Latest / Luke's English Podcast / 908. Bits _ Bobs 2 📚 Questions of English (Part 2) Listener Comments(M4A_128K)

Transcript

908. Bits _ Bobs 2 📚 Questions of English (Part 2) Listener Comments(M4A_128K) · Luke's English Podcast

• 0:00
  Speaker 1: Hello, listeners, Welcome back to Luke's English podcast. How are
• 0:02
  Speaker 1: you doing today? I hope you're doing fine. So here
• 0:05
  Speaker 1: we go with a brand new episode of my podcast,
• 0:08
  Speaker 1: which I've been doing now for is it fifteen and
• 0:11
  Speaker 1: a half years since two thousand and nine. Accept no substitutes,
• 0:14
  Speaker 1: ladies and gentlemen. Here it is nine hundred and something,
• 0:18
  Speaker 1: episode nine hundreds. I don't know now actually, but it'll
• 0:23
  Speaker 1: be written in the title of the episode nine hundred
• 0:25
  Speaker 1: and seven, nine hundred and eight, I'm not sure. And
• 0:28
  Speaker 1: this is Bits and Bob's Slash Questions of English. Part two.
• 0:33
  Speaker 1: Listener comments will be focusing on some listener comments in
• 0:38
  Speaker 1: this one. There's a PDF for this which you can
• 0:40
  Speaker 1: get by clicking the link in the episode description in
• 0:44
  Speaker 1: the show notes, you can just direct you directly download
• 0:47
  Speaker 1: the episode PDF from there. Otherwise you'll find it on
• 0:51
  Speaker 1: my website on the page for this episode. So let's
• 0:55
  Speaker 1: have a look at the pdf. I'm going to start
• 0:56
  Speaker 1: reading from that right now here we go. Poom, okay,
• 1:00
  Speaker 1: so have you heard part one of this series. So
• 1:05
  Speaker 1: this this series is where I'm going through various bits
• 1:08
  Speaker 1: and pieces or bits and bobs, as we say in
• 1:11
  Speaker 1: British English, which I have saved over the years for
• 1:15
  Speaker 1: episodes of this podcast. These bits and bobs include various
• 1:19
  Speaker 1: questions of English and other things which should be of
• 1:22
  Speaker 1: interest to you, my audience of learners of English around
• 1:25
  Speaker 1: the world. In Part two, here we're going to focus
• 1:28
  Speaker 1: on various listener comments and questions which I've received over
• 1:32
  Speaker 1: the years relating to various episodes from the archives of
• 1:36
  Speaker 1: Luke's English Podcast. And by the way, talking of the
• 1:39
  Speaker 1: archives of Luke's English Podcast, if you are watching this
• 1:42
  Speaker 1: episode on YouTube, Hello, something that you should perhaps realize
• 1:48
  Speaker 1: or notice is that not all of the episodes of
• 1:51
  Speaker 1: Luke's English Podcast are available on YouTube. The first the
• 1:55
  Speaker 1: first ten, fifteen to twenty episodes are available and then
• 1:59
  Speaker 1: I think there's a big gap and then they continue
• 2:04
  Speaker 1: from something like episode four or five hundred something like that.
• 2:08
  Speaker 1: So you might have noticed that you can't find all
• 2:10
  Speaker 1: of the episodes in the archive on YouTube, but they're
• 2:13
  Speaker 1: all available on my website teacher Luke dot co dot
• 2:16
  Speaker 1: uk slash episodes and you can find all of the episodes.
• 2:19
  Speaker 1: They're still freely available, or if you listen to Luke's
• 2:23
  Speaker 1: English Podcast in a podcast app on your phone, you'll
• 2:27
  Speaker 1: find that the list is complete. All the episodes are
• 2:31
  Speaker 1: in the list as well.
• 2:32
  Speaker 2: There.
• 2:32
  Speaker 1: Okay, so if you're looking for all of the missing episodes,
• 2:36
  Speaker 1: you'll find them on my website, or you'll just find
• 2:38
  Speaker 1: them in your feed in your podcast app of choice,
• 2:43
  Speaker 1: including Spotify, Apple Podcasts, Pocket Casts, and so on. So
• 2:48
  Speaker 1: let me continue the PDF. Then, So the following bits
• 2:50
  Speaker 1: of listener correspondents have been sitting in a Google Drive
• 2:54
  Speaker 1: folder for years. So these are little comments and emails
• 2:59
  Speaker 1: and other things that I've received from listeners quite a
• 3:01
  Speaker 1: long time ago, and I probably screenshotted them or copy
• 3:05
  Speaker 1: pasted them and saved them in a Google document or
• 3:09
  Speaker 1: in a Google folder in my Google Drive, thinking I'll
• 3:12
  Speaker 1: respond to those later, and then here we are, years
• 3:16
  Speaker 1: after the fact, going through them in this episode. So
• 3:21
  Speaker 1: I discovered them recently and decided finally to talk about
• 3:24
  Speaker 1: them on the podcast. So the first thing is this
• 3:28
  Speaker 1: getting a tefil certificate. That's the first bit of correspondence.
• 3:32
  Speaker 1: It's entitled getting a tefil certificate tefel that means teaching
• 3:37
  Speaker 1: English as a foreign language. So let me read the message.
• 3:42
  Speaker 1: It goes like this, Dear Luke, I'm one of the
• 3:45
  Speaker 1: listeners who stay in the shadows, meaning a ninja. In fact,
• 3:49
  Speaker 1: I've been starting the day with your effective voice since
• 3:52
  Speaker 1: I came across your podcast, which was two months ago.
• 3:55
  Speaker 1: I have an effective voice. My job. My voice does
• 4:01
  Speaker 1: the job. It's effective, an effective voice. That's nice. Thank you.
• 4:05
  Speaker 1: You've been listening to this since you came across my
• 4:10
  Speaker 1: podcast two months ago. Okay, thanks from the bottom of
• 4:13
  Speaker 1: my heart for every single word you save for us.
• 4:15
  Speaker 1: You're welcome. I'm an English language teacher and I work
• 4:19
  Speaker 1: at a secondary school, so this will be an English
• 4:22
  Speaker 1: language teacher from I guess another country, right, someone who
• 4:26
  Speaker 1: speaks English as a second language but works as an
• 4:30
  Speaker 1: English language teacher, like so many people around the world. Right.
• 4:35
  Speaker 1: So many people in the world workers teachers even though
• 4:39
  Speaker 1: English isn't their first language, which is very impressive. However,
• 4:43
  Speaker 1: I'm not happy with the country I live in, so
• 4:46
  Speaker 1: I'm planning to work abroad. I need your help with
• 4:49
  Speaker 1: tefel certifications. I'm sure I have to get one in
• 4:53
  Speaker 1: order to teach abroad. Teach English abroad. But which is
• 4:57
  Speaker 1: the best certificate and where can I start? There's a location.
• 5:00
  Speaker 1: Europe is the most convenient one, but which country and
• 5:04
  Speaker 1: which institution. Any idea about cheaper courses which are still good.
• 5:09
  Speaker 1: I hope you can reply. Best wish is zu hal
• 5:13
  Speaker 1: not zahoul zuhl Okay, Right, So basically advice for those
• 5:21
  Speaker 1: of you out there interested in getting a teaching qualification
• 5:26
  Speaker 1: to teach English abroad. Yes, so here's my response. So
• 5:31
  Speaker 1: there are various teful qualifications out there, but the industry
• 5:35
  Speaker 1: standard entry level teaching qualifications are the CELTER that's run
• 5:40
  Speaker 1: by Cambridge CELTER. That's Certificate in English Language Teaching to Adults.
• 5:46
  Speaker 1: That's the CELTER run by Cambridge. And then there's the
• 5:50
  Speaker 1: cert TEASOL Certificate in Teaching English as a Second or
• 5:55
  Speaker 1: Other Language, the cert TEASOL run by Trinity College London. Okay,
• 6:00
  Speaker 1: so those are the two industry standard ones. SELTER and
• 6:04
  Speaker 1: cert t sel. Selter is I think probably the more
• 6:08
  Speaker 1: established one, or at least the more well known one,
• 6:11
  Speaker 1: but cert TESOL is equivalent in value as far as
• 6:15
  Speaker 1: I'm aware. So here are some details. So first of all,
• 6:17
  Speaker 1: let's look at the Cambridge Certificate in English Language Teaching
• 6:20
  Speaker 1: to Adults. Basically, to take the CELTER, you don't need
• 6:25
  Speaker 1: to go abroad to take the course and get the qualification.
• 6:30
  Speaker 1: You can do it online or you can go to
• 6:35
  Speaker 1: various places. If we're talking about Europe, you can go
• 6:39
  Speaker 1: to various different centers in Europe, different institutions in order
• 6:43
  Speaker 1: to train and get your Sheelter qualification. So let's have
• 6:47
  Speaker 1: a look at the Cambridge website, which is definitely the
• 6:49
  Speaker 1: place to start. So Cambridge English dot org, slash teaching
• 6:55
  Speaker 1: dash English. The link is too complicated, basically google Selter
• 7:01
  Speaker 1: Cambridge English and follow the results. But otherwise there's a
• 7:07
  Speaker 1: link on the pdf. Let's have a look at what
• 7:08
  Speaker 1: it says. So we end up on the Cambridge English website. Sheelter,
• 7:13
  Speaker 1: the gold Standard teaching qualification SELTER from Cambridge is a
• 7:16
  Speaker 1: qualification for teaching English as a foreign language. It's the
• 7:20
  Speaker 1: most widely recognized English teaching qualification in the world and
• 7:23
  Speaker 1: the most often requested by employers. Three out of four
• 7:27
  Speaker 1: English language teaching jobs require a Selter qualification. So basically,
• 7:32
  Speaker 1: if you want to start teaching English somewhere in the world,
• 7:35
  Speaker 1: having a Selter is going to be a really useful
• 7:40
  Speaker 1: qualification to have. So this is probably the one I
• 7:43
  Speaker 1: would recommend, and in fact, this is the one that
• 7:45
  Speaker 1: I took many many years ago. When did I do
• 7:48
  Speaker 1: my shelter two thousand and one? In two thousand and one,
• 7:52
  Speaker 1: I took my Sheelter, and that's when I started my
• 7:54
  Speaker 1: English teaching journey. So Selter, Yeah, Basically, it focuses on
• 7:59
  Speaker 1: developing practice techniques and includes face to face or online
• 8:03
  Speaker 1: teaching practice with groups of learners, which will give you
• 8:06
  Speaker 1: the confidence you need to begin teaching in as little
• 8:08
  Speaker 1: as four weeks. So it is possible to take the
• 8:11
  Speaker 1: course in just four weeks, but that's a very intensive
• 8:14
  Speaker 1: four weeks. So who is cell to for. It's for
• 8:20
  Speaker 1: new teachers with no experience starting their career, or teachers
• 8:24
  Speaker 1: with some experience who want to develop their skills. It's
• 8:27
  Speaker 1: for first language English speakers, which is another way to
• 8:30
  Speaker 1: say native English speakers and non first language speakers. So
• 8:35
  Speaker 1: that's also non native speakers. So you know, anyone with
• 8:39
  Speaker 1: a I guess a reasonable level of English, a good
• 8:42
  Speaker 1: level of English can can take this. It's not just
• 8:44
  Speaker 1: exclusive to native speakers, and as we know, non native
• 8:49
  Speaker 1: speakers or people who are non first language speakers, you know,
• 8:55
  Speaker 1: represent an extremely important part of the English teaching in
• 9:00
  Speaker 1: and also the English teaching world in the sense that
• 9:04
  Speaker 1: often around the world it's non native English speakers who
• 9:10
  Speaker 1: work as teachers and who help others to really kind
• 9:14
  Speaker 1: of be able to use English effectively in various ways.
• 9:19
  Speaker 1: So basically you'd go onto the website and you can
• 9:22
  Speaker 1: just find a center. So there's a button you can
• 9:25
  Speaker 1: click where you can actually look in different countries, different
• 9:28
  Speaker 1: parts of the world, and you will find different centers,
• 9:30
  Speaker 1: different institutions where you can train and take the exams
• 9:34
  Speaker 1: and assessments to get the qualification. You can basically do
• 9:39
  Speaker 1: it face to face in a center like I said,
• 9:43
  Speaker 1: or you can do it online, or you can do
• 9:46
  Speaker 1: a combination of the two. And there are various links
• 9:48
  Speaker 1: and things on the Cambridge website that you can follow.
• 9:51
  Speaker 1: One hundred and twenty hours of study which can be
• 9:55
  Speaker 1: crammed into four weeks, or you can do it at
• 9:57
  Speaker 1: a more a less intensive rate. So basically follow the
• 10:02
  Speaker 1: link that I've given you, or just google Selter Cambridge
• 10:05
  Speaker 1: English and you can find out more and you can
• 10:09
  Speaker 1: take the necessary steps to either book yourself onto a
• 10:12
  Speaker 1: course in an actual teaching center somewhere, or you can
• 10:16
  Speaker 1: do it online. Okay, So that's what you could do.
• 10:19
  Speaker 1: And similarly, the Trinity Certificate in English in Teaching English
• 10:24
  Speaker 1: to Speakers of Other Languages, or the cert Teasol. There's
• 10:28
  Speaker 1: a link for that as well, and you could, you know,
• 10:31
  Speaker 1: get stuck into that and find out what you can
• 10:33
  Speaker 1: find out. Okay, so there you go. I would recommend
• 10:36
  Speaker 1: the selter myself. That's the one I took, but cert
• 10:39
  Speaker 1: Teasol is another option, either somewhere local to you or online. Okay,
• 10:46
  Speaker 1: all right, nice one. Next thing. My next bit is
• 10:50
  Speaker 1: a voice message from Kazakhstan. Hello to listeners in Kazakhstan.
• 10:55
  Speaker 1: It's not often that I mentioned Kazakhstan on this podcast.
• 10:59
  Speaker 1: I met a leepster from Kazakhstan wants at a leepster meetup.
• 11:03
  Speaker 1: Can't remember his name, sorry, but he was very good
• 11:05
  Speaker 1: at magic tricks. He gave me a badge here it
• 11:09
  Speaker 1: is still got it on the shelf. He gave me
• 11:11
  Speaker 1: a little pin badge with with a crest from with
• 11:20
  Speaker 1: Kazakhstani kind of coat of arms or crest on it.
• 11:22
  Speaker 1: Very nice anyway, if you're from Kazakhstan, Hello, I got
• 11:26
  Speaker 1: a voice recording from Kazakhstan. This is a long time
• 11:29
  Speaker 1: ago now, but I thought that I would finally play
• 11:32
  Speaker 1: it so here's a message from Kazakhstan. Here we go.
• 11:35
  Speaker 1: Am I going to be able to play this to you? Here?
• 11:38
  Speaker 2: It is?
• 11:38
  Speaker 1: Listen to this folks.
• 11:39
  Speaker 2: Hello. Look, my name is Zarina and I'm from Kazakstan. Astana.
• 11:43
  Speaker 2: I'm one of those ninjas that you mentioned in your
• 11:47
  Speaker 2: rambling podcast. I really enjoy listening to your podcasts and
• 11:52
  Speaker 2: I'm very thankful to you for this hard job. And
• 11:56
  Speaker 2: as well my son Aaron, who's only three years old.
• 11:59
  Speaker 2: He's also this listening to your podcast and he won't
• 12:02
  Speaker 2: like to tell you something. Hi are you?
• 12:05
  Speaker 1: How are you? How are old today? Oh? Aaron? I
• 12:13
  Speaker 1: think it's his name and his mum's Serena from Kazakhstan. Aaron,
• 12:16
  Speaker 1: who's three years old, or at least he was when
• 12:18
  Speaker 1: he recorded this message. Hello, Luke, how are you? I'm fine, Aaron?
• 12:22
  Speaker 1: If you're still listening, I'm absolutely fine. Thanks. Today, having
• 12:26
  Speaker 1: a pretty good day. It's a bit gray and cloudy.
• 12:29
  Speaker 1: It's gray and cloudy today, but it's not raining. And
• 12:32
  Speaker 1: I had a milkshake earlier. It was really good. It
• 12:36
  Speaker 1: was a vanilla milkshake with coffee in it. So I'm
• 12:39
  Speaker 1: feeling pretty good. Thanks, Thanks for asking and actually, Aaron,
• 12:45
  Speaker 1: he may be How old are you now?
• 12:47
  Speaker 2: Aaron?
• 12:47
  Speaker 1: You might be like, I think this was sent to
• 12:50
  Speaker 1: me in when was it twenty seventeen or something like that,
• 12:54
  Speaker 1: So Aaron, you might be nearly ten years old now.
• 12:58
  Speaker 1: And if you're still listening to podcast, then no doubt
• 13:01
  Speaker 1: your English is just tip top brilliant. Are you still listening?
• 13:04
  Speaker 1: Are you still out there? If you are get in touch?
• 13:07
  Speaker 1: I wonder, I wonder if he is. Refew's moved on
• 13:09
  Speaker 1: to much more interesting things. Okay, let's move on to
• 13:13
  Speaker 1: the next bit of correspondence, and this is about our
• 13:16
  Speaker 1: sounds in English? Are sounds? Are sounds okay? Like the
• 13:22
  Speaker 1: letter R which is sounds okay? And we're going to
• 13:26
  Speaker 1: be looking at linking our sounds or intrusive R sounds,
• 13:30
  Speaker 1: which is actually something that I covered in full detail,
• 13:33
  Speaker 1: in full comprehensive detail in the most recent as As
• 13:38
  Speaker 1: I Speak to you now, the most recent premium series
• 13:41
  Speaker 1: I did P sixty three, Part two is full of
• 13:44
  Speaker 1: stuff about connected speech, including plenty of details about our
• 13:49
  Speaker 1: sounds and the way in which in British English we
• 13:52
  Speaker 1: pronounce the letter R in words, and also how the
• 13:57
  Speaker 1: sound seems to come into words or sentences when you
• 14:00
  Speaker 1: least expect it. So this is a message from Raphael
• 14:05
  Speaker 1: who said, Hi, I'm a listener from Spain. I've heard
• 14:09
  Speaker 1: about I've heard your episode about tricky pronunciation issues. That's
• 14:13
  Speaker 1: what I did with Paul Taylor. And here's one I
• 14:17
  Speaker 1: often wonder about. And Raphael has spelt wonder with an A,
• 14:22
  Speaker 1: but it should be wonder with an O. Okay, here's
• 14:25
  Speaker 1: what I often wonder about, wonder at. Wonder with an
• 14:28
  Speaker 1: O means think about, wonder with an A means walk around.
• 14:32
  Speaker 1: So I think it's wonder with an O. So some
• 14:35
  Speaker 1: British people, you included, I think, pronounce an R. That's
• 14:39
  Speaker 1: a sound after some words ending with A or ah, right,
• 14:46
  Speaker 1: when the next word starts with a vowel. He's written
• 14:50
  Speaker 1: a vocal but it should be foul. All right, you're
• 14:52
  Speaker 1: following this everyone. Some British people pronounce an R sound
• 14:57
  Speaker 1: after some words ending with an A sound when the
• 15:00
  Speaker 1: next word starts with a vowel. Okay. So if the
• 15:05
  Speaker 1: word ends in a like for example, China China, I
• 15:09
  Speaker 1: mean it's spelled with an A at the end, but
• 15:10
  Speaker 1: it certainly is a vowel at the end. The sound
• 15:13
  Speaker 1: at the end China. Actually, when we pronounce China, we
• 15:17
  Speaker 1: don't say China. It's China.
• 15:21
  Speaker 2: Uh.
• 15:21
  Speaker 1: Hear that h sound. That's the shua sound, which is
• 15:25
  Speaker 1: very common in unstressed syllables of words in English. Right,
• 15:29
  Speaker 1: So China, it's got two syllables in it.
• 15:32
  Speaker 2: Right.
• 15:32
  Speaker 1: The first syllable is the stressed one, China, and the
• 15:36
  Speaker 1: first syllable, the I, is pronounced with a full vowel
• 15:40
  Speaker 1: sound a chai. But then the A, the vowel in
• 15:45
  Speaker 1: that second syllable is not pronounced as an ah. It's
• 15:48
  Speaker 1: not China, it's China. Anyway. The point is that it
• 15:53
  Speaker 1: is a vowel sound at the end. So Raphael is
• 15:57
  Speaker 1: basically saying that sometimes when we pronounces a word with
• 16:02
  Speaker 1: a vowel sound at the end, we do pronounce an
• 16:06
  Speaker 1: r sound after it when the next verb, when the
• 16:12
  Speaker 1: next word begins with a vowel huh okay. This is
• 16:16
  Speaker 1: a bit abstract, maybe, but here's an example. So if
• 16:21
  Speaker 1: I was to say China is facing a difficult situation nowadays, right,
• 16:27
  Speaker 1: China is facing between China and is China which ends
• 16:33
  Speaker 1: in a vowel and is which starts with a vowel
• 16:37
  Speaker 1: that actually between those two words you get a sound
• 16:40
  Speaker 1: China is facing a difficult situation nowadays, Now I wouldn't
• 16:44
  Speaker 1: really emphasize it like I did just then. Instead we'd say,
• 16:48
  Speaker 1: China is facing a difficult situation. China is facing China
• 16:53
  Speaker 1: is facing can you hear it? So there is a
• 16:56
  Speaker 1: little sound that links the uh at the end of
• 16:59
  Speaker 1: China and the ear at the beginning of is. So
• 17:02
  Speaker 1: we don't say China is, but China is China is
• 17:07
  Speaker 1: facing a difficult situation nowadays. This is what Raphael is saying.
• 17:12
  Speaker 1: He's noticed this, and he says, could you expand about it?
• 17:17
  Speaker 1: I would say expand on it? Could you expand on it?
• 17:20
  Speaker 1: Could you expand on that? Is it a particular accent?
• 17:24
  Speaker 1: All the best Raphael or just best Raphael? So this
• 17:29
  Speaker 1: is okay, Raphael. This is very common. This particular one
• 17:32
  Speaker 1: is called intrusive r or in intrusive sound, and it
• 17:39
  Speaker 1: is very common in British English. And so there's several
• 17:46
  Speaker 1: things going on here right now. You might have noticed listeners.
• 17:49
  Speaker 1: In British English, we don't always pronounce R in words.
• 17:55
  Speaker 1: So words that end in an R like teach, like
• 17:59
  Speaker 1: car that you drive, drive a car in British English,
• 18:04
  Speaker 1: in sort of like a standard version of British English,
• 18:07
  Speaker 1: let's call it receive pronunciation RP. In RP that are
• 18:11
  Speaker 1: at the end of car isn't pronounced car car drive
• 18:15
  Speaker 1: a car now, it's not drive a car car with
• 18:20
  Speaker 1: a more rounded R sound that you might hear in
• 18:25
  Speaker 1: some accents in England. So in the West Country, in
• 18:28
  Speaker 1: the West Country, where you know, like people sort of
• 18:31
  Speaker 1: they pronounce, there are sounds a bit more. And in
• 18:36
  Speaker 1: Ireland as well, where our sounds do get a little bit,
• 18:43
  Speaker 1: they're pronounced more clearly car for example. And of course
• 18:48
  Speaker 1: in the United States where people say card I'm going
• 18:51
  Speaker 1: to drive my car, I'm going to drive a car,
• 18:54
  Speaker 1: not that they all sound like that, but in received
• 18:58
  Speaker 1: pronunciation it's I'm going to drive a car later. Okay,
• 19:04
  Speaker 1: so there's that, hmm. But then here what Raphael is
• 19:09
  Speaker 1: asking about is the fact that words whether and there's
• 19:12
  Speaker 1: no R at all. Sometimes an R gets included, like
• 19:16
  Speaker 1: China is facing China is facing a situation. Okay, here's
• 19:21
  Speaker 1: here's the answer that I've prepared to try and make
• 19:24
  Speaker 1: it clear. So here's my response. Actually, I deal with
• 19:28
  Speaker 1: this topic in some detail in a recent premium series P.
• 19:31
  Speaker 1: Sixty three, Part two, including other forms of connected speech.
• 19:34
  Speaker 1: Check it out. But I will now talk about intrusive
• 19:38
  Speaker 1: R sounds and linking R sounds. So let's start with
• 19:41
  Speaker 1: intrusive R. So what Raphael is talking about is known
• 19:45
  Speaker 1: as intrusive R or linking ah. This occurs in some
• 19:48
  Speaker 1: varieties of British English, particularly in non erotic accents, which
• 19:53
  Speaker 1: is most of them. Erotic accent is one that actually
• 19:57
  Speaker 1: pronounces a rounded R sound like the ones I talked
• 20:01
  Speaker 1: about before. United States generally speaking Ireland West Country. You know,
• 20:06
  Speaker 1: those are rotic accents because there are sounds are rounded.
• 20:10
  Speaker 1: So this thing of not pronouncing the R but pronouncing
• 20:15
  Speaker 1: it when we link between sounds is common in received
• 20:20
  Speaker 1: pronunciation and a lot of other British accents. So in
• 20:24
  Speaker 1: non rhotic accents, the sound is typically not pronounced at
• 20:28
  Speaker 1: the end of a word at the end of words
• 20:30
  Speaker 1: unless it's followed by a vowel sound. For example, in
• 20:34
  Speaker 1: received pronunciation, car would be pronounced as car without the
• 20:38
  Speaker 1: final ruh sound. Here are some other examples of when
• 20:42
  Speaker 1: the R or R is not pronounced in words. Okay,
• 20:46
  Speaker 1: and you'll see that basically it's when the sound is
• 20:49
  Speaker 1: at the end of the word or in the middle
• 20:51
  Speaker 1: and it's followed by a consonant sound. So when the
• 20:56
  Speaker 1: R is at the end, it's not really pronounced. When
• 20:59
  Speaker 1: it's in the middle and it's followed by a consonant,
• 21:02
  Speaker 1: we also don't really pronounce it okay, So at the
• 21:05
  Speaker 1: end of the words. Here are some examples with R
• 21:08
  Speaker 1: at the ends of words. So, car, teacher, far, is
• 21:13
  Speaker 1: it far? No, it's okay, we can take my car, okay, mother,
• 21:18
  Speaker 1: father near? Is it near or is it far? It's
• 21:23
  Speaker 1: not far, it's quite near. Power. Oh no, don't. I
• 21:27
  Speaker 1: don't have any power in my car. I actually said
• 21:30
  Speaker 1: power in. There's a there, power in because power was
• 21:35
  Speaker 1: followed by an ear sound, power in my car? Anyway,
• 21:39
  Speaker 1: car teacher, far, mother, father near? Power here? Can you
• 21:44
  Speaker 1: hear me? Right? So you heard that the R sounds
• 21:48
  Speaker 1: weren't really pronounced. And then also in the middle of words,
• 21:51
  Speaker 1: when the sound is followed by a consonant. So consonants
• 21:56
  Speaker 1: are things like d s right and so on. Right,
• 22:03
  Speaker 1: So cart, card, hard form, horse market, first born, start
• 22:14
  Speaker 1: fork park word okay, right, So the R sounds are
• 22:20
  Speaker 1: not pronounced there because they're all followed by consonants krt.
• 22:23
  Speaker 1: It's problems followed by sound. Right then, so there's that. Right,
• 22:28
  Speaker 1: then we've got linking R. So linking R occurs when
• 22:32
  Speaker 1: a word that ends in an R, like the word
• 22:35
  Speaker 1: car in the spelling right, and is followed by a
• 22:39
  Speaker 1: vowel sound in the next word, then we actually include
• 22:43
  Speaker 1: the R in the pronunciation. For example, if I was
• 22:47
  Speaker 1: to say the car is red, but say it fluently,
• 22:51
  Speaker 1: it sounds like this, the car is red. The car
• 22:55
  Speaker 1: is read so that you can actually hear that the
• 22:59
  Speaker 1: at the end of car is pronounced because it's followed
• 23:02
  Speaker 1: by a vowel in the next word, the car is red.
• 23:06
  Speaker 1: Certainly in American English, you'd definitely hear it, right, the
• 23:09
  Speaker 1: car is the car is red. And not that all
• 23:13
  Speaker 1: Americans sound like that, but only when they're kind of like,
• 23:15
  Speaker 1: only when they're presenting news programs. The car is red,
• 23:20
  Speaker 1: car is red. Okay. Here are some other examples. Car engine,
• 23:25
  Speaker 1: far away, near a lake? Is it far away? No,
• 23:30
  Speaker 1: it's not not too far awake, far away? Is it
• 23:35
  Speaker 1: near a lake? Yes it is okay. Other examples her arm,
• 23:40
  Speaker 1: her arm, her arm, and for example, for example, okay,
• 23:48
  Speaker 1: also there is over it better off? After all, your
• 23:55
  Speaker 1: idea here it is? Okay, So try repeating these sentences
• 24:02
  Speaker 1: after me. Just just do that right, So I'll give
• 24:04
  Speaker 1: you a little bit of space. See if you can
• 24:05
  Speaker 1: repeat these sentences after me, and you'll notice the being pronounced.
• 24:10
  Speaker 1: So the car engine wouldn't start and we were stranded
• 24:13
  Speaker 1: far away from home. The car engine wouldn't start, and
• 24:17
  Speaker 1: we were stranded far away from home. Your turn, Hm,
• 24:29
  Speaker 1: what the car engine wouldn't start and you were stranded
• 24:32
  Speaker 1: far away from home? That sounds complicated. The next one,
• 24:36
  Speaker 1: we stopped near a lake to rest after the long drive.
• 24:41
  Speaker 1: We stopped near a lake. Stopped near a lake? Go on,
• 24:51
  Speaker 1: you stopped? You stopped near a lake? Stopped stopped near
• 24:57
  Speaker 1: a lake? Why? To rest after the long drive? Okay,
• 25:07
  Speaker 1: we stopped near a lake to rest after the long drive?
• 25:10
  Speaker 1: And other onse. She raised her arm to point at
• 25:12
  Speaker 1: the mountains in the distance. Okay, We're going to skip
• 25:21
  Speaker 1: forward a little bit and then move on to intrusive R.
• 25:24
  Speaker 1: So intrusive R is similar to linking R, but occurs
• 25:28
  Speaker 1: even in words that don't end in R in their spelling.
• 25:32
  Speaker 1: It typically happens when a word ends in a vowel sound,
• 25:36
  Speaker 1: and the next word begins with a vowel sound. So
• 25:40
  Speaker 1: one word ends in a vowel, the next one begins
• 25:42
  Speaker 1: in a owl. For example, China is China is okay.
• 25:48
  Speaker 1: So China is might be pronounced as China is China
• 25:52
  Speaker 1: is a very big country, okay. So this intrusive r
• 25:56
  Speaker 1: makes the transition between the two vowel sounds smoother and
• 25:59
  Speaker 1: more flo It's particularly common in received pronunciation, this kind
• 26:04
  Speaker 1: of standard British accent, which is basically how I speak
• 26:09
  Speaker 1: more or less. So it's very common in RP and
• 26:12
  Speaker 1: other Southern British English accents. So we've got things like
• 26:17
  Speaker 1: the idea of it, the idea of law and order,
• 26:23
  Speaker 1: lawn order, India and China, India and China, the idea
• 26:35
  Speaker 1: of it. There it is again media event media event
• 26:42
  Speaker 1: media event media event. Right. Soda and ice sounds like
• 26:51
  Speaker 1: soda and ice. Mm hmmm, soda and ice. Saw it?
• 26:58
  Speaker 1: I saw it. It's at the cinema. I saw it
• 27:02
  Speaker 1: at the cinema. Saw it. You don't emphasize it. Now.
• 27:08
  Speaker 1: What happens sometimes is when I teach this particular language
• 27:13
  Speaker 1: point to my students in a classroom, and my students
• 27:16
  Speaker 1: are trying to practice it, they end up emphasizing it,
• 27:19
  Speaker 1: which is definitely not the point that it's not something
• 27:23
  Speaker 1: you would emphasize. So you don't say soda a nice
• 27:27
  Speaker 1: or media revent or saw writ It's more that you're
• 27:33
  Speaker 1: stressing the other words. And this little sound is just
• 27:37
  Speaker 1: a way to smoothly move from one sound to the next.
• 27:40
  Speaker 1: I saw it at this, I saw it at the cinema.
• 27:45
  Speaker 1: I saw it at the cinema. And data analysis, data analysis. Okay,
• 27:55
  Speaker 1: let's move on. That's all. Actually, you could try and
• 27:58
  Speaker 1: repeat these after me. The idea of traveling next year
• 28:01
  Speaker 1: sounds amazing. The idea of traveling next year sounds amazing.
• 28:10
  Speaker 1: This is where you have to try and repeat what
• 28:12
  Speaker 1: I've just said. The new government promised to restore law
• 28:20
  Speaker 1: and order in the city. Law and order in the city.
• 28:31
  Speaker 1: The new government promised to restore law and order in
• 28:34
  Speaker 1: the city. Okay, India and China have a long history
• 28:43
  Speaker 1: of trade relations. India and China have a long history
• 28:48
  Speaker 1: of trade relations. And we'll just do one more, because
• 28:57
  Speaker 1: this is not technically a pronunciation episode. Do you have
• 29:00
  Speaker 1: to sign up to Luke's English podcast premium to get
• 29:02
  Speaker 1: all of those proper pronunciation drill episodes where you practice
• 29:08
  Speaker 1: pronouncing things after me with the proper pausing and all
• 29:11
  Speaker 1: the rest of it. So one more, I love the
• 29:14
  Speaker 1: idea of it, but I'm not sure how practical it is.
• 29:18
  Speaker 1: I love the idea of it. I love the idea
• 29:24
  Speaker 1: of it. I love the idea of it, but I'm
• 29:31
  Speaker 1: not sure how practical it is. Okay, So that was
• 29:38
  Speaker 1: just a little look at the way that sounds are
• 29:41
  Speaker 1: sometimes not pronounced in words. Sometimes they are pronounced, and
• 29:44
  Speaker 1: sometimes they're pronounced when there's no actual R written in
• 29:48
  Speaker 1: the word in the spelling. And that's just one little
• 29:51
  Speaker 1: feature of connected speech in English. There are various other
• 29:54
  Speaker 1: ways in which words in English are connected together, and
• 29:58
  Speaker 1: it's definitely worth having a look at the subject of
• 30:01
  Speaker 1: connected speech, understanding the various ways it happens, and then
• 30:05
  Speaker 1: practicing doing it, because it can really help you. I think,
• 30:08
  Speaker 1: to prove your fluency by being able to speak without
• 30:15
  Speaker 1: making pauses between the words. You know that when you
• 30:17
  Speaker 1: when you hear someone speak another language, and it's impressive.
• 30:21
  Speaker 1: It sounds impressive because all the all the words all
• 30:24
  Speaker 1: sort of connect up together, they all run in it
• 30:27
  Speaker 1: all sounds like one long word, and there is there
• 30:32
  Speaker 1: is you know, there are there are ways in which
• 30:35
  Speaker 1: those things happen. You know, there are actual recognizable features
• 30:40
  Speaker 1: of connected speech that you can identify. Notice here practice
• 30:46
  Speaker 1: you know, and it can definitely help a with your
• 30:49
  Speaker 1: understanding of people and be with your ability to speak
• 30:53
  Speaker 1: more fluently, getting all your words out quickly without having
• 30:57
  Speaker 1: to kind of pause or leave gaps between the words.
• 31:00
  Speaker 1: You know, fluency is about obviously, it's about remembering which
• 31:05
  Speaker 1: words you need to use, So it's about vocabulary recall,
• 31:09
  Speaker 1: it's about control over grammar, but it's also about control
• 31:13
  Speaker 1: over your pronunciation and being able to sort of physically
• 31:17
  Speaker 1: get the words out and make it all sound fluid
• 31:20
  Speaker 1: and pronunciation. Connected speech is definitely a part of that process.
• 31:25
  Speaker 1: So if you wanted to hear that full episode that
• 31:27
  Speaker 1: I did about connected speech, you could listen to p
• 31:30
  Speaker 1: sixty three, Part two. If you're a premium subscriber, it's
• 31:33
  Speaker 1: available in your list. If you are not a premium
• 31:36
  Speaker 1: subscriber yet, then you can just find out more at
• 31:38
  Speaker 1: teacher Luke dot co dot uk slash premium info. Right,
• 31:42
  Speaker 1: let's move on to the next bit here. So this
• 31:46
  Speaker 1: is something about a being a fly on the wall
• 31:48
  Speaker 1: at Luke's English podcast headquarters. Have you ever heard of
• 31:52
  Speaker 1: that phrase before? To be a fly on the wall.
• 31:55
  Speaker 1: So sometimes people say things like that, I'd love to
• 31:57
  Speaker 1: be on a fly on the wall when they get home,
• 32:00
  Speaker 1: or you know, there's two people, some people having a
• 32:02
  Speaker 1: very important meeting at work and you'd love to be
• 32:06
  Speaker 1: able to listen in I'd love to be a fly
• 32:08
  Speaker 1: on the wall in there right now. So to be
• 32:10
  Speaker 1: a fly on the wall means that you are. It's
• 32:12
  Speaker 1: a thing you say when you want to be able
• 32:14
  Speaker 1: to listen to what, listen or observe what's going on
• 32:19
  Speaker 1: in a room that you're actually not you're not in.
• 32:23
  Speaker 1: So you imagine being a fly, a little insect that's
• 32:26
  Speaker 1: sitting on the wall that no one notices, and you
• 32:28
  Speaker 1: could listen or observe everything. So that's to be a
• 32:32
  Speaker 1: fly on the wall. So this is a comment I
• 32:34
  Speaker 1: got fairly recently actually from a listener called Luke from Poland.
• 32:39
  Speaker 1: Hello Luke, Luke, Luca, I don't know Lucas what's the
• 32:43
  Speaker 1: Polish equivalent, or maybe just Luke. Anyway, here's the comment.
• 32:46
  Speaker 1: One day before going to bed, I decided to listen
• 32:49
  Speaker 1: to one of the episodes of Luke's English podcast Random
• 32:52
  Speaker 1: Topic Generator, So that was episode number eight hundred and
• 32:55
  Speaker 1: forty seven. I listened to the podcast for about a
• 32:59
  Speaker 1: dozen minutes. That's about twelve minutes. At one point I
• 33:03
  Speaker 1: found myself sort of high up on a wall in
• 33:06
  Speaker 1: a dark room. H sounds like Luke had an out
• 33:10
  Speaker 1: of body experience or some sort of weird, sort of
• 33:14
  Speaker 1: psychedelic experience while listening to the podcast, which can happen,
• 33:18
  Speaker 1: you know, be careful. So at one point I found
• 33:21
  Speaker 1: myself sort of high up on a wall in a
• 33:24
  Speaker 1: dark room. Down there, I noticed a large bed and
• 33:28
  Speaker 1: two people lying under the covers. The faces were very
• 33:31
  Speaker 1: blurred because my field of vision was divided into many octagons.
• 33:38
  Speaker 1: Then I heard a voice, my bed is the place
• 33:41
  Speaker 1: where I feel most relaxed, which is actually something I
• 33:43
  Speaker 1: said in episode eight four seven. It was you know,
• 33:46
  Speaker 1: what's your favorite place in the world, and I said
• 33:48
  Speaker 1: my bed, because my bed is the place where I
• 33:51
  Speaker 1: feel most relaxed. I realized, said Luke. I was a
• 33:55
  Speaker 1: small insect, a fly or a mosquito, and I was
• 33:58
  Speaker 1: in the bedroom of the face Luke from Luke's English podcast.
• 34:03
  Speaker 1: I was very excited to hear his voice live and
• 34:06
  Speaker 1: made a low buzzing sound that was enough for Luke
• 34:10
  Speaker 1: to notice me. He immediately jumped out of bed, grabbed
• 34:14
  Speaker 1: a fly swatter, and started chasing me. Which does actually
• 34:18
  Speaker 1: sound like a true story, because, as you may have
• 34:22
  Speaker 1: heard me mention on the podcast, my wife and I
• 34:25
  Speaker 1: are regularly terrorized by mosquitos in the middle of the night.
• 34:29
  Speaker 1: Even now in October, we still get mosquitos. I killed
• 34:33
  Speaker 1: one the other night. I actually killed two in one night,
• 34:36
  Speaker 1: but the second one I killed, I was quite impressed
• 34:39
  Speaker 1: with myself, I have to say. So, I've got one
• 34:41
  Speaker 1: of those electric fly swats, which is one of the
• 34:45
  Speaker 1: best things I've ever bought. Okay, And the way it
• 34:49
  Speaker 1: works is that it's like a tennis racket, but the
• 34:53
  Speaker 1: mesh of the racket is made of like metal. It's
• 34:56
  Speaker 1: like a metal net, and you press a and on
• 35:00
  Speaker 1: the side and it sends electricity, an electric current through
• 35:04
  Speaker 1: the mesh of the tennis racket, and if an insect
• 35:07
  Speaker 1: touches the mesh or the net, it instantly gets fried.
• 35:12
  Speaker 1: Like uh, lightning passes through the body of the insect
• 35:17
  Speaker 1: and crack. It just gets killed instantly. Now, maybe it's cruel.
• 35:24
  Speaker 1: I don't know. Maybe it's just survival of the fittest.
• 35:28
  Speaker 1: I think it's even maybe quite humane because the insects
• 35:31
  Speaker 1: die instantly. They're just bang electrocuted to death in the
• 35:36
  Speaker 1: blink of an eye. I've talked about this before anyway.
• 35:42
  Speaker 1: So yeah, the other night, my wife woke me up.
• 35:46
  Speaker 1: She's like, there's a mosquito in the room. I was like, right, instinctively,
• 35:50
  Speaker 1: just reached over the edge of the bed and grabbed
• 35:52
  Speaker 1: my electronic fly destroyer mosquito killer. Oh hold on, Hold
• 36:00
  Speaker 1: on a minute, I've got to plug in my phone.
• 36:04
  Speaker 1: By the way, this is another tangent. Tangent time. My
• 36:09
  Speaker 1: phone's running out of battery. Hold on a minute, our
• 36:12
  Speaker 1: dear emergency, quick plug in the camera. Oh okay, crisis
• 36:20
  Speaker 1: averted anyway, So ah, God. By the way, I've got
• 36:23
  Speaker 1: a replacement phone, which I'm using as a webcam. The
• 36:28
  Speaker 1: company that sold the phone to me fixed it, replaced it.
• 36:32
  Speaker 1: I don't know what they did, but it's back to normal,
• 36:34
  Speaker 1: so that's fine. I'm referring to a few episodes ago.
• 36:37
  Speaker 1: You might have heard me talk about this mystery where
• 36:40
  Speaker 1: I came back from holiday and my phone, my iPhone,
• 36:43
  Speaker 1: which I use as a camera in my office, was
• 36:47
  Speaker 1: just all broken apart, and the screen was all cracked
• 36:51
  Speaker 1: and it was I didn't know what happened to it.
• 36:54
  Speaker 1: Somehow the battery had expanded and broken the phone. I
• 36:58
  Speaker 1: sent it back off to the company and very I
• 37:02
  Speaker 1: was very impressed. They fixed it sent it back to
• 37:04
  Speaker 1: me quite promptly. So anyway, right, so my wife was like,
• 37:07
  Speaker 1: there's a mosquito in the room. So I instinctively grabbed
• 37:09
  Speaker 1: my electronic fly swatter and flicked the light on and
• 37:14
  Speaker 1: instantly saw it. I saw it flying past me over
• 37:18
  Speaker 1: my right shoulder, and I literally did a backhand over
• 37:22
  Speaker 1: the shoulder flick with this thing and killed the mosquito
• 37:27
  Speaker 1: without even looking at it. I just sort of flicked
• 37:31
  Speaker 1: the thing over my right shoulder, backhand, pam like that
• 37:36
  Speaker 1: and zap got it dead. So kill, turned on the light,
• 37:41
  Speaker 1: killed the mosquito, and rolled back over into bed and
• 37:44
  Speaker 1: fell asleep. All within about ten seconds. I think, So, yeah,
• 37:49
  Speaker 1: this does sound like a true story that Luke was saying.
• 37:52
  Speaker 1: I was very excited to hear his voice live. So
• 37:56
  Speaker 1: Luke realized he was a fly on the wall of
• 37:59
  Speaker 1: my apartment and he could hear me talking, and he
• 38:02
  Speaker 1: was very excited. He made a low buzzing sound that
• 38:04
  Speaker 1: was enough for Luke to notice me. He immediately jumped
• 38:07
  Speaker 1: out of bed, grabbed a fly swatter, and started chasing me.
• 38:10
  Speaker 1: I was shocked. My favorite podcaster was probably trying to
• 38:14
  Speaker 1: kill me. What could I do At the last moment,
• 38:17
  Speaker 1: I escaped and sat down on the edge of a
• 38:19
  Speaker 1: small table. Luke spotted me immediately. My only chance was
• 38:24
  Speaker 1: to open My only chance was an open window. I
• 38:28
  Speaker 1: threw myself in that direction. Luke swung his poor in
• 38:32
  Speaker 1: my direction, and the force of the air made me
• 38:36
  Speaker 1: lose my balance and fall to the floor. Luke came
• 38:39
  Speaker 1: towards me, lifted his foot and tried to step on me. Yeah,
• 38:44
  Speaker 1: I have no mercy when it comes to flying insects.
• 38:48
  Speaker 1: I thought it's over. I'm going to die miserably here
• 38:52
  Speaker 1: trying to learn some real British English. Then I woke
• 38:56
  Speaker 1: up it was all just a dream, and heard Luke's
• 38:59
  Speaker 1: familiar voice in my headphones. Thankfully, it was just a dream.
• 39:03
  Speaker 2: Now.
• 39:03
  Speaker 1: I know what they say about wanting to be a
• 39:06
  Speaker 1: fly on the wall. I don't think I want it,
• 39:10
  Speaker 1: all right, nice one, Yeah, So Luke had a dream
• 39:14
  Speaker 1: about being a fly on the wall of my apartment,
• 39:17
  Speaker 1: and then I tried to kill him. So don't be
• 39:19
  Speaker 1: a fly on the wall if you're dreaming of being
• 39:21
  Speaker 1: a fly on the wall in my apartment. If you
• 39:25
  Speaker 1: want to know what it's really like at home with
• 39:27
  Speaker 1: me and my family, then think twice. Okay. Yeah, So
• 39:32
  Speaker 1: if you say you would like to be a fly
• 39:33
  Speaker 1: on the wall in English, you mean that you would
• 39:36
  Speaker 1: like to hear what will be said or see what
• 39:39
  Speaker 1: will happen while not being noticed. For example, I'd love
• 39:43
  Speaker 1: to be a fly on the wall when those two
• 39:45
  Speaker 1: get home, meaning those two people are going to have
• 39:47
  Speaker 1: an argument. I'd love to be able to listen in.
• 39:50
  Speaker 1: But yeah, think twice about wanting to be a fly
• 39:53
  Speaker 1: on the wall in my home, because I will hunt
• 39:55
  Speaker 1: you down, I will find you, and I will kill you. Okay,
• 40:03
  Speaker 1: moving on singular they here's the next bit, And here's
• 40:08
  Speaker 1: the next bit of listener correspondence. So this one starts
• 40:12
  Speaker 1: like this, Hi, Luke, Hi, my name is Marcos and
• 40:15
  Speaker 1: I'm from Spain and a lepster. Hello Marcos from Spain.
• 40:18
  Speaker 1: I've written to you on one occasion, but I suppose
• 40:21
  Speaker 1: you don't remember it all to normal. Truth be said,
• 40:25
  Speaker 1: it's quite possible. I'm afraid, Marcos. Sometimes I get a
• 40:28
  Speaker 1: lot of emails and I don't get a chance to
• 40:31
  Speaker 1: respond to them all. So apologies for not replying to
• 40:34
  Speaker 1: your first email, and indeed to anyone else who's ever
• 40:36
  Speaker 1: written to me and never received a reply. You're probably
• 40:40
  Speaker 1: deeply hurt, right your heart broken, probably some of you
• 40:44
  Speaker 1: having written to me. And I wrote to Luke and
• 40:46
  Speaker 1: he never replied. Oh dear, I still feel the pain
• 40:50
  Speaker 1: to this day. You right back, right back and say, oh,
• 40:53
  Speaker 1: you know, you'd always right back. It's okay, just sometimes
• 40:58
  Speaker 1: don't get time. Let's continue Marcos's email or whatever it
• 41:03
  Speaker 1: was today. I write to you in order to ask
• 41:05
  Speaker 1: if you have made an episode on the singular they.
• 41:10
  Speaker 1: I've started my professional career recently and I've already had
• 41:13
  Speaker 1: to write an email in English to a designer in
• 41:16
  Speaker 1: the UK. Given that I'm a programmer and that I
• 41:20
  Speaker 1: have to write about users, I don't want to be
• 41:24
  Speaker 1: always writing The user can do X, but if he
• 41:28
  Speaker 1: or she blah blah blah. So the point is that
• 41:30
  Speaker 1: Marcos has to write about users. The user does this.
• 41:35
  Speaker 1: The user can do that. But if he or she
• 41:38
  Speaker 1: knows what he or she wants to do, so Marcos
• 41:41
  Speaker 1: doesn't want to always have to say the user or
• 41:44
  Speaker 1: he or she, So let's continue this way. I prefer
• 41:47
  Speaker 1: using the singular they, but I'm not sure if I'm
• 41:51
  Speaker 1: using it well because I was never taught it and
• 41:54
  Speaker 1: I've only seen it in literature. If you haven't recared,
• 42:00
  Speaker 1: I ordered an episode about this matter, Would you be
• 42:02
  Speaker 1: so kind as to mention something about it in a
• 42:05
  Speaker 1: future podcast? See that's politeness, you see, That's the kind
• 42:08
  Speaker 1: of nice, polite English that I expect to receive in
• 42:11
  Speaker 1: messages from my listeners who basically are just asking me
• 42:15
  Speaker 1: to do some work for them, you know, to you know,
• 42:17
  Speaker 1: give you the benefit of my professional consulting services, you know, right,
• 42:26
  Speaker 1: write something polite like that. Would you be so kind
• 42:30
  Speaker 1: as to mention something about it in a future podcast?
• 42:32
  Speaker 1: Of course if you write it like that, I mean,
• 42:35
  Speaker 1: you know, of course I will, even if it's in
• 42:38
  Speaker 1: a premium episode, given that I'm surely going to be
• 42:41
  Speaker 1: one of the premium Ninjas. Thanks in advance and cheers,
• 42:45
  Speaker 1: Marcos Garcia. Cheers Marcos. Right, So let's get into the
• 42:48
  Speaker 1: subject of singular they not for the first time. I
• 42:51
  Speaker 1: have dealt with this before, but let's go through it
• 42:53
  Speaker 1: again and try and make it clear. So singular they
• 42:56
  Speaker 1: have You got the idea. Listeners. Sometimes they can be
• 43:00
  Speaker 1: used to refer to one person and we call this
• 43:04
  Speaker 1: singular they. All right, So when you're talking about one
• 43:07
  Speaker 1: person but you don't know if the person is male
• 43:10
  Speaker 1: or female, then we use they, and it has plural grammar.
• 43:14
  Speaker 1: So why would you not know if the person was
• 43:17
  Speaker 1: male or female? Well, like Marcos's case, if you're writing
• 43:20
  Speaker 1: about a user, just a generic user of maybe a
• 43:24
  Speaker 1: website or something, and you don't know if the user
• 43:27
  Speaker 1: is male or female, then you could use they. They
• 43:30
  Speaker 1: should do this. They should do that. If you're even
• 43:33
  Speaker 1: looking at someone, maybe someone in the distance, and you
• 43:36
  Speaker 1: can't tell if it's a boy or a girl, who's that?
• 43:38
  Speaker 1: What are they doing? Or if you're talking about a
• 43:41
  Speaker 1: person and it just hasn't been mentioned. Oh, I saw
• 43:44
  Speaker 1: I met a listener to one of your I met
• 43:47
  Speaker 1: one of your listeners the other day. I met one
• 43:48
  Speaker 1: of your listeners and they said some very nice things.
• 43:50
  Speaker 1: What did they say about me?
• 43:52
  Speaker 2: Mm hmm?
• 43:53
  Speaker 1: Okay, Now this might raise the question of gender neutrality, right,
• 43:59
  Speaker 1: which is kind of a very current issue. Okay. Of course,
• 44:04
  Speaker 1: some people prefer to be referred to as they because
• 44:08
  Speaker 1: they don't identify as either male or female, so there's
• 44:11
  Speaker 1: this issue as well. And normally in this situation, the
• 44:14
  Speaker 1: person will state that their preferred pronouns are they them.
• 44:19
  Speaker 1: This is fairly new, relatively speaking. You might see it
• 44:22
  Speaker 1: in emails and stuff like that, or something profiles where
• 44:26
  Speaker 1: people will name their pronouns and some people might choose
• 44:29
  Speaker 1: they or them because they don't identify as either male
• 44:33
  Speaker 1: or female and they prefer to use this sort of
• 44:35
  Speaker 1: nonspecific gender neutral pronoun. There's that, But then just simply
• 44:41
  Speaker 1: singular they is very old and it's been used in
• 44:44
  Speaker 1: English for many, many many years, hundreds of years. I
• 44:47
  Speaker 1: think Shakespeare used it as well in the like in
• 44:50
  Speaker 1: the example I gave before, when you're just talking about
• 44:52
  Speaker 1: one person but you don't know or perhaps don't even
• 44:55
  Speaker 1: want to say which gender they are, right, So using
• 45:00
  Speaker 1: they as a gender neutral pronoun is relatively new, right,
• 45:05
  Speaker 1: But for hundreds of years, they them has been used
• 45:08
  Speaker 1: as the personal pronoun when we're talking about one person,
• 45:11
  Speaker 1: but it's not clear if the person is male or female.
• 45:14
  Speaker 1: I hope I'm making myself clear here. Anyway, let's look
• 45:17
  Speaker 1: at a load of examples. First of all, here's one
• 45:20
  Speaker 1: from Kate Billington, a friend of the podcast, in her
• 45:23
  Speaker 1: short British Council Mini English lesson video about this subject. So,
• 45:28
  Speaker 1: Kate Billington made a video on YouTube about the use
• 45:32
  Speaker 1: of singular day. Here's one of the examples from that video.
• 45:36
  Speaker 1: She said this, a good boss explains what he wants
• 45:40
  Speaker 1: so his employees can understand him, right A good boss
• 45:45
  Speaker 1: explains what he wants so his employees can understand him
• 45:49
  Speaker 1: right now. Saying that makes it sound like bosses are
• 45:53
  Speaker 1: always men, which isn't true. So another way of saying
• 45:57
  Speaker 1: it would be this, a good boss explains what they
• 46:00
  Speaker 1: want so their employees can understand them. Okay, there's an
• 46:04
  Speaker 1: example of how it could be used, and there's a
• 46:06
  Speaker 1: link to the video. He she or they pronouns in
• 46:11
  Speaker 1: English okay from the British Council. So they then takes
• 46:16
  Speaker 1: plural grammar, so they are they want and so on. Now,
• 46:21
  Speaker 1: even if this feels strange when referring to one person,
• 46:25
  Speaker 1: this is correct and normal. So let's see an example
• 46:28
  Speaker 1: following what Marcos mentioned giving instructions on how users can
• 46:34
  Speaker 1: use an online service. So this is a step by
• 46:37
  Speaker 1: step guide for how to sign up to Luke's English
• 46:40
  Speaker 1: podcast Premium, of course, but it's written in the third person. Okay,
• 46:44
  Speaker 1: So how can a user sign up to l EP Premium?
• 46:49
  Speaker 1: This is the This is the question that I'm going
• 46:51
  Speaker 1: to answer now, all right, So, just as Marcos mentioned,
• 46:55
  Speaker 1: we don't want to state if the user is male
• 46:57
  Speaker 1: or female because it could be either, right, Like a
• 46:59
  Speaker 1: typical user of LP Premium could be a male or female.
• 47:03
  Speaker 1: So instead of using him his or maybe saying he
• 47:06
  Speaker 1: or she each time, we're going to use they them there. Okay,
• 47:11
  Speaker 1: So I'm providing this example to demonstrate this and show
• 47:14
  Speaker 1: how natural and normal it is. So listen to the
• 47:17
  Speaker 1: use of sort of this gender neutral or singular they
• 47:21
  Speaker 1: throughout this little bit of advice here. So how to
• 47:25
  Speaker 1: sign up to LP Premium A step by step guide
• 47:27
  Speaker 1: for users. So, first the users should open their browser
• 47:32
  Speaker 1: and go to teacher Luke dot Sorry, let me start
• 47:37
  Speaker 1: that again. First the user should open their browser and
• 47:40
  Speaker 1: go to teacher Luke dot co dot UK. Then they
• 47:43
  Speaker 1: click on Premium and several options will be available several,
• 47:47
  Speaker 1: not seven. The user can choose the tear that best
• 47:51
  Speaker 1: suits them. Then they have to create an a cast
• 47:54
  Speaker 1: Plus account. Once they've done this and have entered their
• 47:58
  Speaker 1: payment details, they can firm the subscription. When this is done,
• 48:02
  Speaker 1: the user will have access to all the premium episodes,
• 48:05
  Speaker 1: but they should add the subscription to a podcast app
• 48:08
  Speaker 1: on their phone. They can do this by either scanning
• 48:12
  Speaker 1: the QR code with their phone or by signing into
• 48:15
  Speaker 1: their ACST plus account on their phone and choosing ads
• 48:18
  Speaker 1: show to app. Right, then they follow the steps to
• 48:24
  Speaker 1: add LP Premium to their favorite podcast app on their phone. Okay,
• 48:30
  Speaker 1: the user will now see a list of episodes which
• 48:33
  Speaker 1: includes all the premium ones. Free episodes will have ads
• 48:37
  Speaker 1: removed too. So that is how a user can sign
• 48:41
  Speaker 1: up to LP Premium and then and then not that
• 48:45
  Speaker 1: that's not how you say that word, and then add
• 48:49
  Speaker 1: LIP Premium to a podcast app on their phone. Okay,
• 48:52
  Speaker 1: just to demonstrate there that use of singular they them
• 48:57
  Speaker 1: there is actually very common, very natural, and we do
• 48:59
  Speaker 1: it all the time. So even so, Marcos, even if
• 49:02
  Speaker 1: you feel like not entirely sure about using it, it's
• 49:06
  Speaker 1: got plural grammar, and yeah, we use it regularly and
• 49:11
  Speaker 1: have done for hundreds of years. So there you go,
• 49:14
  Speaker 1: right moving on, and like in the last one of these,
• 49:18
  Speaker 1: I think I'll go for a round about an hour
• 49:20
  Speaker 1: and just keep going until I've done about an hour
• 49:24
  Speaker 1: of this, and then I'll save the rest of these
• 49:28
  Speaker 1: bits and bobs for part three of this series. Okay,
• 49:32
  Speaker 1: So here's a message from Jun Hori Yucci and it's
• 49:36
  Speaker 1: a question about the words antique and the word vintage. Okay,
• 49:41
  Speaker 1: this might have come up in response to the Parsons
• 49:45
  Speaker 1: Pleasure episode I did a couple of years ago. So
• 49:48
  Speaker 1: here's the message. Hello, this is Jun from Tokyo. Thank
• 49:52
  Speaker 1: you for uploading nice podcasts. I have a question. What
• 49:56
  Speaker 1: is the difference between antique and vintage? Please let me know.
• 50:00
  Speaker 1: Thank you, Jun. Right, so let's look at these two words,
• 50:04
  Speaker 1: antique and vintage. Antique and vintage similar words, right, quite
• 50:10
  Speaker 1: similar words, but definitely different. So let's look at them. Okay.
• 50:15
  Speaker 1: The first word is antique, so we use antiques. By
• 50:19
  Speaker 1: the way, both of these words antique and vintage, we
• 50:22
  Speaker 1: use them when we're talking about old things. Right, So
• 50:25
  Speaker 1: you might buy some antique furniture or maybe you get
• 50:29
  Speaker 1: some vintage clothes from a vintage clothing shop, or you
• 50:33
  Speaker 1: bought a vintage car, or maybe you found an antique
• 50:38
  Speaker 1: what would it be an antique chest of draws in
• 50:40
  Speaker 1: a farmhouse. So antique is used for items at least
• 50:46
  Speaker 1: one hundred years old, at least one hundred years old,
• 50:49
  Speaker 1: so it's older, older things and items which are often
• 50:54
  Speaker 1: valuable due to their rarity. So antiques are often very
• 50:59
  Speaker 1: old and off rare. There aren't many of them, and
• 51:03
  Speaker 1: because they're rare, they're worth a lot of money. It
• 51:07
  Speaker 1: could be because of they're worth a lot of money
• 51:10
  Speaker 1: because they're rare, because of the craftsmanship, because they were made,
• 51:15
  Speaker 1: made particularly well, often made by an expert craftsman, right,
• 51:22
  Speaker 1: and they are They could be valuable because of their
• 51:25
  Speaker 1: historical importance. Maybe they come from a certain historical period
• 51:31
  Speaker 1: or something like that. That's antique items. For example, a
• 51:34
  Speaker 1: table made in eighteen fifty would be considered antique. Furniture
• 51:39
  Speaker 1: from the nineteenth century or older, very valuable and possibly
• 51:43
  Speaker 1: even kept in a museum. These would be antiques. Then,
• 51:46
  Speaker 1: vintage items are typically between twenty and one hundred years old,
• 51:52
  Speaker 1: so vintage items can still be relatively sort of new.
• 51:56
  Speaker 1: Really an item that's even five years old could be
• 52:01
  Speaker 1: considered vintage, so between twenty and one hundred years old,
• 52:05
  Speaker 1: and they're valued for their style and their cultural significance,
• 52:10
  Speaker 1: often associated with a specific era, So for example, a
• 52:13
  Speaker 1: dress from the nineteen seventies would be considered vintage. Vintage
• 52:18
  Speaker 1: clothing shops sell old jeans, t shirts, shirts, jackets, sunglasses
• 52:23
  Speaker 1: and so on. When I was a teenager, I bought
• 52:27
  Speaker 1: all my vintage clothes from the indoor market in Birmingham.
• 52:30
  Speaker 1: I liked to wear vintage seventies clothing, jeans and jackets
• 52:36
  Speaker 1: and stuff. I loved those flares and things like that
• 52:40
  Speaker 1: from the seventies, and I bought all my vintage stuff
• 52:43
  Speaker 1: from the indoor market in Birmingham, and a lot of
• 52:46
  Speaker 1: it was from the seventies and eighties. These days, vintage
• 52:49
  Speaker 1: clothing shops sell a lot of stuff from the nineties.
• 52:53
  Speaker 1: You might buy like a shellsuit, jacket, or I don't know,
• 52:57
  Speaker 1: like a pair of sneakers the nineties. Those things are
• 53:01
  Speaker 1: considered vintage these days. A vintage car would be something
• 53:05
  Speaker 1: like a nineteen eighties Volkswagen Golf, maybe a Mark one
• 53:09
  Speaker 1: or Mark two VW Golf, or maybe a Jaguar from
• 53:13
  Speaker 1: the nineteen sixties. A vintage guitar could be a Fender
• 53:17
  Speaker 1: Stratocaster from the nineteen seventies. So vintage things are younger
• 53:21
  Speaker 1: and more pop culturey, really, I mean, I've got more details.
• 53:26
  Speaker 1: In terms of value, antiques are usually more valuable. Antique
• 53:30
  Speaker 1: items are often associated with very high quality craftsmanship. Vintage
• 53:36
  Speaker 1: items could be mass produced like a game Boy from
• 53:40
  Speaker 1: nineteen eighty nine, an original nineteen eighty nine game Boy
• 53:44
  Speaker 1: mass produced item, but still considered to be quite valuable
• 53:48
  Speaker 1: if it's in good condition, and that would be a
• 53:50
  Speaker 1: vintage video game, right. So I think you get the idea, right,
• 53:58
  Speaker 1: So let's let's just test you a little bit here.
• 54:02
  Speaker 1: So what do you think are these things I'm about
• 54:05
  Speaker 1: to mention? Are they vintage or are they antique? So
• 54:08
  Speaker 1: we'll start with the chip Anddale commode, which Boggis from
• 54:13
  Speaker 1: The Parsons Pleasure Story discovers in an old farmhouse. Boggis
• 54:19
  Speaker 1: is shocked to discover this extremely valuable item of furniture
• 54:24
  Speaker 1: made by Chipendale himself, and tricks the owners into selling
• 54:29
  Speaker 1: it to him for an unfairly low price. So is
• 54:31
  Speaker 1: that an antique item or a vintage item? Well, of
• 54:34
  Speaker 1: course it's an antique. Another example, a friend of mine
• 54:38
  Speaker 1: makes his living from dealing cars from the nineteen fifties,
• 54:42
  Speaker 1: sixties and seventies. He finds the cars, buys them, repairs them,
• 54:49
  Speaker 1: displays them at conventions, and drives them in the French
• 54:52
  Speaker 1: countryside as part of special weekend events. He sells them
• 54:56
  Speaker 1: to private buyers who want to have a cool old
• 54:59
  Speaker 1: car in their collection. In the past he's shown me
• 55:03
  Speaker 1: awesome nineteen seventies Porsches and plenty of very nice British cars,
• 55:08
  Speaker 1: including Triumphs and Jaguars, which are his favorites. So those
• 55:13
  Speaker 1: are vintage cars. Another example, my wife has a pair
• 55:19
  Speaker 1: of RayBan sunglasses which her dad bought in the nineteen eighties.
• 55:22
  Speaker 1: They're much nicer than the ones you can buy today.
• 55:26
  Speaker 1: The quality has definitely gone down, so these eighties sunglasses
• 55:30
  Speaker 1: are vintage sunglasses. I like metallic Cassio digital watches with simple,
• 55:40
  Speaker 1: minimal designs. Right, they're really cheap. You can just buy
• 55:46
  Speaker 1: them in any shop. Really, they're really really cheap. They're
• 55:50
  Speaker 1: not expensive at all. But I really like these Cassio watches.
• 55:55
  Speaker 1: They're exactly the same models that were made during the
• 55:58
  Speaker 1: nineteen eighties when digital watches first became available. I remember
• 56:03
  Speaker 1: the first ever digital watches I ever saw, Like, one
• 56:06
  Speaker 1: of my friends at school had a digital watch. It
• 56:08
  Speaker 1: was a cassio. It was made of black plastic and rubber,
• 56:12
  Speaker 1: and it was exactly the same design that you can
• 56:14
  Speaker 1: still buy today. So these are vintage watches, or at
• 56:18
  Speaker 1: least a vintage design another one. Go to any town
• 56:24
  Speaker 1: in the UK and you'll probably find shops which sell old,
• 56:27
  Speaker 1: dark furniture and decorations from the Victorian era and beyond.
• 56:32
  Speaker 1: The items are very valuable and can be extremely expensive.
• 56:36
  Speaker 1: Sometimes these shops are owned by auction houses. Right auction houses,
• 56:42
  Speaker 1: an auction is where items are sold. You'd have an
• 56:46
  Speaker 1: auctioneer who stands in front of an audience of people
• 56:49
  Speaker 1: who are interested in possibly buying the item, and the
• 56:53
  Speaker 1: auctioneer says, so we have this, and they nearly gave
• 56:57
  Speaker 1: you the answer. We have this chest draws here, made
• 57:02
  Speaker 1: in the late nineteenth century, and so can we start
• 57:06
  Speaker 1: the bidding at I don't know, ten pounds And then
• 57:10
  Speaker 1: people in the audience will kind of raise their hand
• 57:13
  Speaker 1: or raise the newspaper or something like that in order
• 57:16
  Speaker 1: to bid on the item. This is an auction, and
• 57:20
  Speaker 1: the bidding continues, and it continues, and then the highest
• 57:24
  Speaker 1: bidder is the one who gets to buy the item.
• 57:28
  Speaker 1: So sometimes these shops are owned by auction houses who
• 57:32
  Speaker 1: will tell you where and when the item is going
• 57:34
  Speaker 1: to be auctioned off. If you're interested, you can enter
• 57:38
  Speaker 1: the bidding. So this would be antiques antique items. So
• 57:42
  Speaker 1: there you go. I think you now get the difference
• 57:43
  Speaker 1: between vintage and antique. Do you have any vintage items
• 57:48
  Speaker 1: in your possession? Do you have any antique items in
• 57:50
  Speaker 1: your possession? You can write in the comment section and
• 57:53
  Speaker 1: let us know. So how many more have I got here? Okay,
• 58:02
  Speaker 1: we're gonna end with I think we're gonna end with
• 58:04
  Speaker 1: this last one. And this is called see saw see.
• 58:09
  Speaker 1: The verb is c see past form is saw c
• 58:16
  Speaker 1: saw scene. Okay, let's look at this verb C. So,
• 58:20
  Speaker 1: dear Luke, I'm a long standing follower if your podcast.
• 58:24
  Speaker 1: I greatly appreciate the works you've done. They're beneficial. Meanwhile, entertaining,
• 58:29
  Speaker 1: all right, today, I really need your help here. There's
• 58:33
  Speaker 1: a question that's been perplexing me for a long time.
• 58:35
  Speaker 1: Nice word perplexing. Ten bonus points. I've always come across
• 58:40
  Speaker 1: a phrase involving C, which I guess probably the meaning
• 58:45
  Speaker 1: is about happening or witnessing, because yeah, right, we know
• 58:48
  Speaker 1: the word C right, you know you see with your eyes.
• 58:52
  Speaker 1: But this listener has noticed a use of the word
• 58:55
  Speaker 1: C which means something else, and the person expects that
• 58:59
  Speaker 1: it means happening or possibly witnessing. For example, today, when
• 59:05
  Speaker 1: I'm reading when I'm reading the news, it said right today,
• 59:12
  Speaker 1: when I am reading the news. So let's say today
• 59:14
  Speaker 1: when I was reading the news, it said, more heavy
• 59:17
  Speaker 1: rain could see water levels rise and threaten the air
• 59:21
  Speaker 1: pocket where the group of more heavy rain could see
• 59:26
  Speaker 1: water levels rise and threaten the air pocket where the
• 59:29
  Speaker 1: group has taken refuge. So, by the way, this is
• 59:32
  Speaker 1: a reference to that story from a few years ago
• 59:36
  Speaker 1: where a group of twelve boys and their football coach
• 59:41
  Speaker 1: got trapped in a cave in Thailand and the cave
• 59:46
  Speaker 1: was flooded full of water, and the twelve boys and
• 59:51
  Speaker 1: the football coach were all trapped there and it was
• 59:53
  Speaker 1: a real emergency. Everyone was concerned that they wouldn't be
• 59:55
  Speaker 1: able to get the children out, that they would die.
• 1:00:01
  Speaker 1: And one line from the story is this, more heavy
• 1:00:04
  Speaker 1: rain could see water levels rise and threaten the air
• 1:00:07
  Speaker 1: pocket where the group has taken refuge. So the group
• 1:00:10
  Speaker 1: were in a cave, were in a little space where
• 1:00:14
  Speaker 1: there was some air surrounded by water. So notice the
• 1:00:19
  Speaker 1: use of the verb sea in there. More heavy rain
• 1:00:22
  Speaker 1: could see water levels rise. Okay, let's continue the message.
• 1:00:29
  Speaker 1: There was a lot of There was a lot of
• 1:00:33
  Speaker 1: this kind of use of the word sea. I cannot
• 1:00:37
  Speaker 1: find an example here, but they're always put together with
• 1:00:40
  Speaker 1: day or history, such as yesterday saw a body be
• 1:00:46
  Speaker 1: yesterday saw a record breaking temperature in Europe, or history
• 1:00:52
  Speaker 1: saw something happen now I cannot recall them exactly. Therefore,
• 1:00:57
  Speaker 1: I think a detailed explanation would be more than helpful.
• 1:01:00
  Speaker 1: And I will keep following your podcast till you quit
• 1:01:02
  Speaker 1: the job. I will never quit. Everyone's just going to
• 1:01:06
  Speaker 1: have to quit first, because I will never quit. I
• 1:01:10
  Speaker 1: think probably. I think probably I will either die or
• 1:01:15
  Speaker 1: become incapacitated in some way before I quit doing this podcast.
• 1:01:19
  Speaker 1: I mean, I'll probably quit when I just can't do
• 1:01:21
  Speaker 1: this anymore. Basically, when there are enough copycat copycat channels
• 1:01:29
  Speaker 1: on YouTube or AI versions, when AI basically just replaces me,
• 1:01:38
  Speaker 1: then I'll probably quit. Either that or something else. Anyway,
• 1:01:41
  Speaker 1: Thank you. I'll keep following your podcast till you quit
• 1:01:43
  Speaker 1: the job. Yours sincerely, yan Zhu Zang. Okay, right, So yes, here,
• 1:01:50
  Speaker 1: the word soaw, which is the past of c does
• 1:01:53
  Speaker 1: not refer to seeing things with your eyes. Instead, it's
• 1:01:56
  Speaker 1: a way of referring to things which happen and expresses
• 1:01:59
  Speaker 1: a sense that within the context of one thing, something
• 1:02:02
  Speaker 1: else happens, perhaps as a consequence. So here are some examples, right,
• 1:02:06
  Speaker 1: If that's not clear, examples normally clarify these things. So,
• 1:02:10
  Speaker 1: the pandemic saw a surge in online shopping, a surge
• 1:02:15
  Speaker 1: that means a rapid increase. The pandemics saw a surge.
• 1:02:20
  Speaker 1: In fact, there's a bit of linking r here. The
• 1:02:22
  Speaker 1: pandemic saw a surge in online shopping as people stayed
• 1:02:26
  Speaker 1: home to avoid the virus. So that means within the
• 1:02:29
  Speaker 1: context of the pandemic, there was a surge in online shopping.
• 1:02:34
  Speaker 1: So the pandemic saw a surge in online shopping. Right,
• 1:02:38
  Speaker 1: That doesn't mean that the pandemic saw this thing with
• 1:02:41
  Speaker 1: its eyes, but it just means within the context of
• 1:02:43
  Speaker 1: the pandemic there was this surge in online shopping. So
• 1:02:47
  Speaker 1: the pandemic saw a surge in online shopping as people
• 1:02:50
  Speaker 1: stayed home. Stayed at home. I would say to avoid
• 1:02:54
  Speaker 1: the virus. Now, if you like, you consider you can
• 1:02:59
  Speaker 1: consider it like this, within the context of the first
• 1:03:02
  Speaker 1: event we witness or see, or history witnesses or sees
• 1:03:07
  Speaker 1: the other thing happening. But we say that the first
• 1:03:10
  Speaker 1: event sees or saw the second event. Okay. Another example,
• 1:03:16
  Speaker 1: Number two, New law sees decrease in crime rates in
• 1:03:21
  Speaker 1: major cities. This sounds like a newspaper headline, a news headline,
• 1:03:26
  Speaker 1: which is why the grammar is a bit different. New
• 1:03:28
  Speaker 1: law sees decrease in crime rates in major cities. The
• 1:03:33
  Speaker 1: full version of that would be a new law sees decrease,
• 1:03:39
  Speaker 1: right sees a decrease. Often in newspaper headlines, little words
• 1:03:44
  Speaker 1: like articles get removed. So new law sees decrease in
• 1:03:48
  Speaker 1: crime rates in major cities. So this is from a
• 1:03:51
  Speaker 1: newspaper headline. Hence the reduced grammar. The new law has
• 1:03:55
  Speaker 1: created a context in which crime rates have decreased. New
• 1:04:00
  Speaker 1: law sees decrease in crime rates. Another one, number three.
• 1:04:04
  Speaker 1: The economic downturn saw many businesses closing their doors for good.
• 1:04:09
  Speaker 1: The economic downturn saw many businesses closing their doors for good.
• 1:04:14
  Speaker 1: So the economic downturn is the context. This is a
• 1:04:17
  Speaker 1: you know, like a recession or a situation where the
• 1:04:20
  Speaker 1: economy goes bad, a downturn. So the economic downturn is
• 1:04:25
  Speaker 1: the context. And this has caused many businesses to close
• 1:04:29
  Speaker 1: their doors for good, meaning permanently. The economic downturn saw
• 1:04:34
  Speaker 1: many businesses closing their doors for good. Right another word example,
• 1:04:38
  Speaker 1: the success of the movie saw the lead actor become
• 1:04:41
  Speaker 1: a household name, meaning after having big success in a movie,
• 1:04:46
  Speaker 1: the lead actor became a household name. A household name,
• 1:04:49
  Speaker 1: this is a name that everyone knows, right, Like Leonardo
• 1:04:54
  Speaker 1: DiCaprio is a household name. Everyone knows his name. Number
• 1:05:01
  Speaker 1: five implementation of new safety regulations sees a decrease in
• 1:05:05
  Speaker 1: workplace accidents. Sounds again like a newspaper headline, the implementation
• 1:05:11
  Speaker 1: of new safety regulations. The impulation The implementation of new
• 1:05:17
  Speaker 1: safety regulations has seen a decrease in workplace accidents, as
• 1:05:22
  Speaker 1: reported by the Health and Safety Administration Service. You know,
• 1:05:29
  Speaker 1: so the new regulations caused a decrease in workplace accidents.
• 1:05:34
  Speaker 1: M Yes, the rise in number of listeners to Luke's
• 1:05:40
  Speaker 1: English Podcast sees a global upswing in English fluency. Yeah,
• 1:05:47
  Speaker 1: that would be the news. That should be the news headline.
• 1:05:50
  Speaker 1: Never mind all the negative things, you know, increase the
• 1:05:54
  Speaker 1: increased listener base of Luke's English Podcast increases massive glove.
• 1:06:00
  Speaker 1: Global increases in the listenership of Luke's English Podcast have
• 1:06:08
  Speaker 1: seen a huge upswing in fluency in English around the world,
• 1:06:14
  Speaker 1: leading to greater mutual understanding, which has seen rapid progress
• 1:06:23
  Speaker 1: in the peace, progress in the global peace process, leading
• 1:06:29
  Speaker 1: to world peace and ultimately free ice cream for everyone.
• 1:06:37
  Speaker 1: And on that note, I think it's time to end
• 1:06:40
  Speaker 1: this episode of Bits and Bob's number two, and next
• 1:06:44
  Speaker 1: time there will be a third part. I think there'll
• 1:06:45
  Speaker 1: be at least three parts in this series. We'll go
• 1:06:48
  Speaker 1: through some even older bits of listener correspondents and other
• 1:06:54
  Speaker 1: bits and bobs from my Google drive. Other online cloud
• 1:07:00
  Speaker 1: drives are available as well. By the way, thank you
• 1:07:03
  Speaker 1: very much for listening to this. If you've listened all
• 1:07:05
  Speaker 1: the way through to the end, see if you can
• 1:07:07
  Speaker 1: write a comment with the word C meaning the things
• 1:07:11
  Speaker 1: that I've just mentioned. Otherwise, have a lovely day, afternoon, morning,
• 1:07:16
  Speaker 1: evening or night. Okay, and I'll speak to you again
• 1:07:20
  Speaker 1: on the podcast in some form unless I just give up,
• 1:07:25
  Speaker 1: you know, unless AI becomes sentient in the meantime and
• 1:07:30
  Speaker 1: decides to just replace me and they send a terminator
• 1:07:34
  Speaker 1: back from the future to murder me. So if there
• 1:07:38
  Speaker 1: are no other episodes after this, then that's what's happened,
• 1:07:41
  Speaker 1: all right. Skynet became sentient, and you know, all sorts
• 1:07:46
  Speaker 1: of terminators have been sent back to try and stop
• 1:07:49
  Speaker 1: me podcasting in a desperate attempt to subjugate the human
• 1:07:53
  Speaker 1: race and prevent everyone from you know, learning English and
• 1:07:57
  Speaker 1: being able to communicate with each other. All right, So
• 1:08:01
  Speaker 1: if there's no more podcasts, that's what's happened. Otherwise, speak
• 1:08:05
  Speaker 1: to you next time, okay, But for now, I'll just
• 1:08:07
  Speaker 1: say good bye, bye bye, boy boy boo.