Latest / SpeakSmart English / Mastering Fluent English Conversation Through Daily Practice

Transcript

Mastering Fluent English Conversation Through Daily Practice · SpeakSmart English

• 0:00
  Speaker 1: If you ever noticed that when you're trying to master
• 0:03
  Speaker 1: a new skill, especially new language, the hardest part isn't
• 0:07
  Speaker 1: just memorizing the vocabulary, right.
• 0:10
  Speaker 2: The flash cards are the easy part, exactly.
• 0:12
  Speaker 1: The real hurdle is grasping the rhythm of it all.
• 0:15
  Speaker 1: You know, the unwritten social rules, the subtle emotional undertones
• 0:19
  Speaker 1: of a real life conversation.
• 0:21
  Speaker 2: Oh. Absolutely, it's the difference between knowing the sheet music
• 0:24
  Speaker 2: and actually playing the song.
• 0:26
  Speaker 1: That is a perfect way to put it, because I
• 0:28
  Speaker 1: think we've all been in that situation where you've studied
• 0:31
  Speaker 1: a language for years, and internally you feel completely fluent.
• 0:36
  Speaker 1: You can read a complex article, you can parse the grammar,
• 0:39
  Speaker 1: Your brains decoding centers are just lighting up beautifully.
• 0:42
  Speaker 2: Yeah, you feel like a genius when you're reading it
• 0:44
  Speaker 2: quietly in your room.
• 0:45
  Speaker 1: But the second, literally the second you have to open
• 0:47
  Speaker 1: your mouth and speak those exact same words out loud
• 0:50
  Speaker 1: to another.
• 0:51
  Speaker 2: Human being, you completely freeze.
• 0:52
  Speaker 1: It's terrifying. The words just evaporate. You start stammering, Your
• 0:56
  Speaker 1: tongue feels like it's ten times too big for your mouth.
• 0:58
  Speaker 2: You sound absolutely nothing like the articulate, intelligent person you
• 1:02
  Speaker 2: actually are.
• 1:03
  Speaker 1: It's so frustrating, and it's this universal paradox. But today
• 1:08
  Speaker 1: our exploration focuses on this incredibly unique instructional audio program
• 1:13
  Speaker 1: that is designed to fix exactly that.
• 1:15
  Speaker 2: Yeah, it takes a completely different approach.
• 1:17
  Speaker 1: It really does, because our mission today is to unpack
• 1:20
  Speaker 1: the fascinating four part methodology this program uses. And it
• 1:24
  Speaker 1: doesn't just want to teach you words, No.
• 1:26
  Speaker 2: It wants to fundamentally rewire your brain for real life communication.
• 1:30
  Speaker 1: Right, we're analyzing a structured curriculum that completely bypasses the
• 1:34
  Speaker 1: standard academic memorization, thank goodness. Yeah right. Instead, it breaks
• 1:39
  Speaker 1: the acquisition process into four distinct phases, so you have
• 1:42
  Speaker 1: listening for meaning, targeted vocabulary, interactive listen and answer recall,
• 1:46
  Speaker 1: and something called shadowing.
• 1:48
  Speaker 2: Which is where the real magic happens.
• 1:50
  Speaker 1: Honestly, I can't wait to get into that part. But
• 1:52
  Speaker 1: the best analogy I could think of while as reviewing
• 1:54
  Speaker 1: these sources is that learning a language this way is
• 1:57
  Speaker 1: less like studying a textbook and more like rehearsing for
• 2:01
  Speaker 1: a stage play.
• 2:02
  Speaker 2: Oh I love that comparison, right, Because when an actor
• 2:06
  Speaker 2: gets a script, just knowing the lines is the absolute
• 2:10
  Speaker 2: bare minimum. Yeah, that's just the vocabulary exactly.
• 2:13
  Speaker 1: You have to understand your character's motivation, which is the meaning,
• 2:17
  Speaker 1: and you have to nail the delivery, the rhythm, the intonation,
• 2:20
  Speaker 1: because if.
• 2:21
  Speaker 2: You don't get the delivery right, the audience completely rejects it. It
• 2:24
  Speaker 2: just sounds artificial totally.
• 2:27
  Speaker 1: So before we analyze the actual mechanics of this program,
• 2:30
  Speaker 1: we really need to examine the emotional foundation it uses
• 2:33
  Speaker 1: to hook the learner.
• 2:34
  Speaker 2: In the first place, which brings us to the very
• 2:36
  Speaker 2: first part of the.
• 2:36
  Speaker 1: Curriculum, right part one listening practice. The program explicitly tells
• 2:42
  Speaker 1: the student right up front to focus solely on the
• 2:45
  Speaker 1: meaning of a real life conversation. Yeah.
• 2:47
  Speaker 2: It basically says, do not worry about the exact words yet.
• 2:51
  Speaker 1: Which is so counterintuitive to how we're usually taught. But
• 2:54
  Speaker 1: they drop us straight into this workplace drama.
• 2:56
  Speaker 2: It's a rough day at the office.
• 2:58
  Speaker 1: A very rough day. We're introducing to this character named Jake,
• 3:01
  Speaker 1: and Jake has just given a presentation to his.
• 3:03
  Speaker 2: Team and by all counts in the dialogue, it wasn't
• 3:07
  Speaker 2: his best that is the.
• 3:08
  Speaker 1: Polite way of putting it. So instantly we have this tension.
• 3:12
  Speaker 1: Another character, Anna brings up the poor.
• 3:14
  Speaker 2: Performance She's totally ready to critique him.
• 3:16
  Speaker 1: Yeah, she opens the door for criticism.
• 3:18
  Speaker 2: Yeah.
• 3:19
  Speaker 1: But then Ben, this third character, immediately steps in to
• 3:23
  Speaker 1: defend Jake.
• 3:24
  Speaker 2: Right. He points out that it was Jake's very first
• 3:26
  Speaker 2: time presenting.
• 3:27
  Speaker 1: Exactly, And I think we need to talk about why
• 3:30
  Speaker 1: the creators of this educational source chose this highly specific scenario.
• 3:35
  Speaker 2: It's a brilliant choice, really, because workplace stress, public speaking anxiety,
• 3:40
  Speaker 2: peer evaluation.
• 3:41
  Speaker 1: Those are universally understood stressors.
• 3:43
  Speaker 2: Completely, it doesn't matter what your native language is. The
• 3:46
  Speaker 2: fear of bombing a presentation is visceral.
• 3:49
  Speaker 1: You feel that secondhand embarrassment instantly, and.
• 3:52
  Speaker 2: By anchoring the lesson in that high stakes emotional situation,
• 3:55
  Speaker 2: the learner's brain is primed to pay attention.
• 3:58
  Speaker 1: I mean, let's look at Anna's reaction. Once Ben points
• 4:01
  Speaker 1: out that this Jake's first time, Anna immediately softens.
• 4:04
  Speaker 2: She pivots completely right.
• 4:05
  Speaker 1: She says, I guess you're right. I remember my first time.
• 4:08
  Speaker 1: I was so nervous.
• 4:09
  Speaker 2: It's a total shift from judgment to empathy.
• 4:13
  Speaker 1: But I do have to ask, and this is where
• 4:14
  Speaker 1: I push back a little bit on the method.
• 4:16
  Speaker 2: Okay, let's hear it.
• 4:17
  Speaker 1: Does focusing purely on the meaning of this stressful social
• 4:22
  Speaker 1: interaction actually distract a beginner from the language itself.
• 4:26
  Speaker 2: Know what do you mean?
• 4:27
  Speaker 1: Well, if I'm caught up in the drama of Jake failing,
• 4:31
  Speaker 1: am I missing the actual nouns and verbs I'm supposed
• 4:34
  Speaker 1: to be learning? Or does that emotional weight somehow make
• 4:37
  Speaker 1: the vocabulary stickier?
• 4:39
  Speaker 2: It is definitely the latter. Evolutionary biology tells us that
• 4:42
  Speaker 2: emotion is the biochemical adhesive that makes memory stick the adhesive.
• 4:46
  Speaker 2: I like that, yeah, because think about how this mirrors
• 4:49
  Speaker 2: natural language acquisition. When a child learns their native language,
• 4:52
  Speaker 2: they aren't studying grammar rules in a quiet room.
• 4:55
  Speaker 1: No, They're trying to get what they want exactly.
• 4:57
  Speaker 2: They learn to speak by desperately trying to navigate their
• 5:00
  Speaker 2: social environment. They're reading the room, figuring out if their
• 5:03
  Speaker 2: parents are mad or.
• 5:04
  Speaker 1: Happy, identifying empathy versus hostility. Right.
• 5:08
  Speaker 2: They do all of that long before they know how
• 5:10
  Speaker 2: to conjugate a verb perfectly. So this program is just
• 5:13
  Speaker 2: recreating that high stakes environment for an adult.
• 5:16
  Speaker 1: It makes the learner actually care about the outcome.
• 5:19
  Speaker 2: Precisely, your brain flags the social interaction as vital survival data.
• 5:24
  Speaker 1: Wow, Okay, So once the listener understands this emotional landscape
• 5:28
  Speaker 1: of Jake's terrible presentation, the source material moves seamlessly into
• 5:32
  Speaker 1: part two.
• 5:33
  Speaker 2: The vocabulary section.
• 5:34
  Speaker 1: Right, but it doesn't just give you a random lift
• 5:37
  Speaker 1: of words. It extracts very specific concepts from the dialogue
• 5:42
  Speaker 1: and defines them.
• 5:43
  Speaker 2: And it heavily contrasts two major ideas here.
• 5:47
  Speaker 1: Yes, it contrasts criticism with the idiom cuts someone some slack.
• 5:52
  Speaker 2: Which represent the two sides of that emotional pivot we
• 5:54
  Speaker 2: just talked about exactly.
• 5:55
  Speaker 1: So it defines criticism very clearly as negative comments about
• 6:00
  Speaker 1: something that is not good or pointing out mistakes.
• 6:02
  Speaker 2: A very clinical definition.
• 6:04
  Speaker 1: Yeah, and then it contrasts that with cut someone some slack,
• 6:07
  Speaker 1: which it defines as not being too strict or critical
• 6:09
  Speaker 1: and being more patient and understanding.
• 6:11
  Speaker 2: You know, there is a very subtle cultural orientation happening here.
• 6:15
  Speaker 1: Oh, totally, because the characters actively decide against criticism.
• 6:18
  Speaker 2: Right then literally says we should give him some advice,
• 6:21
  Speaker 2: not criticism.
• 6:23
  Speaker 1: Which means this isn't just a language lesson anymore.
• 6:25
  Speaker 2: No, it's a tutorial on modern collaborative corporate culture.
• 6:30
  Speaker 1: It's telling the learner, Hey, in this culture, we value
• 6:34
  Speaker 1: psychological safety over harsh corrections.
• 6:37
  Speaker 2: It prescribes the acceptable.
• 6:39
  Speaker 1: Behavior and the way the source emphasizes that idiom is wild.
• 6:43
  Speaker 1: It bombards the listener with this incredibly diverse array of example.
• 6:48
  Speaker 2: Just a massive amount of input.
• 6:49
  Speaker 1: Yeah, it gives you phrases like cut the kids some slack,
• 6:52
  Speaker 1: cut the man, some slack, cut yourself some slack.
• 6:54
  Speaker 2: It really hammers it in.
• 6:55
  Speaker 1: It even gives this direct interpersonal plea like hey, cut
• 6:58
  Speaker 1: me some slack tailor.
• 6:59
  Speaker 2: I love that one.
• 7:00
  Speaker 1: So why why dedicate so much real estate to this
• 7:03
  Speaker 1: one specific informal phrase. I mean, shouldn't a business English
• 7:07
  Speaker 1: program focus on formal terms like synergy, yees, synergy, optimization, deliverables?
• 7:12
  Speaker 1: Why focus on begging a coworker named tailor to get
• 7:15
  Speaker 1: you some slack?
• 7:16
  Speaker 2: Because formal jargon is actually the easiest part to learn.
• 7:19
  Speaker 2: You can memorize optimization from a flash.
• 7:21
  Speaker 1: Card because it only means one thing exactly.
• 7:24
  Speaker 2: But native speech real fluency that is glued together by idioms.
• 7:30
  Speaker 1: And idioms are messy.
• 7:32
  Speaker 2: Very messy. They change flavor depending on the context by
• 7:36
  Speaker 2: giving you rapid fire repetition like cut him some slack
• 7:39
  Speaker 2: he's forty, or just cut each other all some slack.
• 7:42
  Speaker 2: The program is mimicking natural exposure.
• 7:44
  Speaker 1: It's showing you the boundaries of the phrase. Right.
• 7:46
  Speaker 2: It shows you when you can use it, who you
• 7:48
  Speaker 2: can use it with, and what emotional temperature is appropriate.
• 7:52
  Speaker 2: You need overwhelming contextual exposure to truly internalize an idiom's flexibility.
• 8:00
  Speaker 1: That makes a lot of sense. So having established the
• 8:02
  Speaker 1: story and define these culturally loaded words, the source material
• 8:07
  Speaker 1: shifts gears again.
• 8:08
  Speaker 2: This is where it gets intense.
• 8:10
  Speaker 1: Oh yeah, it moves the listener from being a passive
• 8:12
  Speaker 1: consumer to an active participant.
• 8:14
  Speaker 2: Welcome to Part three, Listen and answer.
• 8:16
  Speaker 1: Practice, the active learning Matrix.
• 8:19
  Speaker 2: The instructions here are so rigid. The listener is instructed
• 8:21
  Speaker 2: to listen carefully to specific questions about the Jake scenario.
• 8:25
  Speaker 1: But they can't just think the answer.
• 8:27
  Speaker 2: No, they have to answer them out loud in the
• 8:29
  Speaker 2: empty room before the correct answer is revealed on the.
• 8:32
  Speaker 1: Audio, and the program insists on repetition. Yeah, it dictates
• 8:35
  Speaker 1: that you have to repeat this exercise every single day
• 8:38
  Speaker 1: until the answers can be said quickly and confidently.
• 8:40
  Speaker 2: It's a serious commitment.
• 8:41
  Speaker 1: It is, and let's break down the exact questions. The
• 8:44
  Speaker 1: source asks. They start simple factual recall.
• 8:49
  Speaker 2: Like who gave a presentation?
• 8:50
  Speaker 1: Right? But then they escalate. They start testing comprehension of intent.
• 8:54
  Speaker 1: They ask did Ben criticize Jake?
• 8:57
  Speaker 2: And then they test the definition what does cut himself
• 9:00
  Speaker 2: slack mean?
• 9:01
  Speaker 1: And the specific narrative resolutions they draw out are fascinating
• 9:05
  Speaker 1: because you, the listener, have to verbally confirm that Anna
• 9:09
  Speaker 1: and Ben decide the teamwork makes everything easier.
• 9:12
  Speaker 2: You literally have to sneak the moral of the story
• 9:14
  Speaker 2: out loud.
• 9:14
  Speaker 1: Yes, you have to state that they decide to help
• 9:17
  Speaker 1: Jake prepare and that they plan to grab a coffee too,
• 9:20
  Speaker 1: because Jake looks like he needs it.
• 9:22
  Speaker 2: Your role playing as a supportive colleague.
• 9:24
  Speaker 1: You are but doing this rapid fire Q and a
• 9:27
  Speaker 1: out loud. It really reminds me of a sports drill.
• 9:30
  Speaker 2: Oh, like fielding ground balls exactly.
• 9:33
  Speaker 1: Imagine an infielder fielding ground ball. After ground ball, you
• 9:37
  Speaker 1: aren't playing the actual game yet, there's.
• 9:39
  Speaker 2: No crowd, but you are building the muscle memory.
• 9:41
  Speaker 1: Right, You're building the physical mechanics so that when the
• 9:45
  Speaker 1: real game happens, when a real conversation happens, you don't
• 9:49
  Speaker 1: have to think about the angle of your glove. You
• 9:52
  Speaker 1: just react.
• 9:52
  Speaker 2: That is precisely what is happening biologically, and it's why
• 9:55
  Speaker 2: the instruction to speak out loud is so absolutely critical.
• 10:00
  Speaker 1: I want you to explain this part because my instinct
• 10:02
  Speaker 1: is always to just quietly think the answer in my head.
• 10:05
  Speaker 2: Most adults do that. It feels safer, it does.
• 10:08
  Speaker 1: But why doesn't that work?
• 10:09
  Speaker 2: Because internal comprehension, whether you're reading or just listening, uses
• 10:14
  Speaker 2: entirely different neural pathways than vocalization.
• 10:18
  Speaker 1: Wait, really entirely different.
• 10:20
  Speaker 2: Yes, when you listen, you're using the receptive areas of
• 10:23
  Speaker 2: your brain. You can understand a joke perfectly in your head.
• 10:26
  Speaker 2: But speaking that requires the motor cortex.
• 10:29
  Speaker 1: This is a physical action.
• 10:30
  Speaker 2: It is a complex athletic event. Your brain has to
• 10:33
  Speaker 2: coordinate your lungs, your vocal cords, your tongue, your lips,
• 10:37
  Speaker 2: all in fractions of a second just to say one
• 10:39
  Speaker 2: syllable exactly. And if you've never physically practiced the phonetic
• 10:43
  Speaker 2: sounds of a new language, your motor cortex doesn't know
• 10:46
  Speaker 2: how to perform that dance.
• 10:48
  Speaker 1: So that's why we freeze. It's not a memory failure.
• 10:50
  Speaker 2: No, it's a failure of motor coordination. Answering out loud
• 10:55
  Speaker 2: bridges the gap between knowing a language cognitively and actually
• 10:59
  Speaker 2: physically speaking it.
• 11:00
  Speaker 1: You have to force the brain to recall and.
• 11:02
  Speaker 2: Execute right and every time you do it out loud,
• 11:05
  Speaker 2: you are physically insulating those neural pathways in a process
• 11:09
  Speaker 2: called myelination. You're making the connection faster and stronger.
• 11:13
  Speaker 1: That is mind blowing. But okay, even if you do that,
• 11:17
  Speaker 1: even if you know the answers and you built that
• 11:19
  Speaker 1: muscle memory, that's still only half the battle, because.
• 11:22
  Speaker 2: You could still sound like a robot exactly.
• 11:24
  Speaker 1: You could spit out the correct grammar and sound completely unnatural,
• 11:28
  Speaker 1: which is why the program introduces its final most rigorous step,
• 11:32
  Speaker 1: Part four, shadowing Practice, the ultimate test. The instructions here
• 11:36
  Speaker 1: are wild. The listener is commanded to read the lines
• 11:38
  Speaker 1: out loud directly after the speakers in the conversation, right
• 11:41
  Speaker 1: on their heels, yeah, trailing them by just a fraction
• 11:44
  Speaker 1: a second. And the explicit goal here is not vocabulary.
• 11:48
  Speaker 1: It's not grammar.
• 11:49
  Speaker 2: No, it's entirely about the music of the conversation.
• 11:52
  Speaker 1: The rhythm and intonation of the English expressions. The goal
• 11:55
  Speaker 1: is to sharpen overall speaking abilities and pronunciation.
• 11:59
  Speaker 2: Which is fast and treating language is a form of music.
• 12:02
  Speaker 1: Let's explore that, because why is intonation so vital? I mean,
• 12:08
  Speaker 1: if I use the right words, won't people understand me?
• 12:11
  Speaker 2: They'll understand the data, but they might completely misunderstand the intent.
• 12:16
  Speaker 1: Give me an example based on the story.
• 12:17
  Speaker 2: Take Anna's line about Jake's presentation, it wasn't his best. Okay,
• 12:22
  Speaker 2: If you say that with a harsh, sharp rhythm, like
• 12:24
  Speaker 2: it wasn't his best, it completely changes the emotional meaning.
• 12:28
  Speaker 1: Oh wow, Yeah, that sounds incredibly harsh.
• 12:30
  Speaker 2: Like you're mocking him, right, But if you slow it down,
• 12:33
  Speaker 2: soften the pitch, and say it wasn't his best.
• 12:36
  Speaker 1: Suddenly it's empathetic exactly.
• 12:38
  Speaker 2: Yeah, the rhythm and intonation carry the emotional payload of
• 12:41
  Speaker 2: the sentence.
• 12:42
  Speaker 1: The music completely changes the meaning even though the words
• 12:45
  Speaker 1: are identical.
• 12:46
  Speaker 2: Which is why the source material runs through the entire
• 12:49
  Speaker 2: dialogue again for the shadowing phase.
• 12:51
  Speaker 1: From Ben's hesitant yeah, but cut him some slack to
• 12:55
  Speaker 1: the really enthusiastic agreement of that's a great idea. Teamwork
• 12:59
  Speaker 1: makes everything, and.
• 13:00
  Speaker 2: The listener is expected to mirror those exact emotional tones.
• 13:04
  Speaker 1: Daily for a week to see significant improvements. But here
• 13:09
  Speaker 1: is my big question about shadowing.
• 13:11
  Speaker 2: Lay it on me.
• 13:12
  Speaker 1: Is this level of extreme mimicry stripping away the learner's
• 13:16
  Speaker 1: own personality.
• 13:17
  Speaker 2: That's a very common fear.
• 13:19
  Speaker 1: I mean, if I'm just parroting Anna and Ben, I'm
• 13:22
  Speaker 1: not being myself, I'm acting. Am I just becoming a
• 13:25
  Speaker 1: clone of this audio track? Or is this providing a
• 13:28
  Speaker 1: necessary scaffolding so my true personality can eventually shine through?
• 13:32
  Speaker 2: It is definitely the scaffolding. Your true personality can't shine
• 13:35
  Speaker 2: through if you don't have the tools to express it properly.
• 13:38
  Speaker 1: Okay, unpack that for me.
• 13:39
  Speaker 2: Think about it like an artist. A painter must first
• 13:41
  Speaker 2: learn to trace and poppy reality. They have to study
• 13:45
  Speaker 2: anatomy and copy the masters for years before they can
• 13:47
  Speaker 2: paint a beautiful, abstract masterpiece.
• 13:49
  Speaker 1: They have to learn the rules before they.
• 13:51
  Speaker 2: Break them exactly. Shadowing builds the phonetic hardware. You have
• 13:55
  Speaker 2: to mimic native rhythms and understand the baseline physicality of
• 14:00
  Speaker 2: the language before you can comfortably improvise your own cadence.
• 14:04
  Speaker 1: So you're not losing your personality, You're just calibrating your instrument.
• 14:08
  Speaker 2: Perfectly said, you need the palette of sounds before you
• 14:11
  Speaker 2: can paint your own picture.
• 14:12
  Speaker 1: That is such a reassuring way to look at it. Yeah,
• 14:14
  Speaker 1: because the whole process is so demanding.
• 14:16
  Speaker 2: It really is a neurological workout.
• 14:18
  Speaker 1: It is. And as we wrap up this analysis, it
• 14:20
  Speaker 1: leads me with this final kind of philosophical question that
• 14:23
  Speaker 1: I want to put out there for you listening right now.
• 14:25
  Speaker 2: I love a good provocative thought.
• 14:28
  Speaker 1: Consider the specific methodology of this source material. We're talking
• 14:31
  Speaker 1: about a program that forces you to practice.
• 14:34
  Speaker 2: Empathy, literally forces you.
• 14:36
  Speaker 1: You are explicitly choosing advice over criticism. You are physically
• 14:41
  Speaker 1: opening your mouth and mimicking the exact rhythm and intonation
• 14:45
  Speaker 1: of teamwork and.
• 14:46
  Speaker 2: Kindness day after day after day.
• 14:48
  Speaker 1: Right So, Mike, this actually shaped the psychology of the learner.
• 14:51
  Speaker 2: Oh that's deep.
• 14:52
  Speaker 1: Think about it. When you repeatedly practicing cut them some
• 14:56
  Speaker 1: slack out loud every day, are you just learning a
• 14:59
  Speaker 1: language or are you actively practicing how to be a better,
• 15:03
  Speaker 1: more forgiving human being.
• 15:05
  Speaker 2: If the neurons that fire together wire together, which they do,
• 15:10
  Speaker 2: then rehearsing compassion might actually strengthen your capacity for compassion.
• 15:14
  Speaker 1: It's incredible to think about your physically embodying grace.
• 15:18
  Speaker 2: Well, we've covered so much ground today. Thank you all
• 15:20
  Speaker 2: for staying with us until the end of this exploration.
• 15:23
  Speaker 1: It's been an absolute pleasure.
• 15:25
  Speaker 2: We really encourage everyone to subscribe to the show so
• 15:27
  Speaker 2: you don't miss our future discussions. We've got plenty more
• 15:30
  Speaker 2: fascinating topics coming up.
• 15:31
  Speaker 1: Definitely hit that subscribe button.
• 15:32
  Speaker 2: And until next time, we bid you a very fond farewell.
• 15:35
  Speaker 2: Keep practicing, keep speaking out loud, and remember to cut
• 15:38
  Speaker 2: yourselves and others some slack buy.
• 15:41
  Speaker 1: Everyone take care