specific examples, uh, of
14:26how a word is written in one way in one
14:28language, how you translate it to
14:30another and how that burns the brain.
14:33Because it burns it. If you don't give
14:36it a way to learn logic, which is how
14:38this works, by logic and reasoning,
14:40you're lost.
14:41And above all, what happens to me
14:42sometimes is that I have to be thinking
14:44about what I want to say.
14:45Of course.
14:46So that exercise of, I mean, in the end
14:47it's very complicated to have a
14:49conversation like that because you
14:50spend more time thinking than talking.
14:52Exactly. You aren't
14:53listening to what the person is telling
14:54you, you're focused on what you'll
14:55You're going to answer. That's very
14:56difficult.
14:57But why do you spend so much time
14:59thinking? That's the key question. Why
15:01do you think you spend so much time
15:03thinking in English, for example? I
15:07don't
15:07know. In the end, when I'm speaking in
15:09English, you used the example before,
15:11and I was thinking about...I wasn't
15:12thinking about...I mean, I was really
15:14just remembering how it was done.
15:16There we are. That's the question. You
15:18try to recall
15:20things that are lying around in some
15:22lost drawer
15:23and you bring them here, pa, and paste
15:24them.
15:25Instead of saying to yourself," Okay,
15:27what does "tiene" or "tibese" mean?
15:28What does "aprendera" mean? "When you
15:30think about it and think about it, it
15:32just comes out. Tell me now. If I had a
15:34good teacher, I would learn English.
15:36If I had a good teacher,
15:37I would learn English. You're putting
15:39it here in a compromising way, man.
15:40No,
15:40if I had, you know what
15:41if
15:43we said is past tense. So it's if I had
15:46if I had a good teacher.
15:48If I had a good teacher,
15:49I would learn English. I will. I would
15:52learn English. Okay,
15:55obviously you're saying again," Wow,
15:57such and such, "but you already have it
15:59,
15:59but you reconsider right away."
16:00The reasoning is, damn it, tell him to
16:02wait.
16:03Speak slowly.
16:05Okay, let me think. That's all you need
16:08, time. And once you've thought and
16:10reasoned that, three, four, five times,
16:12it comes to you on its own. But if you
16:14bring memorized things out of the
16:16drawer that you don't understand,
16:18you're not going to be fluent in life.
16:21But in life it's impossible. It's
16:22possible. I mean, what do you think is
16:24the first change of mindset
16:26that we have to make when we want to
16:27learn English? We've said it. And it's
16:29not to not remember, not to try to
16:31search for memory, but simply to
16:33translate.
16:33Exactly. Exactly. I
16:35mean, literally translating English
16:36into Spanish
16:37and using these little tricks that
16:38you've told us,
16:39because I'd like us to go into more
16:41depth here. I mean, we're clear on the
16:42first step, which is to identify the
16:44verb. In this case, we haven't said
16:46which tenses are past, present, and
16:47future.
16:48From here,
16:50how do we continue? If it's future,
16:52we've said that it has the will.
16:54Exactly.
16:56If it's past, For example, we haven't
16:58covered this yet.
16:58Okay, let's talk about the past. Now
17:00the future is will. We've already
17:02covered that before. Now the past. I'll
17:03tell you something even more important,
17:05okay? But the past. Fantastic. Let's
17:07focus now. Here we are on verbs. How is
17:10the past represented in English? At a
17:12regular level. We haven't gone into
17:14irregularities because I'm not
17:16interested in exceptions and
17:17irregularities at first. How is the
17:19past represented in English? You add
17:20the LD. That's
17:22a form, okay? It's a form. It's two
17:25letters that are added there,
17:26okay? If I want to say I play, I say I
17:28play. If I want to say I played, what
17:31do I say?
17:32I play it.
17:33I play it. Okay, then that D is
17:35pronounced however you want. Later
17:36we'll also talk about pronunciation
17:38because it's a hodgepodge and there are
17:40three fundamental parts that we'll
17:41review and revise later. An ed that you
17:43put at the end. However, in Spanish,
17:46what? I play, you go on. Did you
17:48play?
17:49He.
17:49played.
17:50Keep going, keep going.
17:51We play, uh, I played. Uh, we play, we
17:53play, which also coincides with the
17:54present.
17:55Sure, sure, sure.
17:56You played,
17:57you played, they played. It's really
17:58complicated.
17:59It's torture for a foreigner,
18:00especially an Englishman
18:02who lacks all of this.
18:03I played, you played, he played, played
18:05.
18:05Much easier.
18:05Everything is the same. The past tense
18:07is already identified. Fantastic.
18:10That's it. You don't need anything else
18:13. Then there are regularities,
18:15fantastic. You don't say I tookd
18:16anymore, you say I took. I'll learn
18:19them later. In the end, they're such
18:21common verbs that I'm going to learn
18:23them no matter what, but I have to
18:25first understand how I'm speaking in my
18:26language and know that I'm saying I
18:28played or I took.
18:30First, know what tense I'm speaking in.
18:32Now, having said all this, speaking of
18:34the future, of the past,
18:35I can communicate in any language by
18:37speaking in only one tense.
18:39Which one? Present.
18:41Present. If I know how to use the
18:44present in any language, I can speak in
18:46the future using the present and speak
18:48in the past using the present.
18:51Okay? Since
18:52you work with history in 1000, when did
18:55Columbus discover America, remind me,
18:59uh, 1492. In 1492, Columbus
19:01discovered America.
19:02He discovered America, right? What am I
19:05using there? A context, an adverb, I
19:07don't care what you call it, a past
19:10tense and I'm using a present tense.
19:14How do I say it in the future? I don't
19:17have to say tomorrow to London.
19:19I discover America.
19:21I discover America tomorrow after
19:22Columbus, for example, with flying. I
19:24don't have to say tomorrow I will fly
19:26to London. I can use a present tense, I
19:28will fly to London tomorrow.
19:30The same happens in English and in any
19:32other language you come across.
19:34Tomorrow I fly to London.
19:36Sure, directly.
19:37And it's present tense. That's it.
19:39Hm. No more
19:40problems. You see what a problem it is
19:43to put a well now, now.
19:44In front of a verb.
19:45Or an ide at the end.
19:46Sure. I mean, my level in English is
19:48high. I'll upload it really quickly,
19:49really quickly, like this. But I can
19:51use the present tense.
19:54If you started learning a language from
19:56scratch, you would begin with the
19:57present tense.
19:58Exactly. The present tense. And three
20:01important verb forms, okay? They are
20:03not conjugations. The er ir. I could
20:05tell you the infinitive, the gerund,
20:07and participle. Okay, and I've already
20:08told you. To you, that's something like
20:10etiquette, it's
20:11useless.
20:12To feel smarter because you know
20:13grammar.
20:14Sure, to...
20:15But to communicate, to make
20:16it cool. All I need to know is how to
20:18say it in a language. Ar, er, ir. I'm
20:21going and hearing. Those are the forms
20:25I need. That ar, er, ir. How is it
20:27represented in English? comer, jugar,
20:30vivir. Tu, to. That's the only
20:33difference there is. To live, to eat,
20:35to play. It's not just live, eat, play,
20:38no, put the che in front and that's the
20:40r. That's what people have told me many
20:42times on social media, but There are
20:43exceptions, such as, many times it's
20:44ING. Forget about exceptions. What
20:46you're asking me is how do I start
20:48speaking
20:49so that I can communicate in the
20:50shortest possible time.
20:51Yes. Then you'll learn, you'll do the
20:53tricks. But exactly, you start there.
20:55Exactly. And ando yendo, how is it
20:57represented in English? ing playing
21:00eating
21:01going and eladoído
21:05ed
21:06ed if it's regular ed
21:08okay
21:08if it's irregular then we would enter
21:11that famous table that
21:12is used for past tense verbs that don't
21:14follow the rule fantastic. The time
21:17will come to see it. Now is not the
21:19time you
21:21need more ar ir. Andoyendo and hás
21:23escucha. Now what you need is context.
21:27When do I use ar ir?
21:29When do I use the word vivir or jugar
21:33or comer? When? I mean, I need context
21:35there.
21:36Really very little, very little. There
21:40is no
21:41use. Uh, if I want to say I want to
21:43play, I'm
21:44already using jugar, right?
21:46Okay,
21:46let's say it in English now.
21:48I want to play. That's it. I don't say
21:50I want to play. Why do people say I
21:52want? play because they don't
21:54understand what that R is.
21:55Sure, the R is the tú.
21:56Sure.
21:57If it's not like you would be saying, "
21:59I want to hug,
22:00I want to hug, right? Or I want to play
22:02." Who knows, there's no direct
22:04translation in that case, but you're
22:06not saying it right
22:07when the translation is actually the
22:09same, it's not literal, but it is
22:11equivalent. We look for equivalencies,
22:13that's super important,
22:14okay? And the ando vando, I don't go
22:17around saying I'm playing or I'm
22:19wanting, right? How do you say it? I am
22:21playing.
22:22Exactly. I say, I'm playing. That ando
22:25vando accompanies another verb form
22:26that's in front of it. Fantastic. You
22:29saw, right?
22:29But it's a literal translation. The ch
22:30is a literal translation.
22:31I am playing.
22:32And the heard side. I don't go around
22:35saying, "I have played, I have lived."
22:38What do I say?
22:39I have lived.
22:39What is that?
22:40The have.
22:41The have. But if I don't even know what
22:43it is in Spanish, which is the
22:45auxiliary verb haber and the label
22:46doesn't matter to me, I don't
22:48know how to translate it into English.
22:50Yo ha juego, tú has juego, él ha
22:51juego. I have played. You have played.
22:55He has played. It has its conjugation,
22:57have, but I understand what it is. And
22:59the translation, as you can see, is
23:00word for word. I already have the
23:03context. So, how do I start? By
23:05learning these three things and knowing
23:07how to use the present tense, to give
23:09your people the present tense here.
23:11There is only one conjugation mark in
23:13English, it only occurs in the present
23:15and in the third person. How do you say
23:16it? He plays.
23:18He plays.
23:19What happened there?
23:20We put an s. That's it.
23:22Just like we say yo, how do you say tú
23:24comes, come, comemos, all those verb
23:26endings? In English there is only one
23:28that is in the third person and only in
23:30the present
23:31and end. Yes, in the past it is in the
23:34past it is the same
23:36for everyone. It's all over. And this
23:38is not grammar. Whoever says that this
23:40is grammar has a conceptual error
23:42because these are not equivalencies. We
23:44haven't
23:45talked about this, we haven't even
23:46talked about verb tenses beyond past,
23:47present and future.
23:48Zero. That's all you need to know. Yes.
23:51Knowing how to recognize that verb form
23:53in your language so that you can
23:54automatically translate it to another.
23:56And we're talking about this in English
23:58and it's the example that we'll use
24:00throughout the interview because it's
24:02perhaps the most difficult for us
24:03Spanish speakers, of the most widely
24:05spoken, but this dynamic can really be
24:07applied to any language,
24:08any language and in fact in many
24:10languages all this doesn't exist as
24:13such and you have to use other types of
24:15particles or words to give it that
24:17sense of saying I'm playing. For
24:20example, in Chinese you have to say, "
24:22I'm playing now
24:23in Chinese, a language that people say,
24:25oh my goodness, the little symbols,
24:26such and such. Then if you want we can
24:28talk about it, but it's even, but it's
24:30even easier
24:31because there's no specific ending for
24:33the language."
24:34Exactly. Even easier
24:37than English.
24:38How interesting. And why, in the end,
24:39of course, the question that arises for
24:41me is, why do they teach us in school?
24:44Present continuous and the present
24:46continuous table for each verb, the
24:47lists, the endless lists of vocabulary,
24:50because we have said that in the end,
24:52what do we want? I mean, we don't leave
24:54school or want to learn English to be
24:56philologists,
24:58right? Of the English language. In the
24:59end, what we want is, damn it, to be
25:01able to speak English, to be able to
25:02conduct conversations, to be able to do
25:04a job interview in English, to be able
25:06to talk to people in English, for work,
25:07because we travel there, for whatever
25:09reason. So, why do they force us to
25:12cram endless lists
25:14of everything? Vocabulary, verbs,
25:16irregularities, etc., which the most
25:18normal thing, as you have said, is that
25:20in most cases we don't even use them in
25:23life,
25:23right? It doesn't make sense, because
25:26in my opinion, because it's the easy
25:27thing to do, hey, how do I prepare for
25:29tomorrow's class? I print out 80 lists
25:30here, give them to the students and
25:32tell them there's a test tomorrow. And
25:35that's the easy part. Now, it's not the
25:37teacher's fault. In fact, I hope many
25:39teachers watch this interview, as I've
25:41seen in others, and are aware of the
25:43sacrilege of giving a list of words to
25:45a child, and I'm not even talking about
25:48adults, to a kid so they can memorize
25:50them without further ado. I mean, just
25:52knowing vocabulary for the sake of it
25:54does not let you speak a language. You
25:57need to know the verbal structure of
25:58that language. And that's learned in
26:00the time it took us.
26:0120 minutes.
26:01Nothing. Yes.
26:02And in less. Speaking of children, the
26:05other day Sara showed me
26:07a video of her cousin's son
26:12who I think is 4 or 5 years old.
26:14Cuos.
26:15Well, he was counting the numbers, I
26:17don't want to get it wrong, but
26:19something like in English, in German,
26:22in Indonesia
26:24and I don't know if in French or
26:25another language, okay? Or well, in
26:26Spanish, of course, right? But in all
26:28these languages. It's
26:30true that children learn languages
26:32faster. Yes, it's true. Okay. Now, to
26:37say that a child is more intelligent
26:39than an adult, that is not total
26:41nonsense. I mean, it's impossible for a
26:44child to be smarter than an adult by
26:45definition. How long have we been
26:47learning and knowing things? Of course,
26:50but even so, the dumbest adult in the
26:53world
26:54is smarter than a 4-year-old. It's
26:57another thing for a child to have
26:58intuition. But do you know what
26:59differentiates a child from an adult? A
27:02child is excited to learn and improve
27:06every day, and an adult
27:08is a blank slate, right? They come with
27:10all these biases that those who have
27:11already taught us English badly,
27:13because how they teach you English, I
27:14mean, English is taught badly. That's
27:16how it is, we're seeing it now because
27:17of how you're saying it, right?
27:19All of us who already have these
27:22biases or a somewhat conventional way
27:24of teaching in mind, when we want to
27:25continue learning, well, in the end,
27:27it's very difficult for us to adopt
27:29these new ways that you're talking
27:30about. You know? Because we come with a
27:32burden and the child, in the end,
27:34doesn't have this burden.
27:35So everything they learn,
27:36I mean, is in a much more effective way
27:39, as you're saying.
27:41Of course, because they are open to
27:42everything and say, "Okay, look, if
27:44he's telling me this, I believe it and
27:46I'll learn it." Not us, we come with
27:48hidden vices. This is done this way
27:50because it has to be done this way.
27:52Later we'll talk about a topic that has
27:54generated much controversy, and since
27:56you break the pattern, he seems foreign
27:58and scary, so I don't do it. It's our
28:00problem. The adults '. Not the child,
28:03the child is excited every day to be a
28:05better version of himself. Every day,
28:06until, I don't know, 9, 10 years old, I
28:09don't know to what point one stops
28:11saying...That's it.
28:12Yes, yes, yes, yes. Because then, for
28:15example, Pablo, once we understand
28:17that conventional teaching methods for
28:21learning languages and many other
28:22subjects, but in this case, which is
28:24what we are dedicated to learning
28:25languages, do not work. Once we have
28:28that integrated, we have to see what
28:29verb tense is to translate literally
28:31with those little tricks that you have
28:32given us.
28:33What next step can we include to
28:35continue learning and to be able to
28:37communicate better with the aim of
28:39speaking with other people and
28:40understanding each other?
28:42Okay, here we enter the vocabulary part
28:44.
28:45First I have detected what is going to
28:48allow me to speak, even fluently, and
28:50now what I need is to learn those key
28:53words,
28:54okay? that are going to allow me to
28:55have that fluency in speech, which are,
28:58and we have already seen this before,
29:00what words?
29:00Verbs.
29:01Verbs. Now, 2,000 million verbs or how
29:04many, how many do you think we need
29:06verbs? Yes.
29:07To start speaking.
29:08To start.
29:10Action verbs. Well, all verbs are
29:12action verbs by definition, but
29:13a number. Say a number. I don't
29:15know. Let's say 200, 300. That's it.
29:19Even with less, even with 20 typical
29:22verbs, be, have, can. That's it. You
29:25could use 200. You have a whole range
29:27of things and tools to use whenever you
29:29want, because English is very easy to
29:32use. There are no conjugations, man.
29:33Yeah, I
29:34just have to learn that word, but no.
29:37At school they give me 1000, 2000,
29:383000. The irregular ones, learn them
29:40already. No, man, it's much easier.
29:44Words. And here we come to the second
29:46pillar. The first one we saw is
29:47reasoning.
29:48Yes,
29:48vital.
29:50This second one would be vocabulary, I
29:51would even put it in third place. I
29:52think the second most important pillar
29:54is pronunciation.
29:55Okay.
29:56Why would you tell me that
29:57pronunciation is important? There are
29:59many people who don't bother to
30:00pronounce a language correctly.
30:01Well, because in the end it's like
30:04speaking a different language. If you
30:06do not pronounce it as the language
30:07demands, you will not be able to
30:09communicate with a native speaker
30:10because they will not understand.
30:11Exactly. What happens in communication?
30:14If you don't pronounce it well, they
30:15won't understand you.
30:16Of course, that's for
30:17sure. And are you going to understand
30:19them?
30:19Well, probably not either.
30:21How? If you haven't taught your brain
30:23how to do this that we have here, which
30:24we'll discuss now, how that sound
30:26sounds, how that sound is reproduced,
30:28how you expect to understand, you're
30:30speaking
30:30two different languages.
30:31Of course,
30:32even if you're trying to speak the same
30:34language, they won't understand you.
30:36Therefore, communication is useless.
30:38Everything we've said so far, all the
30:39tricks you've mentioned,
30:41are useless
30:42if the other person doesn't understand
30:43you.
30:43You use the same example. If instead of
30:45saying I am playing in a near-native
30:47pronunciation, you say I am playing,
30:50the native speaker won't understand you
30:52. And if you've memorized it like this,
30:54you've learned it like this, when the
30:55native tells you I'm playing, what
30:56you're going to hear is noise.
30:58Of course,
30:58because there's no nasality, you're not
31:00pronouncing the consonants correctly,
31:02you don't
31:03know what noise is coming from there.
31:06Wait, wait, what does it say below?
31:08Subscribe to the Newsletter. Every week
31:11, a lesson from my business, from my
31:14life, that will help you achieve your
31:16goals, whatever they may be. So now you
31:19know, click on the link in the
31:21description and subscribe, it's free
31:23for now. How can we pronounce English
31:25and any other language well? By
31:27learning how to place this. You have
31:31lips and everything, teeth, tongue,
31:34vocal cords.
31:36Any human being is capable of
31:38reproducing any sound that is generated
31:40with all these elements,
31:42okay?
31:42Why does a Chinese child born in China
31:44speak perfect Chinese or a German child
31:47speaks perfect in Germany or French in
31:49France?
31:50Why do we say it's not that my
31:51pronunciation is bad? Where does the
31:53problem really lie? This is innate.
31:57Everyone has this. Let's put aside the
32:00problems that people may have with
32:02something here,
32:03okay? But the average person has all
32:05these elements. They learn how to use
32:08them, learn how to position their
32:11tongue, their teeth, how to expel air,
32:14all that can be learned. Why don't we
32:17use it and why doesn't anyone teach us?
32:20I don't understand it. To me it's vital
32:22. And I would leave vocabulary in third
32:24place. The first and second pillar is
32:27reasoning,
32:28reasoning
32:29and, hand in hand, pronunciation.
32:31Because if you don't pronounce well,
32:32reasoning is useless, you're not
32:34speaking the language.
32:35Pronunciation is more important than
32:37vocabulary. A
32:38thousand times more. I would even put
32:41pronunciation in the foreground, but of
32:43course, you need a minimum structure to
32:45start speaking.
32:46And that's reasoning.
32:48Exactly.
32:48Okay. So, how can we articulate all
32:50this that we have here? To speak
32:52English more like a native, or so that
32:54a native can understand us better.
32:55By copying exactly the position and
32:59shape of the
33:00native speaker's mouth. There you have
33:03it.
33:03How do you say it in English? Think.
33:05Let's be aware of this.
33:06Think.
33:07Think. Okay, that th people don't know
33:11how it works. What's going on there?
33:13How does that Z sound? No,
33:15Z. Okay, and now let's go to the shape
33:18of our mouth and where each of these
33:21elements are placed. Where are they?
33:23Okay, the teeth. Tongue and teeth.
33:26What's
33:26happening? What's involved here? Teeth
33:28and tongue. Okay. What's their relative
33:30position? How are they placed?
33:32Okay.
33:33Think.
33:33Okay.
33:34Think.
33:35Where are they?
33:36The tongue touches the top of the
33:38denture.
33:39The top. Let's be more specific there.
33:41Think. If I say think.
33:44Think. Think,
33:46the tongue is between the teeth, right?
33:47Well, yes, that's the first thing. Yes,
33:49you see it.
33:49Yes, yes.
33:50We're not aware of it and it's a simple
33:52sound.
33:53Yes,
33:53just like Z.
33:54Z,
33:55zebra is the same position.
33:57Why would someone have a hard time
33:58pronouncing that? They just have to put
34:00their tongue between their teeth. Think
34:03,
34:03think. That's
34:03it.
34:05How do I say take? People say take.
34:08It's not take in English. I would say
34:12take.
34:12Okay, now make it more native. What do
34:15they do to sound like they do? Well,
34:17they
34:18don't say take, they don't
34:19say take. What just happened there? It
34:22sounds silly, but this is very powerful
34:24. I
34:25mean, you said before, the example you
34:27gave when it was wrong, ch, let's say,
34:29shake. It's like take. That
34:31take.
34:33Stick your tongue to your roof.
34:34Something has happened there that
34:36stands out above all else. To tell me
34:38take, you say take.
34:40Take.
34:41What is it? What phenomenon is there
34:43that just appeared? Do you see how we
34:45are not aware? You have seen it, put
34:46your hand in front of you and say, "
34:48Take,
34:48take." What happened? You
34:49exhale, that's it. And that's the
34:52biggest difference between English and
34:54Spanish. We say take
34:57and car,
34:58not care.
34:59Take,
35:00take. The air comes out, do you see?
35:02And it's silly, but since no one tells
35:04you, you've been pronouncing it wrong
35:06your whole life.
35:07And it's a ridiculous detail. Sure, you
35:10say, "Seriously, they're not going to
35:12teach you this in school." Well, they
35:13don't teach it to you. They expect you
35:16to develop it by pure science.
35:17Well, I also studied at the British
35:22Council. I
35:23went every afternoon, two days a week,
35:25for two or three hours. Apart from the
35:27fact that it was a total drag,
35:29or for me it was a total drag, maybe
35:30there were people who had a good time,
35:32which I'll never understand. For me it
35:33was a total drag. And honestly, I
35:35didn't learn. Well, let's see, I don't
35:37know if I learned much or not. I don't
35:38think so, I didn't learn much,
35:40but because, I mean, everything you're
35:42telling me, uh,
35:44come on, it's new to me. But how long
35:46did it take us to learn this?
35:47No, I don't know how long it took us.
35:4825 minutes, half an hour. It's just
35:51that if we put it in less, you have it
35:53because there are four things counted
35:55and more with English because for some
35:57reason 95%of people speak it better or
35:59worse, but they do speak it. That's
36:01because it's the easiest language in
36:03the world
36:04and that's why it's the vehicular
36:05language and the one that everyone uses
36:06.
36:06More than in Spanish, of course, with
36:07all these cases that you just mentioned
36:09, come on, it's very clear. I mean, if
36:10right now it were a foreigner who spoke
36:12Spanish, it would be much more
36:13complicated
36:14than the other way around. Of course,
36:15now we're working on it, uh, seeing how
36:17to turn this around. Well, I would tell
36:19him that the first few days he should
36:20only use the r,
36:22I to eat, I to go, I to live and that's
36:25it. I can't complicate his life with
36:27conjugations from the first day. He'll
36:29go crazy
36:30because the goal is to communicate, to
36:33convey what you want to say. Well,
36:36start with the easy part,
36:37so you are understood. And for that, as
36:39you said, reasoning is necessary.
36:40Pronunciation has been made clear. We
36:42have also seen that in the vocabulary
36:44section,
36:45the first words we have to learn are
36:47100, 200 verbs. That's it, even less,
36:50but that should get you started.
36:53After the verbs, what would be the next
36:55pillar? Would it still be vocabulary or
36:58would there be another layer?
37:01There is a single word that can be used
37:03to represent anything and I'm already
37:05saying it. What word is it? I want to
37:10refer to this, or this, this thing,
37:13this thing. And then you can ask, "Hey,
37:15how do you say this? How do you say
37:17this in English?" Mike, perfect,
37:20but I don't need more. That comes from
37:23daily practice. I don't need to learn
37:26vocabulary, nouns, things, anything. Do
37:29you understand? Yes.
37:29And like adverbs, links. There is a
37:31single two-letter word that works for
37:33everything. Elque, therefore. So,
37:36that's it. But no, people, but why
37:42don't you need that to start? Do it
37:44later if you want, but don't beat
37:46yourself up. You just
37:47need verbs to speak. That's it. If you
37:50press me, the subjects, because of
37:52course, since there are no conjugations
37:53in English, I need to say who I'm
37:55talking about. Ah, you, that's it. But
37:58you don't need anything else, man.
37:59Yeah, yeah, yeah, yeah. Anyway. For
38:01example, something I force myself to do
38:03, I used to work, I worked in an
38:05international English team. Yeah.
38:08When I left that company, my English
38:09disappeared and I started doing
38:11business, blah, blah, blah, blah, blah,
38:12blah. And I understand English
38:14perfectly. I watch videos in English, I
38:15can watch movies in English perfectly.
38:18Um, I can read English, more slowly,
38:20but I can read English, but when I
38:21start talking, it's much harder for me,
38:24right? What happens? I say at those
38:27times, I say, well, I'll put on the
38:30series, it's
38:31harder for me, but I try to put them on
38:32in English,
38:33okay? Uh, here comes the
38:36issue of subtitles.
38:36Famous issue. That's
38:39how we should use subtitles if we watch
38:41a series or a movie in English.
38:42Okay. My recommendation is to always
38:45use subtitles. Alright, now, what is it
38:48that everyone does? What is it that
38:50they always do? Use them in what
38:52language?
38:53In Spanish.
38:53In Spanish. And the audio? In English,
38:56right? Do you think you learn that way?
38:59I don't
39:00know. We're going to go over it
39:02quickly, okay? And I also encourage
39:04everyone to try it. First question, and
39:06this is what we've talked about before,
39:09since it's new, since no one has told
39:10you before, for whatever reason it
39:12scares me and I don't want to do it
39:14because I learned English the other way
39:16. Advice, never ever. Okay, I hope it
39:22is perfectly clear that you must never
39:24use Spanish subtitles because you will
39:27destroy the way your brain functions,
39:29all right? If you're listening to
39:31English and you don't have a good level
39:33of English and you put a subtitle below
39:36in Spanish, where's your attention
39:37going to go? It's going to
39:39go to the subtitle.
39:39To the Spanish subtitle. You're only
39:41going to hear noise in English. Yes.
39:43Okay. Ideally, everything should be in
39:45English, audio and subtitle,
39:47okay? To see the direct equivalence
39:48between what I'm listening to and what
39:50I'm reading.
39:51But what if I don't have a good level
39:52of English?
39:54How do I learn English? The only way is
39:57to put on the audio in Spanish so that
40:00your brain is already relaxed,
40:01understanding everything it's hearing,
40:04but at the same time you're reading the
40:06structure of English below.
40:08English subtitle.
40:09English subtitle. In
40:11other words, subtitles.
40:12Spanish subtitle,
40:14regardless of the language. Subtitles.
40:17In English,
40:18regardless of the language, right? Be
40:20careful, it depends on the target
40:21language you're learning.
40:23I mean in the case of Spanish or
40:24English,
40:24okay?
40:25Always English subtitles,
40:26always.
40:27If you don't know, if you don't know,
40:29to recap, if you don't know English and
40:30you want to learn English, apart from
40:32listening to this podcast until the end
40:33,
40:34what you have to do is subscribe,
40:37of course, to the newsletter, because
40:39we have a little gift prepared, right,
40:40Pablo? Exactly. Yes, yes. The 200
40:43little words that we are talking about.
40:45I promise to...
40:47Well, Pablo is going to give us a list
40:48there so that all those who are
40:49starting to speak English from scratch,
40:51well, you have them there. Those who
40:52already know English also have some
40:53surprises that we haven't thought of,
40:55so we are not going to tell you, but
40:56you also have some surprises that will
40:57be useful to you. And, of course, as
40:59you know: our newsletter, where every
41:00week I personally send you a piece of
41:02advice that will help you achieve your
41:04goals, because that's what this podcast
41:06is about. Personal advice, either from
41:08my companies or from the guests who
41:10come here, many of whom, well, all have
41:13a lot of knowledge and experience to
41:15contribute that will help you. With
41:18that aside, we were talking about
41:21subtitles. If I don't know any English
41:24and I want to start learning English,
41:25in addition to what we've said,
41:28what I have to do is put on the English
41:30subtitles
41:30with the Spanish audio.
41:32Exactly. In
41:33order to be able to follow along, right
41:34?
41:34In order to be able to see, to be able
41:36to see the equivalence, okay? Mind you,
41:38not the translation, because many
41:39people say, "But it never matches."
41:41It's impossible,
41:42okay? Making what you're listening
41:44match what you're reading, the
41:45translations that are made, is another
41:47issue. Because that's a matter of
41:49voiceover and dubbing where you have to
41:51fit the mouth, the sounds match and you
41:53adapt and fix it, but the meaning, the
41:55context in the end has to be the same.
41:58Therefore, you don't need literalness
42:01between what you hear and what you read
42:02. You need the context to be the same.
42:05And your goal, and this is what we work
42:07on in class, is for you to understand
42:09the written structure of English,
42:10okay? You are already understanding
42:12Spanish, it is effortless, you do it
42:14naturally. Now understand what is
42:15written there in English, because most
42:18of the time it won't match, but you are
42:20seeing a native structure in English.
42:22Learn that and start looking for those
42:25equivalencies. It is possible that in
42:27the audio you are listening to a
42:29present tense and in English you are
42:31seeing a well or you hear a future
42:32tense and they put a down. Okay, the
42:34translation is not literal, but the
42:36equivalency is what will allow you to
42:38understand what you are reading and
42:40understand the structure of the
42:42language. This is vital because if you
42:45don't end up reading Spanish. There are
42:47many people who tell me, "I learned
42:49English like this, listening to English
42:51and subtitles in Spanish
42:52and I've been like this for 30 years."
42:53It's true.
42:5430 years.
42:5530 years. Okay, of course, of course.
42:56That's where the problem lies. 30 years
42:58.
42:59Nowadays, who has 30 years to do that?
43:01Or who has started when they were
43:02little, hey, perfect, good for you. But
43:04try this because you are going to flip
43:05out. That's how I do it, with English
43:08and any other language. I
43:09mean, the one thing that has become
43:10clear to me is that you must never,
43:12under any circumstances, set the
43:13subtitles to be in Spanish.
43:14Never. Never in Spanish. You'll mess up
43:16the mechanics of your brain.
43:18Never do that.
43:19Funny, man. Well, look, I'm the first
43:21one, huh? Who did it. Of course.
43:23Very good.
43:24Okay, now we have the outline, I'm
43:26having it super hard in my head.
43:29How to speak English well or how to
43:31learn a language correctly in the
43:32shortest time possible
43:34with the goal of communicating.
43:36The first thing we've already said was
43:38that reasoning along with the
43:39pronunciation that you know how to
43:41pronounce hand in hand.
43:42Vocabulary. We start with the verbs.
43:45Then, uh, thing.
43:48Yes, we start with the verbs and end
43:50with the verbs. I mean, regarding those
43:52things, I ask how do you say this in
43:54English. That's it. You ask the person
43:56how to say this, whatever you need, and
43:58you know it.
43:59How to watch series? How to watch
44:00movies properly so as not to burden the
44:02mechanics of the brain and to
44:04effectively learn whether we are
44:05starting from scratch or if we want to
44:07improve our English?
44:08Ex. In addition to this, I think there
44:11is another issue that worried me,
44:13because when they are not learning and
44:16it works by contagion, and the issue of
44:18job interviews, man, because I knew
44:20that at some point in the job interview
44:23the
44:24English was going to change at any
44:25moment, you know? Because they also
44:27warned you, hey, you know that at some
44:28point I am suddenly going to start
44:29speaking in English, so of course, here
44:31I was really freaked out because I
44:32thought, [ __ ], what if they don't ask
44:33me what I haven't prepared for and such
44:35and such. So, for all those people
44:37listening to us who have to, well, now
44:39we'll talk about something else that
44:41I'm not going to reveal yet,
44:43but for all those people listening to
44:44us who have an interview coming up or
44:46are looking for a job and know that
44:48they're going to be asked English
44:50because they always ask English,
44:52what advice could you give them to
44:53prepare for this in the best possible
44:55way and above all to overcome that fear
44:57? You said it, you have to prepare.
45:01There you go. The question now is, how
45:03do I prepare for that? What typical
45:05questions do they ask you in an
45:06interview in English? What are they?
45:08Hey, why do you want this job? What are
45:11your strengths? Uh, your weaknesses
45:13that you're good at, they're always the
45:15same. It's obvious, man. Prepare for
45:17that. Prepare for that. Now we're back
45:21to the same thing. How do I prepare for
45:23those structures or those questions?
45:25What do I do? Do I memorize the phrases
45:28? Would you do it like that?
45:29No, not now.
45:30Of course, I did
45:30before. I used to do it like that,
45:32actually,
45:32and everyone else does it,
45:33and that's why it scared me, because
45:35since I was relying on memory, I mean,
45:36if someone asks me something I haven't
45:38memorized, I might mess it up.
45:39Exactly.
45:40I learn a sentence that I want to say
45:42and since I don't understand it, I've
45:43simply memorized it, how do I bring it
45:45back to my head later? I forget. And
45:48what happens to people? Blank paper.
45:51[ __ ], that's it. You have to have a
45:53clear structure in your head and you
45:55can say whatever you want, whatever,
45:57but if you don't have that clear
45:59structure, you're going to go blank and
46:01you're going to get blocked. In other
46:04words, preparing the questions that are
46:05always the same. We can also add a
46:07little humor in there if we want,
46:08because that always relieves tension,
46:10okay?
46:11But hey, worry about understanding how
46:13the language works at a basic level
46:15first. We saw it today at the beginning
46:17, there are four things. Keep that
46:19clear and the tension will
46:20automatically go down from here to here
46:22. You're always going to be a little
46:23nervous.
46:23Well, that's inevitable, right? But in
46:25the end, you gain that confidence in
46:27knowing that, no matter what they ask
46:28you, if you know this, if you know what
46:30we've covered, these keys, these, this
46:32step-by-step process that we've
46:34revealed here, it's not that
46:35complicated. Let's say,
46:37if you want, we can also send your
46:39people a video where I explain the
46:40seven typical questions that they
46:41always ask you and how to prepare for
46:43each one of them. Go ahead, tell us
46:45some and we'll send the rest to those
46:47who subscribe.
46:48Tell us some. Well, it's just a matter
46:51of having a bit of humor too and hey,
46:53what works for you? Or why do you want
46:55this position?
46:57Something as simple as that never fails
46:59. Why do you want this? Well, that's
47:01obvious, that's obvious, but the truth
47:03is that there are many people who
47:04didn't even prepare for it or anything.
47:06Why do you want this position? And then
47:08they often asked me, tell me about a
47:10situation, well, let's give an example,
47:12right? If you're applying for a
47:13managerial position,
47:14a manager has to have leadership.
47:16Sure.
47:17If you have to manage people, and when
47:18you manage people, leadership is
47:20essential. Sure.
47:21So I remember someone asked me, "Tell
47:23me about a situation in which you
47:26showed leadership,
47:27for example." It's that
47:28simple. You have to have
47:29a super open-ended question at the end,
47:30right?
47:31Sure, but the more open-ended it is,
47:33the better for you, because you can
47:35always go off on a tangent and answer
47:37something different or related, but it
47:40will always lead you to the same thing.
47:42You've already thought about this at
47:44home, a situation in which you've shown
47:46leadership. Well, who knows? Well, look
47:48, I helped my friend when I don't know
47:50what. It's like, "help my friend when I
47:53was 20 years old." It's just that I
47:56don't really
47:56need anything else,
47:57but it's not even necessary to ask
47:59these questions because in the end,
48:00it's as simple as applying what we're
48:01already talking about.
48:02And I'll go further. Perfect. You've
48:04prepared seven questions. Great. The
48:07moment you pronounce almost like a
48:09native, tell me what happens in that
48:11interview.
48:12They automatically assume
48:14that you already speak English and cut
48:15it off. Yes,
48:16but if you say, "When I was young, uh,
48:20I think it was good." That's when it
48:22continues to impress you.
48:24Sure, sure, sure.
48:25But if you simply start with that
48:26sentence, well, it doesn't
48:28last as long as expected. That's it.
48:30Why? Because by doing this, you're
48:32practically going to have a higher
48:34level than your interviewer, at least
48:36in terms of pronunciation. The
48:37interviewer gets scared and
48:39automatically says, "Okay, okay, let's
48:41continue. The interview in English is
48:44over and you may know 200 words, but
48:46you also pronounce that it's done.
48:49Yes, check. That's it, check.
48:52No, no, great. I want to talk about
48:55your academy, Pablo, because you also
48:56have the language and communication
48:58academy, which is Payb Learn. You have
49:01already helped hundreds of students,
49:05let's say, thousands,
49:06thousands, even
49:07thousands of students who have passed
49:08through your academy
49:09with a promise of fraud.
49:12Yes, yes, it's a total scam
49:14and it means you can learn English or
49:17any other language.
49:18Yeah.
49:19In 30 days. Of course, I hear this
49:21because I know you and I know that the
49:22fraud thing is a joke, obviously, and I
49:24know that's how it is,
49:26but there are people who might hear,
49:27learn English in 30 days and the good
49:29thing is they're going to say," Here
49:31comes the fraud, this guy, he sells
49:32courses
49:33and he only wants my money and this is
49:34worthless, it's another internet scam.
49:36"Exactly.
49:37What would you say to all those people
49:40who might come to consider that? And
49:42why is it legitimate for them to be
49:43considering such a thing? Because the
49:44educational system has taught us to
49:47speak a language in a limited amount of
49:49time because you never end up speaking
49:51a language well
49:52if you only follow the educational
49:53system, but it has taught us to speak a
49:55language in a long time.
49:57So,
49:57I completely understand someone who
49:59thinks that speaking a language in 30
50:01days is impossible. So, what would you
50:03say to people like this who might think
50:05that?
50:05Note that you just gave the answer now.
50:07You said speaking instead of learning.
50:09Yes, but first a nuance. I have
50:12students who are 50 years old who don't
50:14speak English, I mean, they haven't
50:16even learned in 50 years. How could
50:18they not be shocked to hear a guy who
50:20just came out here and said that yes,
50:21in 30 days, in a month, you can do it?
50:24We just demonstrated it here today.
50:26Knowing what we saw at the beginning
50:28and understanding that, you can start
50:29speaking. And that's the difference.
50:31The first thing I tell them, because
50:33many people ask me this, is," I didn't
50:35tell you that you're going to learn in
50:3730 days. I told you that you're going
50:39to what? In 30 days, learn, not
50:42communicate,
50:43speak, communicate. That's it.
50:45And that's the goal, to
50:47communicate in a language in the
50:49shortest possible time. You have your
50:51whole life to keep learning as such.
50:53I'm still learning English and other
50:55languages, but damn, if it's just
50:58speaking it, in one day I can be
51:00speaking a new language, communicating
51:03effectively to get out of any problem
51:05or situation,
51:06because you only need those four or
51:08five little legs of the language. Of
51:11course it's possible and in less, in 30
51:13days and less, as long as you want it
51:15and have the enthusiasm of that child
51:17you once were and say, "Come on, I
51:19believe it. I'm open to everything and
51:21I learn because this is true." Of all
51:25the people who start with you at Pable
51:28Earn,
51:29what do you think are the mistakes or
51:32the thoughts or all those circumstances
51:37that prevented them or those blocks
51:39that they had that as soon as you
51:41removed them with whatever you told
51:43them, taught them, they immediately
51:45learned, you know? And they accelerated
51:48their pace a lot.
51:48Mm, let them think in Spanish, everyone
51:51makes the same mistake and I tell them
51:53and I insist on it in the first class,
51:55look at these equivalencies, use them.
51:58The mistake is that they keep bringing
51:59them from memory. Come on, let's say if
52:02I had a good teacher. If I would have I
52:04will have. You're not reasoning. You're
52:07going back to the same thing again.
52:09Think in Spanish. First learn Spanish
52:12and how you speak. Then everything
52:14flows. That's it. Then the smart guy on
52:17duty will come along and say, "No, but
52:19it's also used for I used to play.""I
52:20don't think so, I don't need that right
52:22now. I'll learn it later. I
52:25would go, I would go. You would go, he
52:27would go. I will go, you're done.
52:29That's enough for me to start and it's
52:31not even worth putting labels on,
52:33because I've forgotten all of them and
52:35I'm passionate about grammar, but I
52:37don't learn labels anymore. It's just
52:39that it's useless to me. If we really
52:42do this process for each language in a
52:45year, how many languages can we speak
52:47in a year? We're
52:48not going to say, obviously, that we
52:50can speak as perfectly as a professor,
52:51but
52:51you know, of course, you know what
52:52happens, there aren't many geeks like
52:54me, I
52:54mean, we're polyglots because we're
52:55passionate about this,
52:56but a guy who likes languages, not like
52:59you, but who knows, someone who likes
53:01to travel and this year I'm going to
53:04London and I don't know, Germany. You
53:06go to Berlin and you have to learn the
53:08basics of German. Perfect.
53:10How long would it take me for
53:13an afternoon? Maybe the pronunciation
53:15will take a while. A little bit more.
53:17It's okay. It's about knowing how to
53:18place this. All human beings, human
53:20beings have this. Learn how to place it
53:22and learn how to reproduce the sounds.
53:24It's going to say," I want to drink
53:26water. "I want to drink water. You say
53:28drinken. And I'm using exactly the same
53:31thing. The order of two words has
53:32changed there. End is the same. If it's
53:36Chinese, h is over and I'm saying four
53:40things, four yes.
53:41But I don't know chen or German.
53:43Sure, then later on, but then we
53:44subtitle it and put it so that people
53:46can see in color that each thing
53:48represents exactly the same thing, only
53:50that it is represented by different
53:52symbols. Within Europe, well, we all
53:54have our alphabet, Cyrillic has its own
53:56, perfect. Chinese, Japanese, are
53:59pictographic, they are little drawings
54:01that represent concepts and that sound
54:03a certain way, but that still have the
54:05same function in the sentence. I have
54:07my subject, my verb and whatever.
54:10And everything works the same. Learn to
54:12pronounce this. Learn to place all this
54:15. If you're a human being, you can do
54:17it. If you don't, it's because you're
54:19lazy.
54:20Yes, yes, yes, yes. Well, good
54:22masterclass, uh,
54:22in languages, no, no, completely.
54:24We need to complicate the sentence a
54:25bit. A little bit, the one before, huh?
54:26Let's see how it goes. Remember, remind
54:28me of the time. If I had a good teacher
54:31, I would learn English.
54:37Perfect. Now you've done the
54:38translation. Could you explain it to
54:39someone who's starting from scratch in
54:41English?
54:42Yes.
54:42Okay. How would you explain that if I
54:44had a good teacher? You said," If I had
54:46a
54:47good teacher. ""
54:48First I would say, "Okay, if I had a
54:49good teacher I would have." What's the
54:50first thing? It's the verb tense.
54:52Exactly. I'll go to the verb.
54:53Sure.
54:54First the verb had. Okay, we have the
54:56verb. To have there. I can see that
54:57it's a past tense. Great.
54:58Past. Keep going, keep going. Let's see
55:00, you know.
55:00If I, if I had, well, like in teacher,
55:02a good teacher, this is to see the
55:03words as they say, that's it. The
55:05translation is the same, it's word for
55:06word.
55:07A good teacher, a good teacher.
55:11I would learn English, right?
55:12Mm.
55:13I would learn. That's a
55:15conditional.
55:16Okay. Whether it's called a conditional
55:18. I don't care. I don't care. It's just
55:20that it's useless to me. The I, you
55:21know, the IA is the will.
55:23The will, the
55:24would, sorry. The would. So it's I
55:26would learn English. That's it. That's
55:29it. You add the W that replaces the
55:31conjugation. That's it. That's it. Do
55:34you want to complicate that sentence
55:35verbally?
55:36Come on, okay.
55:36Okay.
55:37If I had a good teacher, I would have
55:40learned English. All I did was put
55:43something in there. It
55:45would have had. It's still past tense.
55:47Okay, but now, how many verbs do we
55:49have?
55:49Two have. and had.
55:51And I have to know what those verbs are
55:53.
55:54Okay.
55:54Okay. That had is clear. We have the
55:57heard side before the verb to have.
55:59Let's see if it is or if we are facing
56:01an exception here. Now let's reason it
56:02out regularly or whatever.
56:03Here we have put the would have in
56:05front.
56:05Okay.
56:05Okay. We have complicated things. What
56:08is that would have?
56:11It would have is the same as, that is,
56:12it is still past tense.
56:13Okay, we detected that would have had
56:15which we don't care what it is called.
56:18I don't give a damn. I know it is past
56:19tense, but let's see what verb it is.
56:21Would have had to have to have is
56:24had, but if there had, if I can't
56:25recognize it in my language, I'm
56:27screwed.
56:27It is, that is, the tob to be
56:29to be,
56:31that would be, would be
56:33half
56:34the to see from before. Yes, yes, yes,
56:36yes, yes.
56:36But now, in What tense? I'm not in the
56:38present tense anymore.
56:39The "habría" now, what tense is it?
56:41Past. So it's "had." That's it. And
56:44that "had," well, then "have" is not
56:46regular. I can't put "have," I
56:49mean, it's "had" had. It's also "have."
56:53We'll
56:53subtitle this later, okay? So people
56:54can see it and see what it's like.
56:56If I had hat, that's it.
56:57Double "hat," that's it. Now, now, that
57:00"hat" is the same, the first and the
57:01second. They have nothing to do with
57:03each other. An
57:04English verb where the same verb is
57:07used
57:08for both things. But I have to know how
57:10to recognize that. If I had had a good
57:13teacher. If I had had a good teacher.
57:17One "had" and the other "had" have
57:18nothing in common. They're two
57:19different verbs, but they're written
57:20the same. "habría" and "habría," okay
57:23, I won't repeat it, "habría," I'm
57:25already using "habría" ahead. If I had
57:27had a good teacher, I would have
57:28learned English. People are always "
57:30habría,""habría,""habría,""habría."
57:31That's a problem for English. I
57:33would have learned English like I do
57:35now. Just like before, but with have I
57:40have to admit that it would have become
57:41the auxiliary again.
57:43As I say,
57:44have I would have learn.
57:47That would have been a good teacher. I
57:49would have a good teacher. I told you I
57:51would have learned. I would have
57:52learned. I would have learned with Ed a
57:56good teacher.
57:58And look how my neurons are here.
58:01How did you reason now? But this is
58:03[ __ ] awesome.
58:04Yes,
58:05because you never forget it.
58:08In life
58:09I would have I recognize that it is the
58:11truth let's see that it has the W in
58:12front would have and now he has learned
58:15yes learn
58:17the whole sentence. If I had had a good
58:18teacher I would have learned English.
58:20Tell me.
58:21If I had had a good teacher. I would
58:27have
58:28I would have learned English. Exactly.
58:32There it would be. Okay. Have and now
58:34it has been learned. It is impossible
58:36for you to forget it. Yes, impossible.
58:40And then put the subtitles in English
58:41and you'll flip out, kid.
58:42Of course, now is when I read the
58:44English. First I need that little base,
58:46otherwise it doesn't make sense either.
58:47And now is when I start to Reading the
58:50English subtitles and recognizing all
58:52these structures is foolproof.
58:54Foolproof.
58:55Why doesn't anyone do it? Well, because
58:57people are afraid of change,
58:58because English is taught
58:59poorly, period.
59:02Hey, what do you think? Because I see a
59:04lot of friends who are hooked, man,
59:06on these apps that we're not going to
59:07advertise here because this podcast is
59:09going to reach a lot of people,
59:11right? But seriously, dueling and all
59:12that stuff, there are a lot of people
59:14who are addicted to those types of apps
59:15. I have friends who are into
59:16Portuguese with such and such
59:18and you really see them and say, "I
59:19haven't done doing such and such, but
59:20then really if they don't know, they
59:22don't know how to speak it, they know a
59:23word, they know loose vocabulary, but
59:24you don't care about loose vocabulary
59:25because you want to speak it and loose
59:27vocabulary is useless for speaking.
59:28What do you think of all these types of
59:29apps? Do they really work? Do they not
59:31work? We've
59:31seen it before, they don't work. But
59:33even for me, who already has a command
59:35of languages, I've tried to learn
59:37languages
59:38and it's unfeasible because I don't,
59:39the app doesn't teach me the essence of
59:41the language, it doesn't teach me the
59:43structures, it gives me translations,
59:46equivalencies that it doesn't explain
59:47to me. It's impossible to learn like
59:49that.
59:49What happens? These apps give you a
59:51very high dopamine level with the
59:53prizes. It's like a slot machine. Eh,
59:55that's how it works. Hey, if you want
59:57to have a good time, it's fine. Clin
59:58clin, clin clin, prize, period, you're
1:00:00first, you're second,
1:00:01you catch up with your friends, and so
1:00:03on. It's
1:00:03ego. You were talking to each other
1:00:05before, it's ego. So it doesn't go any
1:00:07further. You don't learn, you don't
1:00:08learn.
1:00:09One very important thing, a very
1:00:12important example of this that a
1:00:14student told me the other day, the
1:00:17sentence was salmon, okay? I want
1:00:19salmon. You directly say, I want salmon
1:00:23, okay? Simple, let's not complicate
1:00:26things. It said in English I'll have
1:00:31the salmon. I have the salmon,
1:00:34right? I will have salmon.
1:00:37And I translated it as I want the
1:00:38salmon or I want salmon. Tell me what
1:00:41the problem is automatically there.
1:00:44Well, it's not like what we've seen
1:00:45before, it's all over the place. Come
1:00:47on,
1:00:47if you put it in English, I'm starting
1:00:49from scratch, okay? I will have the
1:00:51salmon.
1:00:52I good.
1:00:52I will.
1:00:53Ah, I will. Okay, future. It could be I
1:00:55would. In this case, it was I will.
1:00:56Future. I will have
1:00:57future. I will have the salmon. I will
1:00:59have
1:00:59the salmon. What happens with have?
1:01:01Which also means to take in English.
1:01:02Yes.
1:01:03Okay. So, what he's saying is I will
1:01:04take the salmon. Ah, where's
1:01:06the problem? When I go down to the
1:01:08solution, which is where the
1:01:09seriousness of the matter lies, it says
1:01:11," I want,
1:01:11the salmon. "
1:01:12Of course. You're learning incorrectly.
1:01:14Why? I mean, what's happening there at
1:01:16the level of equivalences? You're
1:01:19telling him
1:01:19that you don't speak, you don't speak
1:01:20Spanish like that.
1:01:22But why? What's happening at the
1:01:23structural level of verbs? Above, what
1:01:25tense am I speaking in?
1:01:27Future.
1:01:28I'll take it,
1:01:29below it says I want. What tense am I
1:01:31speaking in there?
1:01:31Present. It is not associated. Do
1:01:33you realize how life works?
1:01:35People learn that I will have the
1:01:37salmon is I want the salmon and the
1:01:39moment they have to use each of those
1:01:41structures separately, they say, I
1:01:43mean, they can tell you not only not to
1:01:44learn English, but to learn it badly.
1:01:46Of course that is what everyone has
1:01:48done, learn it badly. Because yes,
1:01:50memory goes up to a certain point, you
1:01:51can memorize 10, 20 sentences. Perfect.
1:01:53Do it with the question, what is your
1:01:54name?
1:01:55Here the problem is if you have a
1:01:56little English you don't identify it,
1:01:57but if you learn from scratch, that's
1:01:58when they trick you.
1:01:58Of course. And even if you know English
1:02:01, uh, I will have. Okay, that's how
1:02:03it's said in English.
1:02:04Ah, okay, well now yes, such and such.
1:02:06What I should have put below in the
1:02:07Spanish translation, what would it be?
1:02:09And this is the reverse analysis. In
1:02:11English, perfect. I will have the
1:02:13salmon. Okay. What should I have put
1:02:15below in the translation instead of I
1:02:16want the salmon?
1:02:17To say I want the salmon. Translate
1:02:19what's in English.
1:02:20I will have the salmon.
1:02:22I'll take the salmon. That's it, man.
1:02:24Sure.
1:02:26How can you put I want there? And it's
1:02:28supposed to be linguists who do this,
1:02:30but then I've spoken to philosophers or
1:02:32philosophers who are philologists who
1:02:33have told me that they have a C2 in
1:02:35English and that they don't dare to say
1:02:37a word in English.
1:02:38Why is that? Because we're not doing
1:02:41things right there. That a philologist
1:02:45who is an expert in grammar, who knows
1:02:47all the labels, tells you
1:02:49his own word, uh, I don't dare to say a
1:02:51word in English. It's very serious, huh
1:02:53? It's very serious that a person who
1:02:56doesn't know...
1:02:57Yeah, yeah, of course, no idea. Yeah,
1:02:58yeah,
1:02:58imagine, imagine.
1:03:01Hey, what do you think too? I'm curious
1:03:02because, well, now we're experiencing a
1:03:04real boom in artificial intelligence.
1:03:06How do you think this will affect
1:03:09languages? This is more of a reflection
1:03:12of yours, because of course, there
1:03:14comes a time when, well, I've seen
1:03:16people who don't speak Spanish with
1:03:18these simultaneous translation
1:03:20earpieces, you know?
1:03:22Uh, by artificial intelligence, where
1:03:24there's not even a translator on the
1:03:25other side translating in real time,
1:03:27but rather the earpiece translates it
1:03:29for you directly. Do
1:03:30you think there will come a time when
1:03:32learning languages won't be necessary?
1:03:35Learning languages, no. In no case. And
1:03:37I'll tell you why now, but the
1:03:39profession of human translator is
1:03:41really screwed up.
1:03:42Of course,
1:03:43because you're going to need a person
1:03:45by your side who can make mistakes and
1:03:47can be slower to translate if you have
1:03:49an earpiece that does it automatically.
1:03:52I mean, that's great and unbeatable. I
1:03:55think translators will need it, maybe
1:03:56this generates a little controversy,
1:03:57but that's what we're here for. I'm
1:03:59just making a warning. If I were a
1:04:00translator, which I thought about at
1:04:02the time and discarded for certain
1:04:04reasons, I would be even less likely to
1:04:06do something else because nowadays an
1:04:08AI,
1:04:09for example, set up a translation
1:04:11company with AI. For example, get on
1:04:13the AI bandwagon and train it yourself,
1:04:16and you know how to train a translation
1:04:18AI because you have that knowledge, but
1:04:21if I dedicate myself exclusively to
1:04:23translating, I am at a great
1:04:25disadvantage. If the AI sounds okay to
1:04:27you, then it is perfect for doing this.
1:04:30Great. Speaking a language is another
1:04:32matter. What happens if you talk to a
1:04:34person face to face in their language?
1:04:36How is that different from talking with
1:04:38an earpiece?
1:04:39Sure. The connection you generate with
1:04:41that person is incomparable.
1:04:42We are human beings, of course. I was
1:04:44in California a little while ago and
1:04:46the guy from Apple was telling me that
1:04:47there will come a time when this is
1:04:49going to be a zoo. Everyone in their
1:04:51own home, there won't be any work,
1:04:52there won't be any doing, and
1:04:54everything will work itself out, maybe
1:04:56at that great moment, but today what we
1:04:58know is that we are social beings and
1:05:00that we need to relate to each other.
1:05:01Absolutely.
1:05:02Whoever manages to generate a
1:05:04conversation, direct communication with
1:05:07another human being, is here. Whoever
1:05:10doesn't want to do that is here. And
1:05:13each person, hey, makes their own
1:05:15decision.
1:05:15No, no, 100%. Pablo, let's go to a
1:05:18section that we always have in the
1:05:20podcast, which if you've seen some and
1:05:21I know you have, you know it, is the
1:05:23one about myths and truths.
1:05:24Myths and truths.
1:05:25Okay, I'm going to tell you statements
1:05:28and you have to argue whether it's a
1:05:29myth
1:05:30or a truth. Okay,
1:05:32interesting. Okay,
1:05:34so let's go with the first one. Pablo,
1:05:37English is taught badly,
1:05:39very badly, right? Right? English and
1:05:41everything and maths and physics,
1:05:43everything.
1:05:43Yes, yes, yes. I agree. I mean, the
1:05:45entire episode argues that this is the
1:05:47case.
1:05:48It's proven.
1:05:50Pablo, the most important thing if you
1:05:51want to learn English or any language
1:05:53is grammar.
1:05:55Define grammar. If grammar is what we
1:05:58just did with equivalencies, it's vital
1:06:01. If grammar is learning that the
1:06:03adjective goes before the noun, that
1:06:04this is called the conditional, that
1:06:05this is the past perfect, that this I
1:06:07don't know what else. Okay, do it
1:06:09yourself if you want. That's not how
1:06:11you learn.
1:06:11No, we've already seen that it's not
1:06:13either.
1:06:15To learn a language, the best thing is
1:06:17to go and live in a foreign country for
1:06:19a while.
1:06:22I mean to learn from scratch, yes. Or
1:06:26well, even if you have a foundation.
1:06:27What happens when you go to a foreign
1:06:29country? The first group of friends you
1:06:31make are Spanish.
1:06:34And if you're English, your first group
1:06:35will be English. And if you're German,
1:06:37your first group will be German. What
1:06:39do you end up speaking? German, English
1:06:41, Spanish.
1:06:43Unless you isolate yourself and go to a
1:06:46place where you can only...
1:06:48You just mentioned being a social human
1:06:50being, and that's not going to happen
1:06:51in 99%of cases. Of course. It's
1:06:52not going to happen. If that's not
1:06:53going to happen, you won't learn a
1:06:54language that way. It's not necessary.
1:06:56I learn them from the comfort of my own
1:06:57home. No, directly. It just doesn't
1:07:02make sense. Unless you isolate yourself
1:07:04, right? And you have no other choice.
1:07:06Fantastic, you can try, but it's going
1:07:08to be much harder.
1:07:10And what do you think, or is there a
1:07:13specific point in the life of a person
1:07:15who wants to learn English when it
1:07:17would be a good time to go to work or
1:07:19to learn or to improve, let's say,
1:07:21English?
1:07:22Well, that's very important. When you
1:07:24have a clear motivation, you obviously
1:07:26find the strength. If you're like, well
1:07:28, yeah, I have to learn. That's what
1:07:31people tell me the most, that they
1:07:32really don't have any intention. It's a
1:07:34pending subject, forget about it.
1:07:38Pending subjects will continue to be
1:07:41pending subjects. You really need it,
1:07:43you really want to learn it. It has to
1:07:45be because you've been hired abroad,
1:07:48because you have a very important trip.
1:07:51You need motivation, man. If not, it's
1:07:53too much trouble.
1:07:53Absolutely. And well, we have a
1:07:55surprise for you.
1:07:57For me. Sara, please come in here.
1:08:03Today is Pablo's birthday, so since you
1:08:07came to...
1:08:08How great, thank you.
1:08:09Since you've come here, well, hey, we
1:08:11want to do something nice for you, so
1:08:12blow.
1:08:13But I'll blow out the candle, man. Sure
1:08:15.
1:08:18Thanks, guys.
1:08:20Anyway, we're finishing up. Now we'll
1:08:21eat later.
1:08:22Come on, if you take it now. And
1:08:24another myth that is true, you have to
1:08:27tell me that the most important thing
1:08:29in any language is to pronounce it
1:08:31correctly.
1:08:32Mm, well, I would say yes. The most
1:08:34important thing, along with reasoning,
1:08:36okay? They go hand in hand. Both things
1:08:37are extremely important. We've
1:08:39seen it and we've talked about it at
1:08:40length.
1:08:42100%agree.
1:08:42Especially because of what you generate
1:08:44by pronouncing it correctly, I mean,
1:08:45the feeling of saying, damn, this guy
1:08:46is a pilot. And above all, I believe
1:08:49that when you speak to a native speaker
1:08:50, you also convey to the person that
1:08:52you are making an effort to speak their
1:08:54language. It also makes them more
1:08:56receptive to what you want to say. It's
1:08:58a very practical example. I'm
1:09:01playing, okay? I'm playing
1:09:03with a guy, a native speaker, an
1:09:05English speaker, an American speaker
1:09:07who says," I'm playing. "Okay, he
1:09:09hasn't learned to pronounce Spanish, he
1:09:12says," I'm playing. "And he's
1:09:13pronouncing it perfectly, right? I mean
1:09:15, excuse me, he's conjugating it,
1:09:16perfectly, but what sounds better in
1:09:18pronunciation? I'm playing or I'm
1:09:21playing. I'm
1:09:23playing now. The native speaker talks
1:09:25to you and says," I play now. "You
1:09:26sound
1:09:26like Yoda. Yeah, yeah, yeah,
1:09:27of course, I sound like Yoda, but what
1:09:28effect has the pronunciation had on you
1:09:30?
1:09:30Yeah, you say," Well, I'm trying. "
1:09:31[ __ ], I'm playing now like that, uh,
1:09:34perfect native speaker. I'm playing.
1:09:37The second is correct, but look how
1:09:39your professional quality, so to speak,
1:09:42goes down, okay? Also personal, but
1:09:44well, more on a professional level.
1:09:45Yes, absolutely
1:09:47the pronunciation, man.
1:09:49And now we say goodbye
1:09:51and we do it as always with a
1:09:53recommendation of a book that has
1:09:55taught you a lot. The first thing you
1:09:57want to recommend to the audience.
1:09:59M, I have no doubts about this. And
1:10:00being from the entrepreneurship sector,
1:10:02I'm sure you know it. Stop being
1:10:05yourself.
1:10:06The one that changes my life.
1:10:08Absolutely. Yes, because it talks about
1:10:10this that we were discussing with
1:10:12Ángeles in another podcast where
1:10:14quantum physics really dominates the
1:10:16world. That the electrons there that
1:10:18are revolving around the atom, just
1:10:20like the planets revolve around the sun
1:10:22, but that it is a probability of
1:10:23existence. Well, that doesn't mean
1:10:26anything can happen. Everything is
1:10:28happening at once. You choose what you
1:10:29want to happen to you. And when you
1:10:32realize that, that you are the master
1:10:34of your destiny,
1:10:37when I read that, I freaked out, man.
1:10:39Totally,
1:10:39totally. And I would recommend a second
1:10:41one. I write, can you swear?
1:10:43Yeah, sure.
1:10:44And Rabo, my mentor and my reference,
1:10:47par excellence, I write to [ __ ]. The
1:10:50title has nothing to do with what's
1:10:52inside,
1:10:52but it wasn't to make money.
1:10:53That was the first one. That
1:10:55was the first one that I've also read
1:10:56and the second one is better. Very good
1:10:58,
1:10:58very good in terms of mentality and
1:11:00sales.
1:11:01Writing persuasively and especially
1:11:03what you said, the mentality to write
1:11:05persuasively, which is almost more
1:11:07important, I mean,
1:11:08the mentality to write is already
1:11:10persuasive in itself. So, if you write
1:11:12with the right mentality you'll be
1:11:14totally persuasive.
1:11:16And a phrase that you would also like
1:11:18to share that inspires you in your day
1:11:19to day.
1:11:20Okay, we'll do it in English, we'll
1:11:22translate it into English. I'm going to
1:11:24try to give it to you perfectly so that
1:11:25it's a literal translation. Okay,
1:11:27Albert Einstein or Einstein, if you
1:11:28pronounce it into your hand. Einstein.
1:11:30Okay,
1:11:30come on.
1:11:31I think it was him. If anyone tells you
1:11:33otherwise, well,
1:11:33let me know in the comments.
1:11:34He says," If you can't explain it
1:11:38simply or just up to there. How would
1:11:41that be in English?
1:11:42If you can't explain it
1:11:45simply. Perfect. If you can't explain
1:11:48it simply,
1:11:48teacher. That's it. But you've seen the
1:11:50literal translation, right? I mean, it
1:11:51seems like a lie, but this is not
1:11:52teaching English, it's teaching Spanish
1:11:54. If you can't explain something simply
1:12:01, you don't understand it well enough.
1:12:05Okay. Well enough. You don't understand
1:12:08it. You don't understand well enough.
1:12:11You don't understand it. You don't
1:12:13understand it. The whole sentence. You
1:12:16can't explain it. If you can't explain
1:12:19it simply, simply. That's it. Let it
1:12:21out. In English, the air comes out
1:12:23simply. You don't understand it.
1:12:26You don't understand it enough. You
1:12:28don't understand it. Well enough.
1:12:33C1. Yeah, kid.
1:12:34Very good. C1 C2. And the better you
1:12:36pronounce it, the better your
1:12:37pronunciation is. Instead of saying
1:12:39IU.
1:12:40Yes, yes, yes. You automatically move
1:12:42on from here because you're already
1:12:43awesome here. that you are above 99.9%
1:12:46of people.
1:12:48Awesome, man.
1:12:49And finally, who do you invite to come
1:12:52and have a coffee with a story here on
1:12:54the podcast? You know that the
1:12:56requirement we set is that they really
1:12:58have an inspiring story to tell.
1:13:00Inspiring to tell.
1:13:01What is this about? Well, look, I would
1:13:02invite Irra Bravo, who I met the other
1:13:04day, but we don't trust each other
1:13:05enough and he says that selling and
1:13:07living are the same thing. I invite my
1:13:10colleague Alfonso and my colleague
1:13:12Cristian here to come and give you a
1:13:15good talk about how to sell honestly in
1:13:18this life.
1:13:19Well, Irra, Alfonso and Cristian,
1:13:22triple invitation, huh? Well, we're
1:13:24delighted that you come here sometime
1:13:26to have a coffee with a story.
1:13:27Well, Pablito, man, thank you very much
1:13:29for coming on your birthday, also, it
1:13:30was
1:13:30a pleasure, kid. Yeah, yeah, you took
1:13:32away my family's meal, man. I hope he
1:13:34pays. We'll close
1:13:35later, we'll close later.
1:13:36I hope that pays well.
1:13:37Thanks a lot, man.
1:13:39Thanks, kid.

About this transcript

This page contains the full transcript of Experto En Idiomas: "¡Deja de Traducir! Haz Esto Para Pensar En Inglés y Hablarlo con fluidez" by Quique de la Cierva , generated from the public captions YouTube serves with the video. The transcript has 14,316 words across 2,423 segments, with the original timestamps preserved so you can click any line to jump to that moment in the embedded player.

What you can do with it

Use the transcript to take notes, quote the speaker, build a study guide, generate a summary with ChatGPT or Claude via the YouTube Summary tool, or export it as a timed subtitle file with YouTube to SRT. You can also re-open it in the transcriber to translate the transcript into 100+ languages.

Free YouTube transcript tool

YouTube2Text is a free YouTube transcript generator — no signup, no daily limit. Paste any YouTube link and get the full transcript instantly, with timestamps, click-to-jump, translation to 100+ languages, AI prompts for ChatGPT, Claude, and Gemini, and exports to TXT, SRT, VTT, or Markdown.