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Fixing 15 Common English Speaking Mistakes · SpeakSmart English

• 0:00
  Speaker 1: Have you ever been right in the middle of telling
• 0:02
  Speaker 1: a story.
• 0:03
  Speaker 2: Oh, I know exactly where this is going.
• 0:05
  Speaker 1: Right, Like, you're at the absolute best part. You have
• 0:07
  Speaker 1: your listener completely hooked, they are leaning in, waiting for
• 0:11
  Speaker 1: the punchline. And then suddenly you just freeze. You stop
• 0:15
  Speaker 1: completely mid sentences.
• 0:16
  Speaker 2: Yeah, that complete mental block, exactly.
• 0:19
  Speaker 1: And it isn't because you forgot the story. It isn't
• 0:21
  Speaker 1: because you got distracted or anything. It's because you are
• 0:24
  Speaker 1: suddenly overwhelmingly paralyzed by this tiny, terrifying doubt, the doubt
• 0:29
  Speaker 1: about whether the grammar you're about to use is actually correct. Yes,
• 0:33
  Speaker 1: you find yourself mentally hovering over the next few words,
• 0:38
  Speaker 1: sweating slightly, thinking, wait, is it I didn't went or
• 0:41
  Speaker 1: I didn't go, or.
• 0:43
  Speaker 2: Is it I am knowing this or I know this.
• 0:45
  Speaker 1: Right exactly, and in a split second of hesitation, the
• 0:49
  Speaker 1: magic of the conversation just evaporate.
• 0:51
  Speaker 2: Yeah, the momentum is totally gone.
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  Speaker 1: It really is. So if you're listening to this right
• 0:55
  Speaker 1: now and you have ever felt that cold sweat of
• 0:57
  Speaker 1: linguistic panic, I need you to know that you are
• 1:00
  Speaker 1: absolutely not alone.
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  Speaker 2: It is an incredibly universal experience. Really, anyone who has
• 1:06
  Speaker 2: ever learned a second or third language or a fourth
• 1:10
  Speaker 2: knows exactly what that sudden analytical paralysis feels like.
• 1:14
  Speaker 1: It's the worst.
• 1:15
  Speaker 2: It is a terrible feeling. But what is so fascinating
• 1:18
  Speaker 2: about the materials we are exploring today is how they
• 1:21
  Speaker 2: completely reframe that exact moment of panic.
• 1:25
  Speaker 1: Right, Because the issue you're having when you freeze isn't
• 1:27
  Speaker 1: actually an inability to speak.
• 1:29
  Speaker 2: Not at all. I mean, the vocabulary is sitting right
• 1:32
  Speaker 2: there in your brain, yeah, and.
• 1:33
  Speaker 1: The desire to communicate is obviously there. You want to
• 1:36
  Speaker 1: finish the story exactly.
• 1:38
  Speaker 2: The real problem structurally speaking is a fundamental lack of
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  Speaker 2: understanding of the why behind the language rules.
• 1:45
  Speaker 1: Right, Because honestly, most of us are taught languages in
• 1:48
  Speaker 1: the most counterintuitive way possible.
• 1:50
  Speaker 2: We really are.
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  Speaker 1: We are taught to just memorize phrases. It's just rote memorization,
• 1:54
  Speaker 1: repeat after me, over and over again until it supposedly sticks.
• 1:58
  Speaker 2: Yeah, and memorization is incredible fragile. I mean when the
• 2:01
  Speaker 2: pressure is on, like at a dinner party or something, right,
• 2:04
  Speaker 2: a dinner party, a business meeting, or just talking to
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  Speaker 2: a native speaker, memory is literally the first thing that
• 2:11
  Speaker 2: fails you. Under stress.
• 2:12
  Speaker 1: That makes a lot of sense.
• 2:13
  Speaker 2: If your entire ability to speak relies on perfectly recalling this,
• 2:18
  Speaker 2: you know, memorized string of words. The moment one single
• 2:21
  Speaker 2: word slips, the whole sentence crumbles.
• 2:24
  Speaker 1: I do want to challenge that slightly, though, because I mean,
• 2:27
  Speaker 1: aren't languages essentially just massive memory games?
• 2:30
  Speaker 2: How do you mean?
• 2:31
  Speaker 1: Well, you have to memorize the vocabulary, right, You to
• 2:34
  Speaker 1: memorized what a dog is called or what a cloud
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  Speaker 1: is called. So why wouldn't we just memorize the sentences too, Ah?
• 2:40
  Speaker 2: Because of infinity.
• 2:42
  Speaker 1: Infinity.
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  Speaker 2: Yeah, you can memorize the word for dog and the
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  Speaker 2: word for cloud. Those are static objects. But the things
• 2:48
  Speaker 2: you want to say about the dog and the cloud
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  Speaker 2: those are infinite.
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  Speaker 1: Oh wow, yeah, I didn't think of it like that.
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  Speaker 2: Right, You cannot possibly memorize every single sentence you will
• 2:56
  Speaker 2: ever need to speak.
• 2:57
  Speaker 1: That would be impossible exactly.
• 2:59
  Speaker 2: And our source material makes this really compelling argument. It
• 3:03
  Speaker 2: says that learning a language the traditional way is basically
• 3:06
  Speaker 2: like trying to build a house without ever learning what
• 3:09
  Speaker 2: a hammer or a nail actually does.
• 3:11
  Speaker 1: I love that you're just handed a pile of wood
• 3:13
  Speaker 1: and a bucket of glue.
• 3:14
  Speaker 2: And told, you know, make it look like the.
• 3:16
  Speaker 1: Picture, right, So you just start sticking things together, hoping
• 3:19
  Speaker 1: for the best.
• 3:20
  Speaker 2: And eventually a stiff breeze comes along and the roof
• 3:22
  Speaker 2: just completely caves in.
• 3:24
  Speaker 1: That is exactly how it feels. You are just guessing, like,
• 3:28
  Speaker 1: does this hen go here? Does this eeds to go there?
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  Speaker 2: Yeah?
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  Speaker 1: I don't know.
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  Speaker 2: It sounds okay. Let's just hope they understand me exactly.
• 3:34
  Speaker 1: So what we are doing today is taking a massive
• 3:37
  Speaker 1: step back. We are looking at a really insightful audio
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  Speaker 1: lesson aimed at English learners that tackles fifteen of the
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  Speaker 1: most common stubborn speaking mistakes out there.
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  Speaker 2: But our mission today isn't just to hand you a
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  Speaker 2: list of.
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  Speaker 1: Correction No, definitely not. We are doing flash cards today.
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  Speaker 1: We want to hand you the actual blueprints.
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  Speaker 2: We want to look at the foundational grammar pathatterns behind
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  Speaker 2: these everyday.
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  Speaker 1: Errors, so you can stop memorizing and start actually understanding
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  Speaker 1: the architecture of the English.
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  Speaker 2: Language, because that structural understanding, honestly is the absolute only
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  Speaker 2: way to build real, unshakable confidence.
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  Speaker 1: If you understand the pattern the blueprint, you stop making
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  Speaker 1: the same mistakes repeatedly. You stop guessing.
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  Speaker 2: But to get to that point of clarity to actually
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  Speaker 2: fix these common mistakes permanently, the curriculum we are analyzing
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  Speaker 2: requires us to define the raw tools in our linguistic toolkit. First,
• 4:33
  Speaker 2: the basics, right, there are four essential components for very
• 4:36
  Speaker 2: basic grammar rules that we absolutely have to establish before
• 4:40
  Speaker 2: we look at a single.
• 4:41
  Speaker 1: Error, the foundational four. And you know, I absolutely love
• 4:45
  Speaker 1: a good analogy, So let's frame it this way. For
• 4:46
  Speaker 1: you listening, think of an English sentence like a stage play.
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  Speaker 1: I like that if you understand who the actors are,
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  Speaker 1: what actions they are performing, what props they're interacting with,
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  Speaker 1: and how they arrive on stage, the entire performance makes sense.
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  Speaker 2: You aren't just watching people bump into each other in
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  Speaker 2: the dark exactly.
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  Speaker 1: So tool number one in our linguistic toolkit the absolute
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  Speaker 1: star of our stage play the subject.
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  Speaker 2: The subject. It sounds basic, I know, but it is
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  Speaker 2: the anchor of everything in English, right. The subject is
• 5:16
  Speaker 2: the person the plays or the thing doing the action.
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  Speaker 2: It is the initiator. It's the driver of the car.
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  Speaker 1: So if we look at the simplest examples providing the text,
• 5:24
  Speaker 1: it's very straightforward, Like I speak English.
• 5:26
  Speaker 2: Exactly who is doing the speaking. I am, Therefore I
• 5:29
  Speaker 2: A is the subject.
• 5:30
  Speaker 1: Or she plays football? Who plays? She does?
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  Speaker 2: Right, the subject tells us who or what is fundamentally
• 5:37
  Speaker 2: responsible for the event taking place in the sentence. Other
• 5:40
  Speaker 2: common subjects being you know, you, he, it, we they?
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  Speaker 1: But wait, why is this so critical to establish? I mean,
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  Speaker 1: in a lot of languages, I'm thinking of Spanish or Italian. Yeah,
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  Speaker 1: mostly you don't even need to say the subject half
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  Speaker 1: the time.
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  Speaker 2: That's very true.
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  Speaker 1: You could just say the verb. If I want to
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  Speaker 1: say I eat in Spanish, I can literally just say krimmel.
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  Speaker 1: I don't have to say yokomo. The subject is just
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  Speaker 1: implied by the verb itself. So why is English so
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  Speaker 1: completely obsessed with the subject.
• 6:06
  Speaker 2: That is a brilliant point of friction. Actually, languages like
• 6:09
  Speaker 2: Spanish or Italian are what linguists call pro drop languages.
• 6:13
  Speaker 2: Pro drop yeah, meaning they can drop the pronoun because
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  Speaker 2: the verb conjugation is so complex and so specific that
• 6:20
  Speaker 2: it tells you exactly who is doing the action.
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  Speaker 1: Oh right, because the ending of the word changes exactly.
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  Speaker 2: But English is not a pro drop language. Our verbs
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  Speaker 2: are actually quite simple and they don't change very much
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  Speaker 2: at all.
• 6:32
  Speaker 1: That's true. Yeah.
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  Speaker 2: If you just walk into a room and say play football,
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  Speaker 2: nobody has any idea who you were talking about. I.
• 6:38
  Speaker 1: You, we, they, It's just a command at that point, right.
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  Speaker 2: The English sentence structure will completely collapse without the subject
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  Speaker 2: firmly planted right at the front. You cannot troubleshoot a
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  Speaker 2: broken English sentence if you don't first identify who is
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  Speaker 2: supposed to be driving it.
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  Speaker 1: Okay, So English needs the actor standing in the spotlight
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  Speaker 1: before anything else can happen. That makes sense, So tool
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  Speaker 1: number two the action itself the verb the verb. If
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  Speaker 1: the subject is the actor, the verb is the performance.
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  Speaker 1: It's what they actually do.
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  Speaker 2: Yes, Because a sentence without a verb is just an
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  Speaker 2: actor standing completely silently in the dark on a stage.
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  Speaker 2: Nothing is happening, the story hasn't started.
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  Speaker 1: It's completely incomplete. The source gives some really great foundational
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  Speaker 1: examples to ground us here, like I eat breakfast? What
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  Speaker 1: does the action eat?
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  Speaker 2: Or she speaks English? The action is speaks.
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  Speaker 1: It could be read, write, play, study, learn, walk, run, watch.
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  Speaker 2: Listen exactly. The verb is the engine of the entire construction.
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  Speaker 2: Without the verb, there is no time, there's no action,
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  Speaker 2: there is essentially no reality. In the sentence.
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  Speaker 1: But here is where we hit tool number three, And honestly,
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  Speaker 1: I feel like this is where the wheels start coming
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  Speaker 1: off for a lot of learners. Oh definitely, tool number
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  Speaker 1: three is the base form of the verb. And I
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  Speaker 1: have to admit, when I was first reading through this,
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  Speaker 1: I thought, why do we care about the base form, right?
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  Speaker 2: Because we don't talk like that exactly.
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  Speaker 1: We almost never use verbs in their raw, unaltered state.
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  Speaker 1: We're always twisting them into the past tense, or adding
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  Speaker 1: an S or throwing an NG on the end of them.
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  Speaker 2: It is a really common misconception. But understanding the base
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  Speaker 2: form is perhaps this single most critical concept for untangling
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  Speaker 2: the really stubborn mistakes we are going to get into.
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  Speaker 1: Later, really the most critical.
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  Speaker 2: Absolutely. The base form is the original, pure, completely unadulterated
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  Speaker 2: form of a verb before it undergoes any changes or conjugation.
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  Speaker 1: It's the raw material, the uncut diamond. Yeah.
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  Speaker 2: Think of verbs like go, eat, speak, write, study. Those
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  Speaker 2: are base forms, Okay, When we start applying time and
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  Speaker 2: perspective to them, that's when they mutate. So go becomes
• 8:44
  Speaker 2: went or gone. Speak becomes speaks speaking, spoke or spoken.
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  Speaker 1: Right to get dressed up in different costumes depending on
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  Speaker 1: what the scene requires.
• 8:52
  Speaker 2: That's a great way to put it. But the source
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  Speaker 2: highlights a crucial non negotiable rule in English grammar regarding
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  Speaker 2: these base forms.
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  Speaker 1: The golden rule.
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  Speaker 2: Yes, you must always unconditionally use the base form after
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  Speaker 2: helper words, specifically what we call modal verbs.
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  Speaker 1: The modals. Those are words like can, could, will, wood, should, may, mike, must,
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  Speaker 1: the words that express like possibility or necessity precisely.
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  Speaker 2: And the formula the source provides is absolute. It's modal
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  Speaker 2: plus base verb always.
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  Speaker 1: So I can speak English is correct because speak is
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  Speaker 1: the raw, uncut base form exactly.
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  Speaker 2: And here is where the panic sets in for the learner,
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  Speaker 2: because they think, well, I am speaking right now actively,
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  Speaker 2: so shouldn't I say I can speaking ENGL hear that
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  Speaker 2: one all the time, and the moment they do that,
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  Speaker 2: they have incorrectly modified the base verb. Or you know,
• 9:43
  Speaker 2: they want to talk about yesterday, so they think I
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  Speaker 2: must use the past.
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  Speaker 1: Tense, so they say I could spoke to.
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  Speaker 2: Him right again, they have incorrectly applied a tense modification
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  Speaker 2: where the pure base form was strictly required by the.
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  Speaker 1: Modal, because the modal could already handles the condition of
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  Speaker 1: the past exactly.
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  Speaker 2: The verb needs to stay in its raw form understanding
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  Speaker 2: The single elegant rule about preserving the base form after
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  Speaker 2: modals eliminates a massive percentage of learner errors practically overnight.
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  Speaker 1: It really is a clean rule. When you look at
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  Speaker 1: the blueprint, you do not mess with the verb. If
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  Speaker 1: a word like can or should is standing right next
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  Speaker 1: to it on the stage, you just leave the verb alone. Okay.
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  Speaker 1: So tool number four, the final piece of our foundational
• 10:24
  Speaker 1: stage play the object the object. If the subject is
• 10:28
  Speaker 1: the actor and the verb is the action they are performing,
• 10:32
  Speaker 1: the object is the prop they are interacting with.
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  Speaker 2: The receiver.
• 10:35
  Speaker 1: Yes, it is the person, place, or thing that is
• 10:38
  Speaker 1: on the receiving end of the action.
• 10:39
  Speaker 2: It's the anchor at the end of the sentence. The
• 10:41
  Speaker 2: source uses the example I love English.
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  Speaker 1: Okay, let's break that down.
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  Speaker 2: So I is the subject doing the loving. Love is
• 10:49
  Speaker 2: the action? What is receiving that massive amount of affection?
• 10:53
  Speaker 1: English?
• 10:53
  Speaker 2: English? So English is the object? Or she called me?
• 10:58
  Speaker 2: She is the subject initiating the action. Called is the verb,
• 11:01
  Speaker 2: and me is the object passively receiving the phone call.
• 11:04
  Speaker 1: That makes total sense.
• 11:05
  Speaker 2: The text actually uses a great three part example to
• 11:08
  Speaker 2: show the complete chain, Ali helps Sarah, Ali acts. The
• 11:11
  Speaker 2: action is help Sarah receives.
• 11:13
  Speaker 1: Subject, verb, object, the holy trinity of English syntax exactly. Okay,
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  Speaker 1: So I want to pause here for a second and
• 11:19
  Speaker 1: ask you why are we doing this?
• 11:21
  Speaker 2: Doing what?
• 11:21
  Speaker 1: Why does this curriculum insist we spend all this time
• 11:25
  Speaker 1: defining subject, verb, base form, and object before we even
• 11:30
  Speaker 1: look at a single one of the mistakes people actually
• 11:32
  Speaker 1: care about.
• 11:32
  Speaker 2: Fixing, ah, because, to borrow your earlier analogy, you cannot
• 11:38
  Speaker 2: fix the engine of a car if you don't know
• 11:40
  Speaker 2: what a spark plug is. Right By isolating the actor,
• 11:43
  Speaker 2: the action, the raw material of that action, and the receiver,
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  Speaker 2: we suddenly have a diagnostic map. We aren't just looking
• 11:50
  Speaker 2: at a terrifying, jumbled soup of words anymore.
• 11:53
  Speaker 1: We are looking at a predictable mechanical system.
• 11:55
  Speaker 2: Exactly when you understand the system, you can spot exactly
• 11:58
  Speaker 2: where the gears are grinding.
• 12:00
  Speaker 1: And that logic leads us perfectly into the first major
• 12:04
  Speaker 1: category of mistakes identified in the materials, the breakdown that
• 12:08
  Speaker 1: happens when we confuse a permanent state of being with
• 12:10
  Speaker 1: an ongoing physical action.
• 12:12
  Speaker 2: Oh yes, this is a tremendous source of friction for
• 12:14
  Speaker 2: language learners.
• 12:15
  Speaker 1: Who's tremendous the ing trap? I see this or rather
• 12:18
  Speaker 1: hear this constantly, It's everywhere. Let's look at the concept
• 12:21
  Speaker 1: of knowing. The source points out that learners continuously say
• 12:24
  Speaker 1: things like he is knowing the answer or I am
• 12:26
  Speaker 1: not knowing him. And I have to ask, on behalf
• 12:28
  Speaker 1: of everyone listening, who has made this mistake? Why is
• 12:32
  Speaker 1: that being so incredibly tempting to use what is happening
• 12:36
  Speaker 1: in our brains that makes us so desperately want to
• 12:41
  Speaker 1: put an ing on the word no?
• 12:43
  Speaker 2: Well, it is entirely logical from the learner's perspective, Really
• 12:47
  Speaker 2: it is. Yeah, it is tempting because in almost every
• 12:50
  Speaker 2: other context in English, the continuous in form signifies that
• 12:54
  Speaker 2: something is happening right now, actively in the.
• 12:56
  Speaker 1: Present moment, right like I am talking.
• 12:58
  Speaker 2: Exactly, If I am currently in the problem of walking,
• 13:00
  Speaker 2: I say I am walking. If I'm currently eating, I
• 13:02
  Speaker 2: say I am eating. So a learner's brain logically deduces, well,
• 13:06
  Speaker 2: I currently possess this knowledge about the answer right now,
• 13:09
  Speaker 2: actively in this exact moment, so I should say I
• 13:12
  Speaker 2: am knowing.
• 13:12
  Speaker 1: That does make sense when you explain it like that.
• 13:14
  Speaker 1: It feels like a perfect consistent application of a grammar rule.
• 13:18
  Speaker 2: But English grammar steps in and says absolutely.
• 13:21
  Speaker 1: Not, absolutely not. Let's bring back a visual analogy to
• 13:24
  Speaker 1: make sense of this, because I think it helps whoa.
• 13:26
  Speaker 1: I want you to think of action verbs like walking, running,
• 13:29
  Speaker 1: eating as playing a video on your phone.
• 13:31
  Speaker 2: Okay, a video.
• 13:32
  Speaker 1: You hit play and you can actually watch the walking
• 13:35
  Speaker 1: happen in real time. It has a beginning, a middle,
• 13:38
  Speaker 1: and an end. But verbs like no are what linguists
• 13:43
  Speaker 1: in our source material call state verbs state verbs, and
• 13:46
  Speaker 1: a state verb is much more like a printed photograph.
• 13:49
  Speaker 2: That is a phenomenal distinction.
• 13:50
  Speaker 1: I actually think about it. A photograph just is You
• 13:53
  Speaker 1: can't put a photograph into play mode. No, you can't.
• 13:57
  Speaker 1: It doesn't have a duration of action. It is simply
• 13:59
  Speaker 1: a capture condition of reality. Therefore, forcing an ing video
• 14:04
  Speaker 1: play button into a photograph completely breaks the structural logic
• 14:08
  Speaker 1: of the language. You cannot be in the active process
• 14:11
  Speaker 1: of knowing something. You either know the answer or you don't.
• 14:14
  Speaker 1: The photograph exists or it doesn't.
• 14:15
  Speaker 2: Exactly, the state verb describes a condition of reality, not
• 14:19
  Speaker 2: a physical exertion. When you add in you are basically
• 14:23
  Speaker 2: telling the listener. I am physically exerting effort to perform
• 14:26
  Speaker 2: this action right now, like.
• 14:28
  Speaker 1: My brain in actively crunching. The knowing gears right.
• 14:31
  Speaker 2: But knowing doesn't require physical exertion. The correct forms, as
• 14:36
  Speaker 2: our blueprint dictates, are simply the base state. He knows
• 14:39
  Speaker 2: the answer, I know your name, she knows the truth,
• 14:42
  Speaker 2: and I don't know him.
• 14:43
  Speaker 1: The state is absolute yes.
• 14:45
  Speaker 2: And this exact same logic, this exact same photograph analogy
• 14:49
  Speaker 2: applies to the concept of liking.
• 14:51
  Speaker 1: Oh, the classic I'm liking this song, yeah, or I
• 14:54
  Speaker 1: am liking this food. We hear that everywhere, even native
• 14:57
  Speaker 1: speakers do it colloquially sometimes, which makes it even more
• 15:00
  Speaker 1: confusing for learners.
• 15:01
  Speaker 2: It really does. You hear it constantly in marketing campaigns
• 15:04
  Speaker 2: and pop culture.
• 15:05
  Speaker 1: Oh yeah, certain fast food slogans come to.
• 15:06
  Speaker 2: Mind exactly, but structurally, purely speaking, like is a state
• 15:12
  Speaker 2: of mind. It is an internal condition and affinity. It
• 15:15
  Speaker 2: does not take the continuous form in standard foundational grammar,
• 15:18
  Speaker 2: so no inings right, you must say I like this song,
• 15:21
  Speaker 2: I like coffee, or she likes reading. Your love for
• 15:24
  Speaker 2: coffee is a photograph. It is a state of your existence.
• 15:27
  Speaker 2: It is not a video playing out in real time
• 15:29
  Speaker 2: that you can pause or rewind.
• 15:31
  Speaker 1: That makes it so much clearer. And the curriculum points
• 15:34
  Speaker 1: out another verb that falls right into this bucket, and
• 15:36
  Speaker 1: it carries so much emotional weight. Belonging.
• 15:40
  Speaker 2: Ah, yes, the belonging.
• 15:42
  Speaker 1: The error the source highlights is someone saying I am
• 15:46
  Speaker 1: belonging to Lahore. Now, Lahore is a major city, so
• 15:49
  Speaker 1: a learner is obviously trying to express their current connection
• 15:53
  Speaker 1: to their home or their origin.
• 15:54
  Speaker 2: Right their roots.
• 15:56
  Speaker 1: But I want to push back on the strictness of
• 15:58
  Speaker 1: this for a second. If I just move to a
• 16:00
  Speaker 1: new city, say I just moved to Lahore, and I
• 16:02
  Speaker 1: am actively trying to make friends, learn the streets and
• 16:05
  Speaker 1: fit in. Belonging feels like a process to me. I
• 16:08
  Speaker 1: can see that it feels highly active. I'm trying to belong.
• 16:12
  Speaker 1: Why won't English let me express the emotional process of
• 16:15
  Speaker 1: belonging with an ing.
• 16:16
  Speaker 2: Because structurally the English language is remarkably unsentimental.
• 16:20
  Speaker 1: Wow, unsentimental it really is.
• 16:22
  Speaker 2: It does not care about your emotional process. It categorizes
• 16:25
  Speaker 2: belonging as binary and permanent, belonging in the grammatical sense
• 16:29
  Speaker 2: of origin or possession, is a fact of existence, not
• 16:32
  Speaker 2: an ongoing activity. You are actively performing with your muscles.
• 16:35
  Speaker 1: So no matter how hard I am trying, grammar doesn't care.
• 16:39
  Speaker 2: The language forces you to state it as an absolute truth.
• 16:42
  Speaker 2: The correction is simply I belong to lahore or this
• 16:45
  Speaker 2: book belongs to me, or we belong to the same team.
• 16:48
  Speaker 1: So you cannot be in the temporary, continuous state of
• 16:51
  Speaker 1: a book belonging to you.
• 16:53
  Speaker 2: No, it does or it doesn't.
• 16:54
  Speaker 1: It is binary. Yeah, when you synthesize these knowing, liking, belonging,
• 17:00
  Speaker 1: the common thread is undeniably clear. They are internal realities,
• 17:04
  Speaker 1: not external actions. The English language structurally separates what we
• 17:09
  Speaker 1: physically do in the world from what we are what
• 17:11
  Speaker 1: we experience internally.
• 17:12
  Speaker 2: Precisely, the language forces a massive division between action and existence.
• 17:17
  Speaker 1: But you know, if describing our state of mind causes
• 17:20
  Speaker 1: that much grammatical friction, what happens when we try to
• 17:23
  Speaker 1: navigate things that feel even more intimately personal, like what
• 17:26
  Speaker 1: like describing our age or the things we own or
• 17:29
  Speaker 1: our family structures. Because this is where the source material
• 17:31
  Speaker 1: points out a massive, almost philosophical point of confusion for learners.
• 17:36
  Speaker 1: The endless mix ups between the verbs be and have ah.
• 17:40
  Speaker 2: Yes, the identity versus possession divide. This is fascinating because
• 17:45
  Speaker 2: it transcends grammar entirely and gets into how different cultures
• 17:50
  Speaker 2: fundamentally view reality.
• 17:51
  Speaker 1: I love this part. Let's look at the concept of age. Yeah,
• 17:54
  Speaker 1: the incredibly common error is saying I have twenty five
• 17:57
  Speaker 1: years old.
• 17:58
  Speaker 2: Yes.
• 17:58
  Speaker 1: The source is absolutely firm. Here in English we use
• 18:02
  Speaker 1: the verb b for age, not the verb have. The
• 18:05
  Speaker 1: correct forms are I am twenty five years old, she
• 18:07
  Speaker 1: is ten years old? They are eighteen years old?
• 18:10
  Speaker 2: Right?
• 18:10
  Speaker 1: And I find this deeply, deeply fascinating from a philosophical standpoint.
• 18:15
  Speaker 1: Think about how heavily grammar shapes our worldview.
• 18:18
  Speaker 2: It really does.
• 18:18
  Speaker 1: In many Romance languages, Spanish, French, Italian, age is treated
• 18:21
  Speaker 1: grammatically as a possession. You have years. Yes, In Spanish
• 18:25
  Speaker 1: dengo vain tijinko ainyos I have twenty five years. You
• 18:27
  Speaker 1: accumulate them over your life, like coins in a jar.
• 18:30
  Speaker 1: You possess that time. It belongs to you.
• 18:32
  Speaker 2: Yes, time is a commodity you acquire exactly.
• 18:35
  Speaker 1: But English grammar force is a completely different, almost existential perspective.
• 18:39
  Speaker 1: In English, you do not possess your years. You cannot
• 18:42
  Speaker 1: hold them. You are your years.
• 18:43
  Speaker 2: It's a state.
• 18:44
  Speaker 1: Yes, time is a condition of your existence. Age is
• 18:48
  Speaker 1: a state of being. You are twenty five. The years
• 18:51
  Speaker 1: have literally defined your current physical reality.
• 18:54
  Speaker 2: It is a profound philosophical quirk embedded right into the
• 18:58
  Speaker 2: most basic grammar of the language. It's wild and because
• 19:01
  Speaker 2: it fundamentally differs from how millions of people conceptualize reality
• 19:05
  Speaker 2: in their native tongues, it is a persistent, stubborn stumbling block.
• 19:10
  Speaker 2: I can imagine if your native language, your culture tells
• 19:13
  Speaker 2: you that age is something you own. Saying I am
• 19:15
  Speaker 2: twenty five feels inherently viscerally wrong.
• 19:19
  Speaker 1: It feels like you're losing ownership of your life exactly.
• 19:21
  Speaker 2: It requires a total shift in perspective, not just as
• 19:24
  Speaker 2: simple vocabulary swap. You basically have to change how you
• 19:27
  Speaker 2: viewed time itself.
• 19:29
  Speaker 1: And that concept of ownership of what we can actually
• 19:31
  Speaker 1: possess brings us to the next massive error. I am
• 19:35
  Speaker 1: having a car.
• 19:36
  Speaker 2: Oh boy, here we see a spectacular collision of two
• 19:39
  Speaker 2: rules we have actually already discussed.
• 19:40
  Speaker 1: Okay, break it down for us.
• 19:42
  Speaker 2: First, the concept of possession itself. If you own a car,
• 19:45
  Speaker 2: that is a state of reality.
• 19:46
  Speaker 1: It is a fact the photograph exactly.
• 19:50
  Speaker 2: Second, we have the continuous ing form, which, as we establish,
• 19:54
  Speaker 2: implies a temporary, physical, ongoing action a video playing. Right,
• 19:59
  Speaker 2: When the verb have is used to imply ownership, it
• 20:02
  Speaker 2: simply cannot take the continuous am having form.
• 20:06
  Speaker 1: We wait, let me play Devil's advocate for a second.
• 20:09
  Speaker 1: What if I say I am having lunch? That is
• 20:11
  Speaker 1: perfectly correct English. It is why can I be having
• 20:15
  Speaker 1: lunch but I can't be having a car?
• 20:17
  Speaker 2: That is the absolute perfect question to expose the mechanics here.
• 20:21
  Speaker 2: In English, the verb have is a chameleon. It has
• 20:24
  Speaker 2: two completely different meanings depending on the context. When you
• 20:28
  Speaker 2: say I am having lunch, the word have does not
• 20:30
  Speaker 2: mean own. It doesn't no, it means consume or experience.
• 20:35
  Speaker 2: Eating lunch is an active physical process. You are chewing,
• 20:38
  Speaker 2: you are swallowing. It is a video you can watch. Therefore,
• 20:42
  Speaker 2: I am having lunch is completely correct because it is
• 20:44
  Speaker 2: an action. But when you talk about a car, you
• 20:46
  Speaker 2: aren't consuming it?
• 20:47
  Speaker 1: Well, I hope not right.
• 20:49
  Speaker 2: You own it, and ownership is a state. It is
• 20:51
  Speaker 2: the photograph, not the video.
• 20:52
  Speaker 1: That makes total sense.
• 20:54
  Speaker 2: The source correctly points out, you must simply say I
• 20:57
  Speaker 2: have a car. She has a new phone. We have
• 20:59
  Speaker 2: two cats.
• 21:00
  Speaker 1: You don't temporarily actively process the having of a car.
• 21:03
  Speaker 1: It just sits in your driveway. You have it, you
• 21:05
  Speaker 1: possess the title. Yes, and this strict logic of ownership
• 21:08
  Speaker 1: extends to people too. The curriculum points out airs like
• 21:12
  Speaker 1: she is having two sisters exactly.
• 21:14
  Speaker 2: Family relations operate on the exact same grammarical logic as
• 21:18
  Speaker 2: physical ownership. In this specific context, you don't actively continuously
• 21:23
  Speaker 2: have a sister in a way that involves physical exertion
• 21:26
  Speaker 2: or can be paused or stopped like a video. It
• 21:29
  Speaker 2: isn't an activity, it's just fact. It is a permanent
• 21:32
  Speaker 2: relational state. Therefore, it absolutely requires the simple present. She
• 21:36
  Speaker 2: has two sisters, he has a brother, she has many friends.
• 21:39
  Speaker 1: Reas denotes the absolute unbreakable state of the relationship exactly. Okay,
• 21:44
  Speaker 1: so we've successfully untangled states of being from ownership. We've
• 21:48
  Speaker 1: separated the static photographs from the moving videos. We know
• 21:52
  Speaker 1: who is acting and what they are interacting with. But
• 21:54
  Speaker 1: now we have to look at what happens when verbs
• 21:57
  Speaker 1: are forced to work together as a team in a
• 21:59
  Speaker 1: single sentence. Yes, we have to look at the mechanics
• 22:02
  Speaker 1: of helper verbs, negation, and the past tense.
• 22:05
  Speaker 2: This is where we get to see the beautiful underlying
• 22:08
  Speaker 2: mathematical logic of English auxiliary verbs auxiliary verb. Yes, they
• 22:13
  Speaker 2: are commonly called helper verbs. Let's look at the great
• 22:16
  Speaker 2: divide between dow and dows. The error provided in the
• 22:18
  Speaker 2: material is someone saying she don't like coffee.
• 22:21
  Speaker 1: Which again you hear natively in certain dialects or songs constantly,
• 22:27
  Speaker 1: which doesn't help anyone learning the language.
• 22:29
  Speaker 2: True, but standard grammar rejects it entirely. Standard grammar requires
• 22:33
  Speaker 2: strict alignment based on the subject.
• 22:35
  Speaker 1: Back to tool number one exactly.
• 22:37
  Speaker 2: We go back to our very first tool. The subject
• 22:40
  Speaker 2: I UI, and they use don't he she and it
• 22:42
  Speaker 2: used doesn't. It is a rigid formula, So.
• 22:44
  Speaker 1: The correction is she doesn't like coffee, he doesn't play football.
• 22:48
  Speaker 1: It doesn't work.
• 22:48
  Speaker 2: Yes, And then we returned to that modal rule we
• 22:51
  Speaker 2: touched on earlier. The error is he can to speak English, which.
• 22:55
  Speaker 1: Sounds so polite. The learner is clearly trying to connect
• 22:59
  Speaker 1: the ideas with two.
• 23:00
  Speaker 2: They are, but the source reminds us of our ironclad rule.
• 23:04
  Speaker 2: After a modal like can we never ever used to
• 23:07
  Speaker 2: we always use the pure, uncut base form of the verb.
• 23:11
  Speaker 1: So he can speak English, I can help you. They
• 23:13
  Speaker 1: can swim all right.
• 23:14
  Speaker 2: But I would argue the most striking example of this
• 23:17
  Speaker 2: helper verb mechanic, and honestly the one that causes the
• 23:19
  Speaker 2: most grief, is what happens with the past tense.
• 23:22
  Speaker 1: Oh, here we go.
• 23:23
  Speaker 2: The error is incredibly common. I didn't went there.
• 23:27
  Speaker 1: Oh, this one is everywhere. I didn't went, I didn't
• 23:30
  Speaker 1: saw it, she didn't told me. Why does our brain
• 23:33
  Speaker 1: desperately want to do this?
• 23:34
  Speaker 2: Because of cognitive load and intention?
• 23:37
  Speaker 1: Cognitive load, Yeah.
• 23:38
  Speaker 2: The learner's intention is to communicate something that happened in
• 23:41
  Speaker 2: the past. Their brain knows that the past tense of
• 23:44
  Speaker 2: go is went, so to ensure the listener knows they
• 23:47
  Speaker 2: are talking about the past, they conjugate the main verb went.
• 23:51
  Speaker 1: Okay, makes sense so far.
• 23:52
  Speaker 2: But they also need to make it negative, so they
• 23:54
  Speaker 2: add didn't. They are trying to be perfectly clear by
• 23:57
  Speaker 2: double marking the past tense.
• 23:59
  Speaker 1: Ah, they're doing too much work.
• 24:00
  Speaker 2: Exactly, But the source provides the golden mechanical rule. After
• 24:05
  Speaker 2: did or didn't, the main verb must revert entirely to
• 24:09
  Speaker 2: its raw based form. You must say I didn't go there,
• 24:13
  Speaker 2: she didn't come yesterday, we didn't finish the work.
• 24:15
  Speaker 1: Okay, I have an analogy for you on this one,
• 24:17
  Speaker 1: because this double conjugation thing drives people crazy.
• 24:20
  Speaker 2: It's your itch.
• 24:21
  Speaker 1: I want you to think of the helper verb like
• 24:23
  Speaker 1: didn't or doesn't as the heavily muscled manager of a warehouse.
• 24:27
  Speaker 2: Okay, a warehouse manager, I like where this is going.
• 24:30
  Speaker 1: And the main verb like go or like or see
• 24:32
  Speaker 1: is just a regular employee. Right. In any English sentence,
• 24:36
  Speaker 1: there are heavy boxes of grammar that need to be
• 24:38
  Speaker 1: carried across the room. There is the past tense box.
• 24:42
  Speaker 1: There is the negation box, the not box. There is
• 24:45
  Speaker 1: the singular or plural box. Now, the English language is
• 24:48
  Speaker 1: actually very kind to the employee verb. When the manager
• 24:51
  Speaker 1: helper verb steps into the sentence. The manager picks up
• 24:54
  Speaker 1: all the heavy boxes.
• 24:54
  Speaker 2: That's very nice of them.
• 24:56
  Speaker 1: Right. The word didn't is carrying the past tense box,
• 24:59
  Speaker 1: and E the negative box. The word doesn't is carrying
• 25:03
  Speaker 1: the negative box, and d the singular subject box. Because
• 25:06
  Speaker 1: the manager is carrying all that grammatical weight, the employee
• 25:09
  Speaker 1: main verb gets to relax. It completely strips away all
• 25:13
  Speaker 1: its complexity, all its past tense costumes, and just returns
• 25:16
  Speaker 1: to being a simple, pure based form doing its primary job.
• 25:21
  Speaker 2: That is an exceptionally accurate visualization of the cognitive load. Really, yes,
• 25:27
  Speaker 2: the auxiliary verb acts like a powerful magnet, absorbing all
• 25:30
  Speaker 2: the structural complexity, the tens, the negation, the subject agreement,
• 25:34
  Speaker 2: leaving the main verb completely unburdened.
• 25:37
  Speaker 1: But learners keep trying to make the employee carry.
• 25:39
  Speaker 2: The boxes exactly if didn't is already loudly expressing the
• 25:44
  Speaker 2: past tense. Putting what next to it is entirely redundant.
• 25:47
  Speaker 2: You are making the employee carry a box the manager
• 25:50
  Speaker 2: is already holding.
• 25:50
  Speaker 1: It's just inefficient.
• 25:51
  Speaker 2: It is inefficient. The logic is remarkably elegant once you
• 25:54
  Speaker 2: see it. The manager does the heavy lifting, the employee
• 25:57
  Speaker 2: just states the action.
• 25:58
  Speaker 1: And we see that same strict need for alignment and
• 26:01
  Speaker 1: another common error regarding the past tensive b which one
• 26:04
  Speaker 1: the error is we was late. The rule is simple,
• 26:08
  Speaker 1: but unforgiving. Was is for singular subjects, were is for plural,
• 26:13
  Speaker 1: So it must be we were late, they were happy,
• 26:15
  Speaker 1: we were busy yesterday.
• 26:17
  Speaker 2: It all comes down to consistency within the structural framework.
• 26:20
  Speaker 2: The rules we have covered so far show a language that,
• 26:22
  Speaker 2: despite its terrifying reputation, actually possesses a deeply logical, almost
• 26:27
  Speaker 2: mathematical internal architecture. It does if you learn the formulas,
• 26:31
  Speaker 2: the language behaves predictably.
• 26:33
  Speaker 1: But and there is always a massive but when you
• 26:37
  Speaker 1: were talking about the English language, Always, just when you
• 26:40
  Speaker 1: think you have the architecture perfectly mapped out, just when
• 26:43
  Speaker 1: you think you understand the math, the language loves to
• 26:46
  Speaker 1: throw a giant wrench into the gears, which brings us
• 26:49
  Speaker 1: to the final most chaotic category in our source text,
• 26:53
  Speaker 1: the exceptions, the irregulars, and the bizarre structural quirks that
• 26:56
  Speaker 1: just defy logic entirely.
• 26:59
  Speaker 2: Yes, we have praised the logic of English for a
• 27:02
  Speaker 2: while now, so we really must confront the reality of
• 27:04
  Speaker 2: its contradictions.
• 27:05
  Speaker 1: Let's do it.
• 27:05
  Speaker 2: Let's look at the error involving the word agree. The
• 27:09
  Speaker 2: common mistake is a learner saying I am agree with you.
• 27:12
  Speaker 1: You know, I am going to aggressively push back on
• 27:15
  Speaker 1: the curriculum's premise here. Oh yeah, The source material tells
• 27:18
  Speaker 1: us to understand, don't memorize. It says that agree is
• 27:22
  Speaker 1: an action verb in English. So we don't need the am.
• 27:24
  Speaker 1: We just say I agree with you, we agree with
• 27:27
  Speaker 1: the plan, they agree with.
• 27:28
  Speaker 2: Me, right, That is the standard rule.
• 27:29
  Speaker 1: But honestly, if agree is an action verb, why does
• 27:33
  Speaker 1: it feel so much like a state of mind? To learners?
• 27:36
  Speaker 2: That is the exact point of friction, and it is
• 27:39
  Speaker 2: a totally valid frustration. It feels like an adjective. It
• 27:44
  Speaker 2: feels like a condition. When you agree with someone, you
• 27:46
  Speaker 2: aren't physically doing anything. You feel like you are in
• 27:49
  Speaker 2: a state of agreement. You are describing your mental alignment
• 27:52
  Speaker 2: with someone else's thought process exactly.
• 27:54
  Speaker 1: In many other languages, you express this concept by saying
• 27:57
  Speaker 1: I am in agreement, or by using an adjective structure.
• 28:01
  Speaker 2: But English forces this abstract, internal philosophical concept into a blunt,
• 28:07
  Speaker 2: physical action verb box. It categorizes agreeing in the exact
• 28:11
  Speaker 2: same grammatical bucket as running or jumping.
• 28:13
  Speaker 1: It is incredibly counterintuitive, and I think this is where
• 28:17
  Speaker 1: we really have to empathize with the learner's journey. Sometimes
• 28:21
  Speaker 1: English grammar forces you to look at reality through a
• 28:25
  Speaker 1: very strange, distorted lens.
• 28:27
  Speaker 2: It really does.
• 28:28
  Speaker 1: You have to accept that agree is an action, even
• 28:31
  Speaker 1: when you were sitting perfectly still in a chair, just
• 28:34
  Speaker 1: nodding your head.
• 28:35
  Speaker 2: It is a quirk of categorization, and that acceptance of
• 28:38
  Speaker 2: the illogical brings us to the next hurdle. Irregular plurals.
• 28:42
  Speaker 2: Oh no, the error highlighted is she has three childs
• 28:45
  Speaker 2: the correction of courses, she has three children.
• 28:48
  Speaker 1: And here's where the logic completely breaks down. There is
• 28:51
  Speaker 1: no grand philosophical reason why it isn't child's. The plural
• 28:55
  Speaker 1: of car is cars, the plural of dog is dogs,
• 28:58
  Speaker 1: the plural of phone is Why on earth is it children?
• 29:02
  Speaker 2: This is where we have to completely abandon logic and
• 29:04
  Speaker 2: look at history history. Yes, it is simply because of
• 29:08
  Speaker 2: the chaotic historical evolution of the language. English is a
• 29:11
  Speaker 2: massive collision of different languages, right, the whole melting pot
• 29:14
  Speaker 2: thing exactly. The word child has Germanic and Old English roots.
• 29:19
  Speaker 2: In Old English, a common way to make a word
• 29:21
  Speaker 2: plural wasn't adding an s, It was adding an N
• 29:24
  Speaker 2: or an ren.
• 29:25
  Speaker 1: Really.
• 29:25
  Speaker 2: Yeah, we see ghosts of this in other weird plurals,
• 29:29
  Speaker 2: like ox becoming oxen or brother historically becoming brethren.
• 29:33
  Speaker 1: Oh wow, brethren.
• 29:35
  Speaker 2: Of course, the s ending cat later and took over
• 29:37
  Speaker 2: most of the language, but a few stubborn words like
• 29:40
  Speaker 2: children just refused to change.
• 29:42
  Speaker 1: So the dreaded wrote memorization rears its ugly head again.
• 29:46
  Speaker 1: You can't escape it.
• 29:47
  Speaker 2: We can't. While the overarching theme of our exploration today
• 29:50
  Speaker 2: is understand the patterns, we must acknowledge the harsh reality
• 29:53
  Speaker 2: of irregular forms.
• 29:55
  Speaker 1: You just have to learn them.
• 29:56
  Speaker 2: You do have to rely on memorization for the vocabulary
• 29:59
  Speaker 2: of your regulars. However, and this is the crucial distinction
• 30:02
  Speaker 2: to make you still apply that memorize irregular word within
• 30:07
  Speaker 2: the logical structural framework we discussed earlier.
• 30:09
  Speaker 1: Right, Okay, I see what you mean. You have to
• 30:10
  Speaker 1: memorize the weird noun children, but you still apply the
• 30:13
  Speaker 1: overarching rule that she as a subject uses has for possession,
• 30:18
  Speaker 1: not is having. So you still say she has three children,
• 30:22
  Speaker 1: not she is having three children. The architectural framework of
• 30:26
  Speaker 1: the house holds strong, even if a few of the
• 30:29
  Speaker 1: individual bricks are weirdly shaped.
• 30:31
  Speaker 2: That's a great way to summarize it. The grammar rules
• 30:34
  Speaker 2: still apply to the irregular words.
• 30:35
  Speaker 1: Okay, what's the next quirk?
• 30:37
  Speaker 2: We see another structural quirk regarding prepositions. The error is
• 30:42
  Speaker 2: he explained me the plan The correction is he explained
• 30:46
  Speaker 2: the plan to me, or please explain it to us,
• 30:49
  Speaker 2: or she explained everything to her friend.
• 30:51
  Speaker 1: Why do people drop the two.
• 30:53
  Speaker 2: Because in many languages, and honestly even with other verbs.
• 30:56
  Speaker 2: In English, you can put the person receiving the action
• 30:58
  Speaker 2: right next to the verb he gave me the plan exactly.
• 31:01
  Speaker 2: You can say, he gaves me the plan that is
• 31:03
  Speaker 2: perfectly fine, but explain requires a specific formula provided by
• 31:07
  Speaker 2: the source. Explain plus the thing plus two plus the person.
• 31:11
  Speaker 2: You simply cannot bypass that preposition.
• 31:13
  Speaker 1: It is like a toll booth on a grammatical highway.
• 31:16
  Speaker 2: A toll booth.
• 31:17
  Speaker 1: Yeah, you cannot get from the verb explained to the
• 31:19
  Speaker 1: person receiving the explanation without paying the two. You have
• 31:23
  Speaker 1: to hand over the two before the sentence can proceed.
• 31:25
  Speaker 2: The toll booth is a great way to remember it.
• 31:27
  Speaker 2: And finally we arrive at the ultimate irregular hurdle, one
• 31:31
  Speaker 2: that plagues literally every learner, the past tense of go
• 31:36
  Speaker 2: oh boy. The error is someone saying he go to
• 31:38
  Speaker 2: school when talking about yesterday, or making an incorrect logical
• 31:42
  Speaker 2: assumption like he got or he goed, which makes sense,
• 31:45
  Speaker 2: it does, but the correction is he went to school.
• 31:48
  Speaker 2: I went home early. They went to the market.
• 31:51
  Speaker 1: Okay, I have to bring the warehouse manager analogy back here,
• 31:55
  Speaker 1: because if the past sense is usually just adding an ed,
• 31:57
  Speaker 1: like work becomes worked, play becomes play. What happened here?
• 32:00
  Speaker 2: It's a mess.
• 32:01
  Speaker 1: Did the employee verb go just go completely rogue and
• 32:04
  Speaker 1: refuse to follow the corporate structure? Where did wind come from?
• 32:07
  Speaker 1: It shares zero letters with go.
• 32:09
  Speaker 2: It is a fascinating linguistic theft.
• 32:11
  Speaker 1: A theft.
• 32:12
  Speaker 2: Yes, it is a process linguists call suppletion. Hundreds of
• 32:16
  Speaker 2: years ago, English had the verb go, but it also
• 32:18
  Speaker 2: had a completely different verb wind spelled w.
• 32:22
  Speaker 1: E and d oh, like when we say two wend
• 32:24
  Speaker 1: one's way through a crowd.
• 32:26
  Speaker 2: Exactly the past tense of whend was went wait. Really yes,
• 32:30
  Speaker 2: over centuries of people speaking, the original past tense of
• 32:33
  Speaker 2: go faded away and speakers literally stole the past tense
• 32:37
  Speaker 2: of when to fill the gap that is insane. Went
• 32:40
  Speaker 2: was originally the past tense of an entirely different word.
• 32:43
  Speaker 2: It is a historical accident that every modern learner now
• 32:46
  Speaker 2: has to memorize.
• 32:47
  Speaker 1: That is mind blowing. It really highlights how language is
• 32:51
  Speaker 1: just a living breathing, messy human invention. Absolutely, So let's
• 32:56
  Speaker 1: step back and look at the massive territory we have
• 32:58
  Speaker 1: covered today. We have met at the stage of our
• 33:01
  Speaker 1: sentence with subjects, verbs and objects. We have distinguished between
• 33:05
  Speaker 1: the still photograph of state verbs and the moving video
• 33:09
  Speaker 1: of action verbs. We have waded into the deep philosophy
• 33:12
  Speaker 1: of whether we own our age or whether we are
• 33:14
  Speaker 1: our age. We have watched our manager helper verbs carry
• 33:17
  Speaker 1: the heavy grammatical bosses so our base verbs could rest.
• 33:21
  Speaker 1: And we have navigated the historical potholes of irregular plurals,
• 33:24
  Speaker 1: toll booth prepositions, and stolen past tenses.
• 33:27
  Speaker 2: It is a truly comprehensive diagnostic of the most connor
• 33:30
  Speaker 2: frustrating pitfalls in the language.
• 33:32
  Speaker 1: It really is.
• 33:33
  Speaker 2: But if we distill the final ultimate takeaways from the
• 33:36
  Speaker 2: source material we've been analyzing, the core philosophy isn't just
• 33:40
  Speaker 2: about fixing these isolated sentences so you can pass a
• 33:42
  Speaker 2: grammar test. No, the true lesson is a fundamental shift
• 33:46
  Speaker 2: in your mindset as a learner. The text explicitly states
• 33:50
  Speaker 2: that mistakes are not your enemy, they are your teacher.
• 33:53
  Speaker 2: I love that every small grammar correction you understand mechanically
• 33:57
  Speaker 2: today fundamentally builds your fluency and confidence for tomorrow.
• 34:01
  Speaker 1: And the source material actually challenges learners to do something
• 34:04
  Speaker 1: very specific, which I think is great. It challenges you
• 34:07
  Speaker 1: to pick your five favorite rules from this list and
• 34:10
  Speaker 1: physically write them down on a piece of paper. Yes,
• 34:13
  Speaker 1: not just reread them on a screen, but physically write
• 34:15
  Speaker 1: them out to cement that architectural pattern in the brain.
• 34:17
  Speaker 2: Because when you understand the pattern, speaking English correctly completely
• 34:22
  Speaker 2: ceases to be a terrifying memory test, and it becomes
• 34:25
  Speaker 2: a logical, predictable process. You are actually in control of
• 34:30
  Speaker 2: the blueprints.
• 34:31
  Speaker 1: And I think that leaves us with a really fascinating,
• 34:33
  Speaker 1: slightly provocative thought to ponder as we wrap up today's exploration.
• 34:37
  Speaker 1: Let's hear it. If our mistakes are genuinely our greatest teachers,
• 34:42
  Speaker 1: If finding out where the blueprint is broken is the
• 34:44
  Speaker 1: only way to build a stronger house, what happens to
• 34:47
  Speaker 1: our learning process when we become too paralyzed by the
• 34:50
  Speaker 1: fear of making those mistakes.
• 34:52
  Speaker 2: That's a very good question.
• 34:53
  Speaker 1: Think back to that terrible feeling of freezing mid sentence
• 34:56
  Speaker 1: we talked about at the very beginning, that hesitation, that silence,
• 35:00
  Speaker 1: It doesn't protect your language skills, it actively suffocates them.
• 35:04
  Speaker 2: It does.
• 35:04
  Speaker 1: Perhaps the perfect, most fluent, most beautiful sentence you will
• 35:08
  Speaker 1: ever speak in your life is ultimately built on the
• 35:10
  Speaker 1: ruins of a hundred broken ones. You have the courage
• 35:13
  Speaker 1: to just say out loud, you have to be willing
• 35:16
  Speaker 1: to break the grammar to understand how it is truly.
• 35:18
  Speaker 2: Built, that is beautifully said.
• 35:20
  Speaker 1: Thank you so much for staying with us until the
• 35:22
  Speaker 1: very end of this exploration. We absolutely love untangling these
• 35:26
  Speaker 1: complex ideas with you, so please make sure to subscribe
• 35:28
  Speaker 1: so you never miss a future session. Keep learning, keep practicing,
• 35:32
  Speaker 1: and bid a fond farewell until next time.