2 Hours of English Words, Phrases and Phrasal Verbs To Become FLUENT

In this English Vocabulary Master class, you're  going to learn over two hours of English words,  

phrases, and phrasal verbs for language  exams like your IELTS and TOEFL.

Welcome back to JForrest English.

Of course, I'm Jennifer.

Now let's get started.

First, in this master class, you're going to learn  33 advanced words for exams #1 feasible, feasible.

This means possible to do easily or conveniently.

Now, this is commonly used in  writing when discussing the  

practicality how practical  is proposals or solutions.

For example, switching to renewable energy  on a large scale may not be feasible,  

may not be easily or conveniently done in  certain regions due to geographic limitations.

Or for an everyday example, you could  say when you have a great teacher,  

getting a high IL score becomes  feasible, becomes easy to do.

Do you agree with that?

If you do, put that's right, that's  right, put that's right in the comments.

And don't worry about taking notes because  I summarize everything in a free lesson PDF.

You can find the link in the  description #2 Proponent Proponent.

This is a person who advocates for who supports  a theory, proposal, or course of action.

Now, this is frequently seen in  discussions about policy debates  

and research in both speaking and writing,  for example, proponents of renewable energy.

So this is people who support,  who advocate for renewable energy,  

argue that it provides a sustainable  alternative to fossil fuels.

I am a proponent of supporting any,  

any foundation, any, any type of group  that is being proactive about this.

As you know, I've been a very strong and  vocal proponent in the industry regarding  

the both the need and the opportunity to  rethink the models from the ground up.

I'm a huge proponent of all of us being  interdependent versus independent.

Independent #3 deploy, deploy.

This means to move into position for  

action or it can mean to utilize  something in a strategic manner.

This is often used in writing to  describe the implementation of resources.

So the use of resources or  strategies in various fields,  

for example, the government, this  is commonly used with government.

The government deployed emergency teams,  

so they put those teams in position  or used them strategically.

So how did they use them strategically?

Perhaps to help tackle the  aftermath of the hurricane?

Deploy algorithm and accidentally  deploy when you were landing.

Deploy the fleet #4 notable, notable.

This means worthy of attention or notice.

It could also simply mean remarkable.

This is commonly found in writing to highlight  significant differences or achievements.

For example, one notable difference.

So one significant difference.

One important difference between rural and  

urban lifestyles is the level of  access to healthcare facilities.

African soldiers proved to be notable jungle  fighters, and that's one of the more notable  

aspects of how we painted at this time  anyway, certainly through the 1490s.

This well preserved church is  notable due to its high church  

tower that has been struck by lightning  numerous times throughout its history.

#5 detrimental.

Detrimental This means causing  harm or tending to cause harm.

This is used in writing mainly to discuss negative  impacts or consequences of policies and actions.

You could say while many aspects  of technology are beneficial,  

excessive screen time can have a detrimental  effect a negative effect on mental health.

So this is a great word to have that contrast,  

which is commonly done in  writing, can be detrimental.

Matt, you're a detriment here.

My bitterness would be detrimental to my recovery.

Number six, mitigate, mitigate.

This means to make less  severe, serious or painful.

This is useful in writing and I'm speaking  to discuss ways to reduce negative impacts,  

especially in environmental contexts,  which are common on the ILS.

For example, countries worldwide  are investing in renewable energy  

as a means to mitigate to reduce  the effects of climate change.

So to make those effects less serious,  to mitigate, stop mitigating everyone  

with mitigating circumstances on mitigating  the health risks #7 discrepancy discrepancy.

This is a lack of compatibility or  similarity between two or more facts.

This is commonly used in writing when  analyzing data or discussing research findings.

For example, a noticeable  discrepancy exists between  

the reported income levels of  urban and rural populations.

So the discrepancy is that difference.

Why is there this discrepancy?

It seems that we're doing a  comparative evaluation, but typically,  

I could find a discrepancy and then  I would say, well, I'm not saying it.

And any discrepancy should hopefully be external.

So as I go #8 resilient.

Notice that resilient, Resilient.

If someone is resilient, it means they're able to  

withstand or recover quickly  from difficult conditions.

This is very useful in speaking and  writing when discussing communities  

or individuals facing challenges,  which is very common on the IELTS.

For example, communities affected by natural  disasters have proven to be remarkably resilient,  

rebuilding their lives and homes so they're able  to quickly recover from these negative situations.

It's time to embrace a resilient, strong  culture of processing, not repressing.

We can push for a safe, kind,  resilient and human digital future.

People are leaving these climate  resilient areas for economic reasons.

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Now, let's continue with our lesson #9 Alleviate.

Alleviate.

This is to make suffering or  deficiency or a problem less severe.

This is commonly used in writing and speaking to  

discuss solutions to societal  issues like poverty or health.

For example, local governments are  implementing policies to alleviate  

to reduce housing shortages in  urban centers #10 vulnerable.

Do you know this one?

Vulnerable.

This means susceptible to  physical or emotional harm.

Again, this is often used in discussions about  

social issues, health, and  even environmental concerns.

You could say older populations are more  vulnerable, so they're more susceptible  

to health issues, which means they  get health issues easier and faster.

Vulnerable, especially during  severe weather conditions.

He's vulnerable.

Vulnerable being vulnerable #11 paradigm.

This one is very common paradigm.

This is a typical example or pattern of something.

You can think of it as a model.

This is frequently found in writing to  discuss shifts in thinking or approaches.

You could say the adoption of digital technology  

in classrooms represents a  significant paradigm shift.

So a shift in thinking in education.

Is that it's a paradigm  that's trying to hold us back.

So it's kind of a new paradigm that actually seems  to unlock things not only in fundamental physics,  

but also in the foundations of  mathematics and computer science,  

and possibly in areas like  biology and economics as well.

I believe it's time to reject that old paradigm  and realize that our fates are linked #12 viable.

Viable.

This means capable of working successfully.

It can also mean feasible.

So it's very important to learn alternatives,  synonyms because you'll commonly see them.

And if you want to discuss these same issues,  you can use an alternative word, a synonym.

So now we have viable.

This is used in discussions about  sustainability and practical solutions.

For example, solar power, you could  say, is becoming a viable alternative  

to traditional energy sources in many  sunny regions at least #13 benign.

Notice that silent G Benign.

9.

Benign.

This means having no significant  harm or adverse effect.

Negative effect.

This is commonly used in discussions about  

impacts and effects to talk about  something not having an effect.

For example, despite initial fears,  

the new construction projects are expected  to have a benign effect on local wildlife.

So it means the new construction  projects don't have an effect.

They don't have a significant effect.

They have a benign effect.

It's benign.

Were they benign?

Fine and benign #14 conducive.

Conducive.

This means making a certain situation  or outcome likely or possible.

This is common in discussions about environments  that encourage certain behaviors or outcomes.

For example, students suggest  that a clutter free space.

A space free of clutter, free of things,  distracting things is conducive to better  

concentration and learning, so it  helps you achieve that outcome.

It's not conducive to health that  was here, wasn't conducive, right?

Doesn't isn't conducive to  rhyming well #15 incentive.

Incentive.

Do you know this one?

This is a thing that motivates or  encourages someone to do something.

This is used in discussions about  economics, business, and public policy.

You hear this frequently.

For example, to reduce emissions, the government  

introduced financial incentives for  companies investing in clean energy.

So those companies will get something in return  

and incentive if they invest  in clean energy #16 compile.

Compile.

This means to produce by assembling  information and other sources.

This is often used in academic  writing and research discussions.

For example, the researchers  compiled so gathered together  

compiled data from numerous sources  to ensure a comprehensive analysis,  

compiled them in our data processes  and combined it with compilation.

Who compiled this map?

17 Contradictory Contradictory.

This means mutually opposed or inconsistent.

This is used in writing when discussing  conflicting ideas or conflicting data.

For example, the study presents  contradictory findings,  

with one portion indicating benefits and  another highlighting potential risks.

So they're opposed to each other, risks  and benefits and risks they're opposed.

So it's contradictory.

Saying that out loud almost sounds contradictory.

Upside and grief.

And honestly, our physics is telling  us a lot of contradictory things.

They allow us to interpret its  complex and contradictory signals.

#18 Foster Foster This is to encourage or  promote the development of something, and usually  

something good, and this is commonly used in  discussions about education and social policies.

Educational institutions should foster creativity,  

encourage creativity because it is positive and  critical thinking in their students #19 retention.

Retention.

This is the continued possession,  use, or control of something.

This is used in writing when discussing  education and employment practices.

Very common in employment, for example, employee  retention, the ability to retain keep employees.

Employee retention remains  a priority as high turnover.

Employees leaving as high turnover can  disrupt team dynamics #20 depict depict.

This is to represent by a drawing,  painting, or other art form.

This is common in discussions about art and  literature, which is common in writing tasks.

For example, art from this.

Typically depicts scenes so in that  art you see this scene represented,  

so depicts scenes of everyday life.

Show casting rural traditions inside the church.

The paintings depict scenes from the Old and  new testaments and effigies of patron Saints.

Would it would depict it as an illustration of the  flexibility and wisdom of common law adjudication.

The paintings depict the image of a chair in  various stages of completion or dissolution.

21 to steer clear of So notice here we have  a phrase to steer clear of of something.

This means to avoid someone or something.

This is used in speaking and you can use  it to give advice or recommendations,  

which is very common on IELTS.

For example, health professionals  often advise patients to steer  

clear of to avoid processed foods  to maintain overall well-being.

22 solely solely.

This means not involving anyone or anything else.

It can also be a replacement to only.

This is useful in writing to clarify  specific points or responsibilities.

For example, the success of the project  does not solely depend on funding.

So it does not only depend on funding,  but also on effective management.

So this is a nice complex sentence and  you can replace only with solely 23.

Abundant.

Abundant.

This means existing or  available in large quantities.

It also means plentiful.

This is commonly used in discussions  about resources and, again, environments.

The country is known for its abundant natural  resources, particularly oil and timber.

Public space must be as free and  abundant as the air we breathe.

Fishing near the village.

Seals in Caribou were abundant to speak of.

It does have abundant land  and abundant sun and wind.

We can't all duplicate that 20.

4 Sustainability Sustainability This is  

the ability to be maintained  at a certain rate or level.

This frequently appears in discussions  about environmental issues and development.

Investing in renewable resources is critical  for the sustainability of our environment.

You will absolutely hear this word  and you should use it as well.

Biodiversity can contribute to  the sustainability of a community.

And I think the main way I I think you  should look at it is about sustainability.

Sustainability.

It's become something that a lot of  people in the world are striving for  

because we recognize what's going  on with the world these days.

25 Assess Assess This means to  evaluate or estimate the nature,  

ability, or quality of something.

This is common in writing when discussing  

evaluations in education  and business, for example.

Teachers assess students understanding  through regular tests and assignments.

It assesses tests, assess your options.

Interesting assessment 26 Target target.

This is an objective or result  toward which efforts are directed.

So you direct your efforts toward a target.

This is commonly used in writing, especially  in essays discussing your goals and objectives.

You can say the initiative targets a 25%  reduction in carbon emissions within five years.

So notice here it's a verb.

The initiative targets to target.

This is also a noun odd target.

The target is a 25% reduction.

27 Illicit Illicit.

This is to get a response, answer or fact from  someone, often through questioning or discussion.

This is commonly used in writing when  discussing studies, research or data.

For example.

The questions were designed  to elicit authentic responses.

So to get real honest responses  from participants #28 decipher.

Decipher.

This means to interpret or to make sense of  something that is difficult to understand.

A synonym is to decode, to decipher, to decode.

This is commonly used in writing when  discussing the meaning of someone or something.

For example, scholars spent decades  attempting to decipher the ancient script.

So attempting to understand the  meaning of the ancient script,  

Professor Arm wants to decipher which  data can lead to discriminatory actions  

or privacy invasions and to set safeguards  for a better protection of human subjects.

In data science, students with hearing loss rely  more heavily on visual cues to decipher what is  

being said, and now we have the capacity to  decipher life in a way we never did before.

29 Fluctuate fluctuate.

This means to change or vary irregularly,  

so not by following a pattern  and often in amount or level.

This is commonly used when discussing the  results or current state of something.

For example, the stock market fluctuates.

It's up, it's down, and  it's not a regular pattern.

It's irregular.

The stock market fluctuates dramatically  in response to world events.

Any weight fluctuations Weight fluctuates.

Any weight fluctuations #30 Outline outline.

This is to give a summary of something and it's  

often used in writing to present  main ideas or structures clearly.

For example, the professor outlined the  main points of the lecture at the beginning.

Just the outline anything you outline  with this I just outlined for you.

31 Promote Promote This means to support  or actively encourage This is frequent  

in discussions about public health,  education, and social initiatives.

For example, government campaigns often promote  healthier lifestyles to reduce healthcare costs.

32 Habitat Habitat This is the natural  environment in which an Organism lives.

This is commonly used in discussions  about ecology and conservation.

For example, protecting forests is essential to  

preserving the habitats the  homes of numerous species.

33 Augment augment.

This is to make something  larger, greater, or more intense.

This is common in speaking and writing  to discuss increases or improvements in  

systems, infrastructures, or even skills.

For example, the government allocated additional  funds to augment public health services so to  

help improve the size or state of these public  health services in response to rising demands.

Amazing job.

Now let's move on and focus on phrases.

And you'll learn 30 full phrases for exams.

Of course, on the IELTS, they're  going to ask you where do you live?

You can say I was born and raised in Winnipeg.

That's where I was born and raised.

Did you know that I was born and  raised to be born and raised in?

Now here your verb is to be.

So of course you need to conjugate it in the past.

Simple because it's a completed past action.

I was born and raised in and then you  can state your city or your country.

Now don't worry about taking notes because  I summarize everything in a free lesson PDF.

You can look in the description for the link.

You can add on to this to make it sound more  complex, to make you sound more advanced.

I was born and raised in Winnipeg, but now?

But now I live in Ottawa.

Go even further and say I've  lived here for over 10 years now.

Notice I used the present perfect.

You can also use the present perfect continuous  only for the verbs live, work and study.

And this is for an action that started  in the past and continues until now.

So in the present perfect continuous,  I've been living here for over 10 years.

You can use 4 plus the specific number of years.

You can even say four years, several  years, many years, a number of years.

All of those are possibilities.

Now let's move on to tell me about your work.

You can say I'm an engineer.

I know this is a very simple sentence,  

but most students get it wrong  because they forget the article.

You must use an article before your job title.

Most likely you're going to use AH or an,  but it is possible to use the article.

The This is when there is only one position in  the organization and you have that one position.

For example, I'm the executive director, so  there's only one executive director and that's me.

Now, if we use the, it's more common to explain  what the organization is or what the company is.

But if you include just your job title with  a or an, you can, but you don't need to.

But if you use the, make sure  you state your organization.

Now add to this and add a general  state about your specific job.

Being an engineer is rewarding.

Notice here being starts the sentence  because it's a gerund statement.

Gerund statements will absolutely  make you sound more advanced.

You could say I love using my analytical  skills to solve complex problems.

Love is a verb, a preference, so you  need the verb a preference plus a gerund.

Love using.

You could say I enjoy collaborating with my team.

Enjoy is a verb, a preference,  so you need the gerund.

I enjoy collaborating with  my team and brainstorming  

unique solutions to complex problems.

So sure, you could say brainstorming solutions to  

problems, but adding adjectives  makes you sound more advanced.

You just mentioned something  positive about your work.

Why not make a contrasting  statement and start with?

However, this is a transition word  that we use to make a contrast,  

and using transition words will  make you sound so advanced.

However, being an engineer  also has its challenges.

So before we had positives  about being an engineer,  

however, and now a negative about  being an engineer, a contrast.

So now you can share one of those challenges,  

specifically another transition  word to make you sound advanced.

Specifically, I work around the  clock to meet tight deadlines.

To work around the clock is an expression.

And using expressions really shows you understand  the language more at an advanced native level.

And of course, to work around the clock,  you can just imagine you work continuously.

You work non-stop.

Now let's talk about hobbies.

You can begin with a gerund statement  that expresses your opinion on hobbies.

In my opinion, having hobbies is  integral to living a fulfilling life.

So our gerund statement is  having hobbies is integral to.

But then I just added on to  that by expressing my opinion.

So let's review some opinion words.

Of course, in my opinion, in my view, from my  perspective, notice here from from my perspective,  

personally, I think that have at  least four different opinion words.

You can use these four in your  vocabulary when you go for your IELTS.

Now let's get back to hobbies.

You made your general statement, your gerund  statement, beginning with an opinion word.

Now you can state your specific hobby.

I'm an avid hiker, or maybe I'm  an avid cyclist, guitar player,  

tennis player, whatever your hobby is.

So here the structure is to be an  avid and then you need a noun and  

this means you have a strong interest,  passion or enthusiasm for that activity.

Now you can make a gerund statement  about why you enjoyed this activity.

Hiking gives me the opportunity to disconnect  from my devices and enjoy the beauty of nature.

Now notice that the gerund statement  started with the verb hiking.

You can also start a gerund  statement with the noun.

For example, guitar.

Guitar gives me the opportunity  to, you could say, play guitar.

So you're using the verb form  or the noun form with guitar.

Both are correct.

Now, let's say you don't have any hobbies.

Don't worry, you can still answer  this question in a very advanced way.

You can say until now my  focus has been on my career.

However, I'm considering taking up and  then an activity taking up drawing.

So notice we have our present perfect.

My focus has been because the action  started in the past and continues until now.

Take up is the phrasal verb we use  specifically with hobbies and activities  

to mean start and notice.

Consider plus gerund.

I'm considering that's in the present continuous.

I'm considering taking up take is in  the gerund because consider plus gerund.

You could also say, however,  I'd love to take up drawing.

The expression here is I would  love and then infinitive.

Perhaps it's simpler to remember  and it still sounds advanced,  

so feel free to use this alternative now.

You can still add on a gerund  statement about drawing,  

but use the future simple because  you're not doing the activity right now.

Drawing will give me the  opportunity to disconnect.

You could say I'm confident that or I'm hopeful  

that drawing will give me the  opportunity to disconnect.

You will sound very advanced.

Now let's move on to tell me about your family.

You can say I'm from a close  knit family, close knit.

Notice that pronunciation close knit.

This is an adjective that describes the family.

Now this is the same as saying  my family and I are very close.

My family and I, this is the subject.

We, my family and I are very close.

You can say everyone in my family gets along  because everyone is conjugated as a singular.

Everyone gets along really well or used  extremely well to sound more advanced.

Here's a great expression.

Everyone says I take after my mom in looks  and I take after my dad in personality.

When you take after someone, it means  that you resemble them physically.

So if you have a photo of you  and your mom and people say,  

oh, I see the similarities, you take  after your mom because your mom came  

first and maybe your mom takes  after your grandmother, etcetera.

But for personality, you can use this as well.

So maybe your dad is very  funny and you are very funny.

So you take after your dad in personality.

A great phrasal verb to use on  the IELTS to sound very advanced.

Now let's move on to talk.

Talking about travel, you can say I'd love,  I would love, I'd love the opportunity to  

see Egypt, to travel, to notice travel  to Egypt, but see Egypt, visit Egypt.

So know when certain verbs require  

additional prepositions, Travel  to a location, visit a location.

If I could travel anywhere, I'd choose Egypt.

This is our second conditional because it's  

hypothetical and notice we  have modal plus base verb.

Don't use the infinitive modal plus base verb.

Of course you can use a gerund statement.

Visiting Egypt is at the top of my list.

Imagine you have a list of places you  want to visit and Egypt is at the top.

You can make this more advanced  by using the present Perfect.

Travelling to Egypt has been at the top  of my list for as long as I can remember,  

an action that started in the  past and continues until now.

Now, why not use an opinion word?

From my perspective, the pyramids are  one of our world's greatest treasures.

So you're sharing an opinion that  reinforces why you want to visit Egypt.

You can go go on and say, and I'd revel in,  

I'd revel in the opportunity  to see them with my own eyes.

The expression is to revel in the opportunity  and then you're infinitive to see them.

This is a very advanced way of saying I  would thoroughly enjoy seeing the pyramids.

Now, as a bonus, let me share some phrases that  

you can use when you want  to clarify by your answer.

So you're answering and you realize that  the words aren't coming out very well.

You can say what I'm trying to say is,  and then you can change your thought.

You can express your thought a different way.

What I mean is what I'm getting at  is what I'm trying to get at is to  

put it another way, in other words,  and then you communicate your idea.

I suggest memorizing four of these because they  

will be very helpful when  you're taking your IELTS.

You're doing amazing.

Now let's focus on phrasal verbs, and we'll review  some academic and perfection phrasal verbs first.

In this section, I'm going to quiz you, and  then you'll learn the phrasal verb in detail,  

and then you'll complete another quiz  to make sure you really know them.

Question one.

I recommend providing a few  more examples to your point.

Now I'll only give you 3 seconds to answer, which  is not a lot of time, so feel free to hit pause,  

take as much time as you need, and when  you're ready to see the answer, hit play.

Flesh out question 2.

Thankfully, the new requirements  don't our research bear on question 3.

Have you your recommendations  to the head of the department?

Put forth question 4 if you need help the study.

I have an experienced graduate  student carrying out question 5.

I hope our recommendations positive  change bring about Question 6.

These statistics really our hypothesis backup  Question 7 we're conducting a new study to the  

results of our last study build on Question 8, I'm  surprised your thesis only the government's role.

I expected to read more about  it touched on question 9.

The majority of the presentation.

Our recent findings dwells  on and finally, question 10.

It's obvious the presenter, her  experience as a medical doctor, drew on.

So how'd you do with that quiz?

Was it difficult?

Don't worry if it was, because now  I'm going to explain each phrasal  

verb in detail and you're going to  feel very comfortable with them.

Let's start that now to put forth.

This is used when you present or propose an  idea, argument, or theory for consideration.

For example, the scholar put forth an intriguing  hypothesis regarding cultural evolution.

In this case, when you say she put forth  this hypothesis, it means she presented it,  

she proposed it, and it suggests  there's going to be consideration.

Is this a good hypothesis?

Is this a bad hypothesis and why?

So they'll discuss it and decide.

Let's talk about the verb  conjugation of the verb to put forth.

So the phrasal verb is to put forth.

But with phrasal verbs, you  only conjugate the verb.

Here the verb is put.

The base form is put.

The past simple is yesterday.

She put forth a hypothesis.

And the past participle is put.

She's already put forth.

She has put forth.

So notice those 3 conjugations are put.

It's the time reference or the context of  the sentence that will make it obvious if  

it is the base verb, the past simple,  or the present perfect to bring about.

This is used to say that something causes or  initiates a change, a result or an outcome.

For example, this study aims to bring about a  

shift in public perception  of environmental issues.

So in this case, they want to bring  about a shift in public perception,  

so they want to initiate a  change in the public perception.

To draw on this is when you use or  refer to existing knowledge or sources.

For example, the author drew on previous  studies to support the proposed hypothesis.

So if the author drew on the previous studies,  it means the author used the information in  

those previous studies or referred to the  information in those previous studies.

So simply use the information and  notice here it's an irregular verb.

The author drew on, that's the past simple.

So the author draws on, that's the present simple.

The author drew on, that's the past simple.

And the author has drawn on,  that's the present perfect.

So draw drew drawn.

To flesh out this is to fully develop an idea,  

and you do that by providing more  information, details, or explanations.

For example, the next chapter of the thesis  will flesh out the theoretical framework.

If I read this, then I know that the next chapter  

will provide more information  about the theoretical framework.

All know that right now I don't really  know what the theoretical framework is,  

but that's OK because the next  chapter will flesh it out.

In the next chapter, I'll  have a lot more information.

Perhaps they'll be some examples,  they'll be better descriptions.

So in the next chapter, all my  questions about the theoretical  

framework will be answered because  the author is going to flesh it out.

To bear on this means to be relevant or  applicable to a situation or an argument.

For example, these findings bear on the  ongoing debate on educational policies.

So if these findings bear on the ongoing debate,  it means that the findings are relevant to the  

ongoing debate, or that you can apply  these findings to the ongoing debate.

So basically they're useful.

It's useful information to have to bear on.

This is also an irregular verb, so  the base verb is bare, the past simple  

is bore, The findings bore on the ongoing  debate, and the past participle is born.

The findings have borne on the ongoing debate.

To backup, this is when you provide evidence,  support, or validation for a claim or argument.

For example, the statistical data backs up the  researchers assertions about demographic trends.

So here, if the data backs up  the researchers assertions,  

it means the data supports what  the researcher said or thought.

It supports it.

And generally, if you're making a claim, it's  always useful to have the data, the evidence,  

or the information to back that  claim up to support that claim.

To build on.

This is when you develop or expand on  existing theories, ideas, or concepts.

For example, the new theory builds on  previous research in cognitive psychology.

So if this new theory builds on previous  research, it means that the new theory  

expands this previous research  so it provides more information,  

or perhaps new information but on the same  topic as before, cognitive psychology.

To carry out this simply means  to do or to complete something.

For example, the research team carried  out a study involving 100 participants.

This sounds more advanced than simply  saying the research team completed a study,  

they carried out a study.

It means the same thing, but by saying  carried out, you sound more advanced.

To touch on this means to briefly mention a  topic or an idea without going into the details.

For example, my presentation will touch  on the key findings of our recent study.

So you can expect that this presentation  will briefly discuss the findings of the  

recent study, but it will not go into the details.

So it won't flesh it out.

It won't flesh out the recent findings.

It will only touch on them, so  it will mention them briefly,  

or it will mention what the finding is, but it  won't explain how that finding was developed  

or the implications of that finding, or what  they're going to do next because of that finding.

It will only touch on it.

To dwell on this is to focus extensively  on a specific topic or idea or aspect.

For example, the author does not dwell on  the importance of environmental regulation.

So this means that the author doesn't  focus extensively on environmental  

regulation or the importance  of environmental regulation.

So it's possible that the author touches on  the importance of environmental regulation,  

mentions it briefly, but it's not  something that is discussed in detail.

Now that you're more comfortable with  these academic phrasal verbs, how about  

we do that same quiz again, and I promise  your score will be a lot higher this time.

Here are the questions.

Hit pause.

Take as much time as you need, and when  you're ready, hit play to see the answers.

Here are the answers.

Hit pause.

Compare your answers to mine,  and when you're ready, hit play.

Amazing job.

Share your score in the comments.

And now let's do something different.

We'll review an article together, and this article  is from the Academic IELTS Reading Section 3.

Our article is called Time Travel.

Let's start the first section.

Time travel took a small step away from  science fiction and toward science.

So you have here is science fiction.

Fiction is the opposite of fact.

So we have two categories.

We have fiction which is not.

Real like Harry Potter.

And then we have non fiction.

Which is real, like a historical biography or?

Biography.

I wrote those definitions here.

So time travel took a step away from fiction,  so away from not true and toward true.

Here, notice how we have the  word toward as a preposition.

2 spellings are correct.

You can say toward or towards with an S.

So if you hear someone say towards  with an S, it's not incorrect.

Both of them are grammatically  correct and acceptable.

And towards science recently  when physicists discovered  

that subatomic particles known as neutrinos.

Neutrinos.

Just listen to my pronunciation.

Neutrinos can exceed the speed of light.

So if you exceed something, it  means you've gone beyond it.

Now, in this case, they're talking about speed.

So to go beyond means to go faster than.

If you exceeded your spending limit on your  credit card, you've gone beyond that limit,  

which means you've spent more  money than you have a available.

And notice here we have can which is a modal verb  and then we have exceed which is the base verb.

So grammatically you always  have modal plus base verb,  

not the infinitive can too  exceed no just can exceed.

So modal plus base verb can  exceed the speed of light.

So these neutrinos, which  are sub atomic particles,  

don't worry, I don't know what a neutrino is.

I don't really know what a subatomic  particle is because I'm not a physicist,  

but I understand that they're particles and  they can go faster than the speed of light.

That is what I know based on the  article, The Unassuming Particle.

Unassuming is an adjective, and when  you describe something as unassuming,  

it means it doesn't attract a  lot of interest or attention.

So maybe you're walking down a  street and there's a restaurant,  

but it doesn't attract your interest or  attention because maybe it's very small.

It doesn't look very nice from the outside.

There isn't a lot of decorations.

The sign for the restaurant is very small, so  you almost don't even notice the restaurant.

So it's an unassuming restaurant, but  you go in and the food is delicious,  

but you almost didn't notice  it because it's unassuming.

So these particles, these  neutrinos, are unassuming.

They don't attract a lot of attention or  interest, likely because they're just very small.

They're not considered something  that's very important in science.

The unassuming particle, it is electrically  neutral, small, but with a non 0 mass.

So this is simply giving us more  information about what this particle is,  

because the average person does  not know what a neutrinos is.

A physicist knows what this is,  but the average person does not.

So this is giving us more information on  this particle, the unassuming particle.

It is electrically neutral, small but  with a non 0 mass and able to penetrate.

Now notice here able to penetrate is  something missing from this expression  

and able to penetrate the expression is  to be able to that's the full expression.

But notice it is electrically  neutral and able to penetrate.

So when we have and you don't  need to repeat the main verb.

So you can say for example, she is tall and thin.

OK, she is tall and thin, so you don't  have to say she is tall and is thin.

You can get rid of this main verb  and just say she is tall and thin.

The same thing is happening here.

The only difference is instead of  having one simple word like tall,  

we have all of this information.

So it's easy to forget that this is  is also attached to able to because  

the expression is not able to it's be able to.

OK, so for example, you can't  say she able to speak Japanese.

You can't say that this is grammatically  incorrect because the verb to be is missing.

So I'll put a :( and an X she.

Is able to.

Speak Japanese.

So now this is correct because we have  to be able and then your infinitive.

So that is what's happening here and able to.

But we're using the verb to be for  both sections before and and after.

And so don't forget that with  able to and able to penetrate,  

when you penetrate something,  it simply means you go into.

So let's say I'm putting cream on my skin.

When this, when the cream goes  into my skin and you can no longer  

see it, it means the cream penetrated my skin.

It went into my skin.

So this neutron, this neutrinos can  go into your skin, it can penetrate  

the human form undetected, so  you don't see something going.

Into.

Your skin, because they they're not visible,  they're so small that you can't see them.

So that means undetected, not visible, not  known, not visible, or not known, not known.

Undetected is on its way to becoming  a rock star of the scientific world.

When you see this dash here and then  another dash, it means you can remove  

all of the information between the dashes and  the sentence would be grammatically correct.

For example, let me read it  without the information in blue.

The unassuming particle is on its way to  becoming a rock star of the scientific world.

Grammatically correct.

The information between the dashes is  additional supplementary information,  

and in this case, it gives you more information  about what the new tree knows is because,  

as I said, the average person just doesn't know.

Don't worry about writing all this down because  I summarize everything in the free lesson PDF.

So you can look in the description  below to download the free lesson PDF.

Let's continue.

Researchers in Geneva sent the neutrinos  hurtling through an underground corridor.

Let's take a look.

At hurtling, this means to move very fast,  but it also implies in a dangerous way.

So when these neutrinos were hurtling  through the underground corridor.

So imagine the corridor is going straight  and the neutrinos are going very fast,  

but maybe they're banging  against the sides of the wall.

They're crashing into each other, not in a.

Orderly, straight way.

So you can use this, for example, with drivers,  

you might say the delivery  driver hurdled up my driveway.

So he came up your driveway.

He drove up your driveway very quickly,  but also very dangerously so quickly.

And maybe he's swerving.

There's a object here.

He's going right for it.

Maybe you're standing here and  he doesn't seem to be stopping.

He hurdled up your driveway.

Let's continue.

Researchers in Geneva sent the neutrinos  hurtling through an underground corridor toward  

their colleagues or towards remember their  colleagues 730 kilometers away in Italy.

The neutrinos arrived promptly.

Promptly is an adverb and it means quickly  without delay, but also at the scheduled time.

So for example, the meeting  will start promptly at 9:00 AM.

Often when you schedule a meeting at 9, some  people might come to the meeting 903905.

Just a little bit.

Late.

But if you say the meeting  will start promptly at 9:00,  

I will start the presentation  at 900, not 901 or 902.

Promptly at 9:00, so immediately at 9:00.

So in this case, the neutrinos arrived promptly.

So we can say quickly without delay.

So promptly in fact, that they triggered  what scientists are calling the unthinkable.

Let's look at triggered and unthinkable.

So first triggered.

When something triggers something, it  simply means it causes it to start.

So the fact that the neutrinos travelled  so promptly caused something else to start.

And that something else is that  scientists are now rethinking time travel.

So that's the something you could say, for  example, speaking in public triggers my anxiety.

So speaking in public causes my anxiety to start.

I wrote that example here for you.

Now, the unthinkable.

This is when something is just so shocking or  unlikely that it's difficult for you to imagine,  

difficult for you to actually form a picture.

For example, a world without  language would be unthinkable.

Can you even contemplate?

Can you think about what life would  be like if nobody spoke any language?

Language was not invented.

A human being never uttered, which means spoke,  never uttered a word, never spoke a word, ever.

Could you even imagine how we  would interact with each other?

It's unthinkable.

It's so shocking and unlikely, we  can't even really think about it.

So time travel is another  thing that's just unthinkable.

Can you imagine what life would  be like if we could time travel?

It's unthinkable that everything they  have learnt, known or taught stemming  

from the last 100 years of the physics  discipline may need to be reconsidered.

So this is the unthinkable that everything  that physicists know about their discipline,  

they may need to think about it  again if time travel is possible.

I want to point out the past  simple here of the verb learn  

because you might be confused as to why it has AT.

So learnt is the preferred  spelling and pronunciation in  

British English in American English which I teach.

The.

Preferred spelling and pronunciation is  learned, so notice we have a soft T here.

Learnt and then in American  learned with a soft D learned.

Both of them are grammatically correct, it's  just two countries preferred two different words.

Everything they have learnt, known or  taught stemming from here To stem from  

simply means come from, to come from, come from.

So in this case, because it's in the gerund  form, I'll put mine in the gerund form.

Coming from the last 100 years of the physics  discipline may need to be reconsidered.

So when you add re in front of the  verb, it means you do the verb again.

So you need to consider again.

So that means consider again because you add  re reconsidered, we need to consider it again.

So let's say you asked your boss for  a promotion and your boss said no.

Maybe you could say, can you reconsider  what he can you consider my proposal again?

And most likely he'll say no.

But hey, maybe he'll say,  I guess I could reconsider.

And then you can explain again  why you deserve a promotion.

And maybe this time your boss will say yes.

So it's always possible for someone to reconsider.

Let's continue the issue at stake.

So at stake is simply when  something is being considered.

So here, the issue being considered.

The issue at stake?

So being considered is a tiny segment  of time, precisely 60 nanoseconds.

So now they're going to  explain what 60 nanoseconds is,  

because the average person who  is not a physicist does not know.

So 60 nanoseconds is 60 billionths of a second.

So you have one second, and then you divide that  one second into billions and you take 60 of them.

For me, I can't really comprehend what 60 billions  

of a second is, to be honest,  because a second is like that.

And imagine you take 60 billions of that second.

It would be so, so fast.

It's unthinkable.

I can't even imagine what that would be.

So notice I just used unthinkable.

This is how much faster than  the speed of light the neutrinos  

managed to go in their underground  travels, and at a consistent rate.

Even allowing for a margin of  error of 10 billionths of a second,  

this stands as proof that it is  possible to race against light and win.

So here they're comparing the  speed of the neutrinos to the.

Speed of light.

Which is just so fast that you and I average  people can't really comprehend, understand  

how fast it is because it just happens so quickly.

So they're just letting you know it  happened faster than the speed of light.

And this allowing for a margin of error,  

they're saying even if our calculation was  incorrect, don't worry, it's still accurate.

So they accounted for that.

They allowed some miscalculation in their  formula and the neutrinos are still faster  

than the speed of light even if their  calculation is somewhat inaccurate.

So that's a margin of error.

You'll see this a.

Lot in studies, scientific  studies, research studies.

A margin of error of 10 billionths of.

A second the.

Duration of the experiment.

Duration is the length, the  duration of the experiment,  

the length of this experiment,  the entire time of the experiment.

So length or entire time of the  experiment also accounted for.

When you account for something,  you simply consider it.

So they considered that margin of error that  their calculation may be somewhat inaccurate.

So to consider also accounted for.

Considered.

So here accounted for something.

So notice the preposition.

You account for something,  but you consider something.

So we don't use considered for,  it's just considered because we  

don't need the preposition for  and considered and ruled out.

The phrasal verb to rule something out is when  you no longer have something as a possibility,  

so to no longer have an option as a possibility.

So basically it means to exclude  an option to exclude an option.

So let's say you.

Are considering different options.

Maybe you're going to give your team a promotion,  

give them an extra vacation day or  give them free lunch on Fridays.

Those are your three options to  show your support for your staff.

But you're going to rule out promotions.

You're going to no longer consider  that as an option because you don't  

have the financial resources to offer  promotions and it's very expensive.

So you're going to rule out promotions.

Now you just have two options to consider.

So they ruled out any possible lunar effects.

Lunar is the moon, so effects  from the moon because the moon  

can influence time and tidal bulges.

I don't know what a bulge is, I  assume it's similar to a wave.

And tidal relates to the tide so going when the  water goes in and out that is called the tide.

So tidal bulges in the Earth cross.

So this information is just to let you  know that their calculation considered  

many different factors to  understand if they are wrong.

And they're still saying even if  we take all of this into account,  

consider all of this, the neutrinos are  still faster than the speed of light.

Let's continue nevertheless the transition  

word neither the nevertheless is used  when you are going to have a contrast.

So here they're talking about all the reasons why  the neutrinos are faster than the speed of light.

But now, because I have, nevertheless, I  know they're going to introduce evidence  

to say that this might not be true  because there has to be a contrast.

So this is a transition word used  to introduce a contrasting point.

Nevertheless, there's plenty  of reason to remain skeptical.

Skeptical means I'm not sure if I believe  you or I'm not sure if I believe this topic.

I'm not sure if I believe that  we can travel through time.

I'm skeptical so not sure if the  person can be trusted or believed.

Person or information.

In this case, it's the  information they're presenting.

Information can be trusted or  believed, so I'm skeptical.

I'm not sure.

According to Harvard University  science historian Peter Gallison,  

Einstein, Albert Einstein, Of course,  Einstein's relativity theory has been  

pushed harder than any theory in the  history of the physical sciences.

Pushed harder than It means that every scientist  has tried to prove that his theory is not correct,  

so they've pushed his theory harder than any  theory in the history of the physical sciences.

Yet each prior challenge, prior means previous.

So each challenge that had  previously happened prior, previous.

You see this a lot in job interviews.

Do you have any prior experience?

Do you have any previous experience?

So let me write that for you.

Do you have any prior experience in Excel?

So Excel is a Microsoft  software for organizing data.

Do you have any prior experience in Excel?

Do you have any previous experience yet?

Each prior challenge has come to no avail.

So remember I said they've tried to prove that  Einstein's theory is inaccurate or incorrect,  

but it's come to no avail, which  means they have not been successful.

So no avail means not successful.

Let's review this example.

I asked my boss for a promotion but to no avail.

So notice the expression is to no  avail and this means not successful.

So I didn't get the promotion.

My boss said no, but to no avail.

I'm hopeful he'll reconsider.

I'm hopeful that's just another way  of saying I hope he'll reconsider.

So remember we talked about this, consider it  again and change his decision, but he's skeptical.

I don't know.

I'm not sure if Jennifer's ready for a promotion.

He's skeptical that I'm ready  for a management position.

So here we used a lot of expressions  in one thought, one advanced thought.

Let's continue.

So is time travel just around the corner?

When something is just around the corner,  it means happening soon, happening soon.

So you could say my vacation  is just around the corner.

Happening soon.

So is time travel happening  soon just around the corner?

The prospect.

So the prospect is the idea that Chime  travel is just around the corner.

The prospect has certainly been wrenched  much closer to the realm of possibility.

This simply means moved closer to the realm of  possibility, meaning that something is possible.

So a simple way of saying this is the prospect has  certainly been moved towards possibility now that  

a major physical hurdle, a hurdle is an obstacle,  something that prevents you from achieving a goal.

So an obstacle, hurdle,  obstacle the speed of light.

So this is the obstacle,  the hurdle for time travel,  

the fact that we need to travel  faster than the speed of light and so.

Far.

Nothing has traveled faster than the speed of  light until these neutrinos has been cleared.

So to clear the hurdle means to  get rid of it, to eliminate it.

If particles, these neutrinos.

If particles can travel faster than light, in  theory, traveling back in time is possible.

That's unthinkable, isn't it?

How anyone harnesses that to harness something  is when you use something successfully.

To use something successfully,  use something successfully.

For example, we have now harnessed the  power of the sun through solar panels.

So you put a solar panel on the roof of your house  and it harnesses the sun, the energy of the sun.

It uses that energy successfully  by then heating your house.

So we've already harnessed  many things in our environment.

Why not time travel?

How anyone harnesses that?

So how anyone uses time travel successfully to  

some kind of helpful end is far beyond  the scope of any modern technologies.

OK, so far beyond the scope of.

When something is beyond the scope of, it means  that it is not included in, not included in.

For example, teaching you about  Einstein's theory of relativity  

is beyond the scope of this lesson, which  means it's not included in this lesson.

It doesn't mean it's not important, it's  just beyond the scope of this lesson.

It's not included in this lesson.

So it's beyond the scope of any modern technology,  

however, and will be left to  future generations to explore.

When you leave something to someone, it means  that you give the responsibility to someone else.

So the future generations now have the  responsibility to Take the information  

from this article, the fact that these neutrinos  can travel faster than the speed of light and try  

to harness that, try to turn it into something  tangible that we can use and benefit from.

So that's not our responsibility.

We're going to leave that to  future generations to explore.

So that's the end of the article.

What I'll do now is I'll go to the  beginning and I'll read the article  

from start to finish and this time  you can focus on my pronunciation.

Time travel Time travel took a small step  away from science fiction and towards science  

recently when physicists discovered that subatomic  

particles known as neutrinos  can exceed the speed of light.

The unassuming particle, it is electrically  neutral, small but with a non 0 mass, and able to  

penetrate the human form undetected, is on its way  to becoming a rock star of the scientific world.

Researchers in Geneva sent the neutrinos  hurtling through an underground corridor  

toward their colleagues 730  kilometers away in Italy.

The neutrinos arrived promptly.

So promptly, in fact, that they triggered  what scientists are calling the unthinkable,  

that everything they have learned, known,  

or taught stemming from the last 100 years of the  physics discipline may need to be reconsidered.

The issue at stake is a tiny segment of time,  

precisely 60 nanoseconds, which  is 60 billionths of a second.

This is how much faster than  the speed of light the neutrinos  

managed to go in their underground  travels, and at a consistent rate.

Even allowing for a margin of  error of 10 billionths of a second,  

this stands as proof that it is  possible to race against light and win.

The duration of the experiment  also accounted for and ruled  

out any possible lunar effects or  tidal bulges in the Earth's crust.

Nevertheless, there's plenty  of reason to remain skeptical.

According to Harvard University science historian  Peter Galison, Einstein's relativity theory has  

been pushed harder than any theory in  the history of the physical sciences.

Yet each prior challenge has come to no avail,  and relativity has so far refused to buckle.

So is time travel just around the corner?

The prospect has certainly been wrenched  much closer to the realm of possibility  

now that a major physical hurdle,  the speed of light, has been cleared.

If particles can travel faster than light, in  theory, traveling back in time is possible.

How anyone harnesses that to some kind  of helpful end is far beyond the scope of  

any modern technologies, however, and will  be left to future generations to explore.

Think of everything you've learned so far.

Now let's keep going and learn natural phrases.

And you'll do this by listening to fast English.

You'll listen to a sentence three times,  and I want you to write down what you hear.

And then after you'll learn  vocabulary, grammar and pronunciation.

So here we go.

I'll say it three times.

Did you break it to him?

Did you break it to him?

Did you break it to him?

Did you get that one?

I said, did you break it to him?

First, let's talk about the pronunciation changes.

Did you?

We pronounce this as didja, Didja, didja.

So I combine those sounds together and  I take you and I change it to ya didja.

Didja.

Did you break it?

Tim?

Notice the last two words  really sounded like one word.

Tim.

Tim.

It almost sounded like Tim the name Tim, and  that's because we frequently get rid of the  

age on him and her at a natural pace  and we connect it to the word before.

So it really sounds like MMM.

And then you hear the from 2 Tim.

Tim, Did you break it?

Tim?

Now what does this mean?

To break something to someone is an expression.

And we use this when you share news or information  with someone, but it's always negative.

So maybe you applied for a promotion, but  you're not going to get the promotion.

So that's the negative news.

Did you break it to him that  he's not getting the promotion?

So did you share this negative news with him?

Did you break it to him?

Our next listening test, remember to  put what you hear in the comments.

Cut it out, would you?

Cut it out?

Would you Cut it out?

Would you?

Did you get that one?

I said cut it out, would you?

First, let's talk about pronunciation.

Did ya?

The same thing is happening here with would you,  

you becomes ya and I combine  those sounds, would ya, ya?

Ya would ya?

Would ya?

Would ya Cut it out, would ya?

Now let's talk about cut it out.

You'll notice we have TS in  between vowels In American English.

When AT comes between vowels,  we change that to a very soft D.

Cut it out, cut it out and I  pronounce all three as one.

Cut it out, Cut it out, cut  it out, cut it out, would you?

The expression to cut something  out means to stop something that  

is annoying or frustrating  or irritating or unwanted.

So let's say you're in a meeting for work and  in the background your kids are going crazy.

They're screaming, they're  yelling, they're fighting.

This is behavior that is unwanted, frustrating,  irritating, annoying, and you want them to stop.

So you can say to your  kids, cut it out, would you?

Our next listening exercise, write  what you hear in the comments.

You got to kick it up a notch.

You got to kick it up a notch.

You got to kick it up a notch.

Did you get that one?

I said you gotta kick it up a notch first.

Notice how I used gotta.

This is a reduction.

It's a combination of the words got  to and it's pronounced as one gotta.

You gotta.

You can also say you've gotta, you have got to.

But in American English, it's  very common to just say you gotta,  

you gotta, you got to is the same as you have to.

Now let's talk about the expression  to kick something up a notch.

When you kick something up a notch is  just encouraging you to perform better,  

work faster, work harder.

So let's say you were tasked with assembling  1 100 boxes and two hours have passed and  

your boss sees that you've only assembled  20 boxes and your boss wants to tell you  

that you need to work harder, you need to  work faster, you need to perform better.

She can say you've got to kick it up a notch.

You got to work faster.

You got to work harder.

Our next listening exercise, Write  what you hear in the comments.

I'll say it three times.

Don't let him get to you.

Don't let him get to you.

Don't let him get to you.

How'd you do it?

That one I said don't let him get to you first.

Let's talk about pronunciation.

Don't let him, let him notice again.

I take that H off of him.

I drop the sound and then I'm left with him.

But I combine it with the word before.

Let em, let em let em don't let  em don't let them get to you.

Now I said you at the end, many  native speakers will drop this to ya.

Don't let them get to ya, get to ya.

Just like we saw with Didja wouldja.

But I said you don't let them get to you Now  what does this mean When someone gets to you?

It means that you become angry, annoyed,  

irritated, or frustrated because  of of that person's behavior.

But we can also use this in situations.

If you get really angry when  you're stuck in traffic,  

I can say don't let the traffic get to you.

So don't let the situation make you  angry because what does being angry do?

It doesn't benefit the situation in any way.

Don't let the traffic get to you.

Don't let your bosses criticism get to you.

Don't let it anger you,  frustrate you, or annoy you.

Our next listing exercise,  I'll say it three times.

Write what you hear in the comments.

What are you looking at?

What are you looking at?

What are you looking at?

Did you get that one?

What are you looking at?

So here we have a very simple sentence,  

but it might be difficult for you because  of those natural pronunciation changes.

How I combine my words at a natural pace.

What are you?

Sounds like one word.

What are you?

What are you?

So the R just becomes RRR and I attach it to  what what are, what are, what are, what are you?

Now I think I said you, but you can also again,  

shorten that to ya and native  speakers commonly do that.

So get comfortable with it.

What are you?

What are ya?

What are you, What are ya?

But remember, it sounds like one word.

What are you?

What are you looking at here?

It's very common to take a word that  ends in ING and drop the G sound.

That G sound and just ended on lookin,  lookin, lookin that, lookin that.

But notice I combine it with the word  that comes next because it's a vowel.

Lookin that so instead of lookin at it sounds  like not not and then I combine them looking at  

not looking at looking at what are you looking at?

So how did you do with those listening exercises?

Share your score in the comments below and  remember you were being test on your ability  

to understand the words I say, but also the  ability to understand what my meaning is.

So maybe you understood the words,  

but you you didn't know the expression or  the idiom, you didn't know what it meant.

So you need both.

But don't worry if this was difficult because  the more you practice, the more you study native  

speakers, the more you add these expressions  to your vocabulary, the easier it will become.

So now what I'm going to do is I'm  going to say each sentence again,  

and I want you to imitate me and try to say  it as closely to the way I pronounce it.

And if you're in a private space,  I want you to say it out loud.

If you're in a public space,  

well then try this again when you're  at home and you can say it out loud.

Did you break it to him?

Did you break it to him?

Did you break it to him?

Cut it out, Would you?

Cut it out?

Would you?

Cut it out?

Would you?

You got to kick it up a notch.

You got to kick it up a notch.

You got to kick it up a notch.

Don't let them get to you.

Don't let them get to you.

Don't let them get to you.

What are you looking at?

What are you looking at?

What are you looking at now?

Practice this again and again  until you feel very confident  

that your pronunciation is close to mine.

What do you mean she can't make it?

Did you hear what I just said?

What do you mean she can't make it?

I said what do you mean she can't make it?

But of course I didn't say it like that.

I said, what do you mean?

She can't make it.

Notice how I said what do you what  do ya, what do ya, what do you mean?

What do you mean?

This is called connected speech, and native  speakers love connecting their speech.

But of course, this makes it  difficult for you to understand us.

So let me share the most common  connected phrases that you need to know.

The first one, of course, what do  ya, what do ya, what do you mean?

What do you doing?

What do you want?

How do you know she can't make it?

Did you catch this one?

How do you?

How do you?

How do you?

How do you know what you doing this weekend?

Did you get this one?

What are you becomes whatcha?

Whatcha, whatcha, whatcha doing this weekend?

So make it your goal to learn these  connected phrases, but for now,  

focus on the top three you need to  know what do ya, how do ya and whatcha?

How about this one?

How are you going to get to the mall?

How are ya?

That's a connected phrase.

How are you?

How are ya?

How are ya gonna now?

This is a reduction.

We take 2 words going to and  we reduce it into one gonna.

These are informal.

They're very casual, but they're  frequently used in spoken English.

I gotta go.

I'm sure you know this one got to.

Sounds like gotta.

I gotta go.

Give me a break.

Gimme.

Gimme, Give me a break.

Give me sounds like Gimme.

I don't know.

I don't know.

Don't know.

As a reduction.

I don't know.

I want to go to the movies.

Want to becomes wanna start  with these and pay attention  

and keep adding more reductions to your speech.

We'll be there at 5:00.

We'll be there at 5:00.

We will be there at 5:00.

We'll be there will, will.

This is a contraction.

We take two separate words and we form one word.

The thing you need to know about contractions  is that they are grammatically correct.

You can use them in your spoken English  and your writing, and although they do  

sound more casual, they are grammatically correct.

I would never say it is a hot day.

I would say it's a hot day.

It's it's it's a hot day.

I would not say she is my friend.

I would say she's my friend.

She's my friend now.

Because of this, students might not get the verb.

Because it's in a.

Contraction.

You must learn contractions if you  want to understand native speakers.

Let's start with the most common.

It is, it's there is, there's I have, I've you  are your should not, shouldn't, will not won't.

Start with these and keep adding  contractions to your speech.

It will help you understand native speakers.

Let's try that listening exercise  from the beginning again.

What do you mean you can't make it?

What do you mean you can't make it?

I'm sure you already understand this a lot more  because you now understand the connected speech.

But did you also know I said make it?

Make it now?

If you looked at each individual  sound, it sounds like May Kit.

So you might be thinking May, the month of  May, April, May and Kit like a Kit Kat bar.

I don't understand.

This is linking.

Linking is when we take a sound from one  word and we put that sound on the next word.

We do this in English to help us  connect our speech and smooth our  

pronunciation so we can speak without pauses.

Make it notice.

There's that on make, but it  forces me to take a pause.

Make it.

So to get rid of that pause, I take  that and I put it on the next word.

Make it make it.

Let's try another listening exercise.

You shouldn't walk alone at night.

Now I used a contraction should not  becomes shouldn't, you shouldn't.

And then I said walk alone,  but again, there's that sound.

So I take that K sound and I put it on  the next word and it becomes wah, Cologne.

But Cologne sounds a lot like men's perfume,  

which we call Cologne for women is  perfume, but for men it's Cologne.

So this can cause confusion because you might  think I just said Cologne meaning men's perfume.

But this is part of walk alone,  walk alone, walk alone with linking.

The best way to get comfortable with  linking is to study native speakers.

So instead of listening to an entire third 30  minute episode, just listen to one sentence  

on YouTube or on TV and pause and listen  to that sentence many, many times.

And really get comfortable with how  those sounds are pronounced together.

And really get comfortable with how  those sounds are pronounced together  

and really get comfortable with how those  sounds are pronounced at a natural pace.

Let's try a listening exercise.

I got a lot of merch.

I got a lot of merch.

I got a lot of merch here.

I used a reduction.

A lot of is pronounced.

A lotta, a lotta.

Now what is merch?

Maybe you understood the sound.

You understood I said merch, but  you have no idea what that means.

That's because native speakers we  shorten words all the time for no reason.

This is very casual and informal, but it's  done in both a professional and social context.

So merge is short for merchandise.

If you work in a company  that buys and sells products,  

most likely your coworkers will say merch  and you might not understand what they mean.

That's a fab dress.

Fab is short for fabulous.

I have to take my cat to the vet.

Vet is short for veterinarian.

Are we meeting at HQHQ is an acronym for  headquarters, which is the head office,  

the main office of a company, but  pretty much everyone calls it HQ.

So when you're studying native speakers,  listen for these shortened words and just  

make a list of them and keep adding  the most common ones to your speech.

Let's try another listening exercise.

You got to cut it out.

You got to cut it out.

I used a reduction.

Got to gotta, you gotta cut it out.

Cut it out, cut it, cut it out.

Now maybe you heard the what and you're thinking,  hmm, what does Jennifer have to cut out?

Does she have to cut something out?

But no, because this is an idiom.

So to understand native speakers,  you have to learn phrasal verbs,  

idioms and expressions because  we use them all the time.

Take a look at this article from Forbes magazine.

Now everything I have underlined is either  a phrasal verb, an idiom, or an expression.

And and they don't have literal meanings.

So maybe you understood the word  cut, but that doesn't help you  

understand my message because it  doesn't have a literal meaning.

Now there are hundreds and hundreds of  phrasal verbs, idioms, and expressions.

But don't worry because I have many  video tutorials on my channel already.

So make it your goal to add 11 a day.

One phrasal verb, idiom, or expression  a day, and that will be 365 in one year.

And by expanding your vocabulary  with these phrasal verbs, idioms,  

and expressions, it will really  help you understand native speakers.

Here is how this lesson will work.

I'll say a sentence three times, and you  need to write down exactly what you hear.

After, I'll explain the pronunciation  changes that I used in spoken English,  

and I'll explain what the expression means.

Are you ready for your first listening exercise?

Get out of here.

Get out of here.

Get out of here.

Did you get this one?

I said get out of here.

Let's talk about a common reduction.

Outa out of side.

By side you can pronounce as outa,  outa, get out of here, get out of here.

And if you don't feel comfortable  using that in your speech, that's fine.

But you should understand  it because native speakers  

use it the majority of the time in spoken English.

Outa get out of here.

Get out of here.

And maybe you understood the words,  but did you understand the expression?

This might be a trick question because there are  

actually 2 totally different  meanings for this expression.

There's the more literal meaning where I want  you to leave the room that I'm currently in.

Being here get out means leave, leave  of here of the room I'm currently in.

So I'm recording this video and my annoying little  

sister barges in and starts  talking Get out of here.

That's what I would say.

Now most likely you're going to say it  with a little bit of anger or annoyance.

Get out of here.

And it's not a very polite expression.

So if you politely want to ask someone  to leave, don't say get out of here.

You should say would you mind leaving could you  please leave because I need to film a video.

Get out of here is also used as an expression  to show shock or surprise at what someone said.

So let's say my friend just told me  she's going to move from Chicago to  

Australia around the world, and she  has lived in Chicago her entire life.

To show my surprise or even shock, I could  say get out of here, get out of here.

It's almost like saying really, wow, I can't  believe it, get out of here, get out of here.

Now with this expression, it will be lighter.

There won't be that anger or annoyance in it.

Get out of here.

There'll be more surprise in it.

Get out of here.

So the meaning will depend on the  overall context of the situation.

And also look for the tone of voice because that  

can be very helpful to decide  our next listening exercise.

I'll say it three times.

Give me a break.

Give me a break.

Give me a break.

Did you get this one?

Give me a break.

Pretty easy, right?

Did you hear that reduction?

Give me Gimme, Gimme, Gimme again.

You might not feel comfortable  using reductions in your speech,  

but you should understand them because  native speakers use the most of the time.

Gimme, give me a break.

What does this mean?

This is another expression.

We use this to express  disbelief in what someone says.

Let's say I am watching TV late at  night and I see an advertisement  

for a pill that is supposed to  help me lose 20 lbs overnight.

That's what the ad says.

If I want to show my distrust  or disbelief with this ad,  

I can say give me a break, give me a break.

There's no way that's true.

Give me a break.

So that's a fun expression you  can use and remember that tone.

You'll want to add some sarcasm into this.

Give me a break.

Do you want to keep improving your  listening skills of fast English?

Well then I want to tell you  about the finely Fluent Academy.

This is my premium training program where  we study native English speakers on TV,  

movies, YouTube and the news.

So you can improve your listening skills,  

learn common expressions and  learn advanced grammar as well.

Plus, you'll have me as personal coach.

You can look in the description For  more information on how to join.

Are you ready for another listening exercise?

I'll say it three times.

My sister will know.

My sister will know.

My sister will know.

I said my sister will know.

Did you hear the verb will?

My sister will know.

Probably didn't hear it, but maybe based on the  grammar, you understood that it has to be there.

Because my sister know.

Doesn't make any sense.

Something's missing.

My sister will know.

You probably know that we form  a subject will contractions.

I will go.

I'll go, you'll go, he'll go.

She'll go.

It'll go, We'll go, they'll go.

Those are subject pronoun contractions,  and they are grammatically correct.

Learning contractions is another  must when you want to understand  

native speakers, in this case, a noun phrase.

My sister isn't contracted grammatically, but in  spoken English we combine them together anyway,  

even though grammatically this isn't done simply  to be able to speak faster and confuse students.

But remember, grammatically, we only  contract subject pronouns with will.

So in your writing, make sure you don't  write my sister will as a contraction,  

but in spoken English, you'll hear it.

Another listening exercise.

I'll say it three times.

You oughta caller.

You oughta caller.

You oughta caller.

Did you get this one?

You ought to call her.

So here ought to a very common reduction.

Oughta.

Oughta ought to is a modal  verb used to express necessity.

More commonly you should call her, but you  can also use ought to you oughta call her.

In spoken English, native speakers will  say oughta the majority of the time.

Now, did you hear call her?

Maybe to you it sounded like one word  collar collar, like a dog collar.

That's because we drop the H sound on  her and it sounds like, uh, uh, but  

we also combine it with the previous word call.

Uh, and then we combine them collar, collar.

Again, based on context, you'll understand  that I'm not saying collar like a dog collar.

And I'm in fact saying call her.

You ought to call her.

How about one more listening exercise?

I'll say it three times.

I had an inkling she'd bail.

I had an inkling she'd bail.

I had an inkling she bail.

Oh, did you get this one?

I had an inkling she'd bail.

She'd bail.

She would as a contraction.

This is a grammatically correct contraction.

She'd bail on I had.

Had can also be in a contraction with a  subject pronoun when it's the auxiliary verb.

So if I turn this into the past perfect,  

I had gone, I can say I'd gone because  then had is the auxiliary verb.

I'd gone.

I'd gone.

But here, because it's the main verb,  we don't turn it into a contraction.

I had an inkling she'd bail.

What does it mean she'd bail?

Bail.

Well, when someone bails.

This is an expression that's used when someone  doesn't do what they said they were going to do,  

and we specifically use this  with plans and arrangements.

So let's say I made a plan with my friend to watch  a movie on Saturday at 7:00, then Saturday 7:00.

No friend.

She bailed.

She bailed on me.

I can't believe she bailed on me.

Again, she didn't do what  she said she was going to do.

And again, we use this frequently  with plans and arrangements.

Now what's an inkling?

An inkling?

I had an inkling.

She bail.

An inkling is a slight indication,  a slight hint, a slight suggestion.

So something my friend said made  me think she was going to bail.

Maybe she didn't sound that  excited about seeing the movie.

Maybe she's been talking about how tired she is.

So that's an inkling.

An inkling?

That's fun to say.

An inkling.

I had an inkling.

She'd bail.

You're doing such a great job.

Now let's focus on confusing English words.

And we'll also do this as a quiz.

You need to complete this  sentence with the correct word.

And you need to do that in only three seconds.

Do you think the discount will the client?

Which option A or B?

I'll give you 3 seconds.

Appease the client.

Appease is a verb.

We use this when you want to  give someone something they  

want in order to make them happy or in  order to prevent further disagreement.

So I'm giving them a discount to make them happy.

It will appease them.

Now if you said be appeal, keep in mind  that appeal has a very similar meaning.

It means to be attractive to.

But grammatically the sentence is  incorrect because if you use appeal,  

it's appeal to the client.

And because I don't have the preposition,  2B is an incorrect option grammatically.

Question 2, She's a very employee.

Option one.

Option 2, The correct answer is a diligent.

She's a very diligent employee.

To be diligent, this means to be careful or  using a lot of effort and attention to detail.

For example, I worked diligently  on the report all week.

So notice in this case, it's an adverb.

Diligently.

I worked diligently on the report all week.

Question three, Sorry, I can't help.

I'm at math A or B be inept.

I'm inept at math To be inept at something.

This means to not be skilled or  to be ineffective at something.

I'm enough at math #4 She's  the most member of our team.

A or B.

A gregarious B is incorrect.

Grammatically, we can't say most great.

You would say greatest, right?

So grammatically, B doesn't work.

A gregarious to be gregarious.

When someone is described as gregarious,  it means that they're very social.

They enjoy being around other people.

So what about you?

Let us know in the comments.

Would you describe yourself  as a gregarious person?

Do you enjoy being around other people?

Are you very social?

Let us know in the comments so you can practice  

that word #5 We need to with  the accounting department.

A or B?

The answer is B Follow up with  grammatically, A is incorrect.

You don't follow out with someone,  you follow up with someone.

And this means that you continue a discussion  or conversation that was previously started.

I could say I already followed up  with the accounting department.

I already continued the conversation  we had previously started.

Number six, that's a difficult  concept to A or BB to grasp.

When you grasp something, it simply  means that you understand it.

So it's the same as saying that's  a difficult concept to understand.

That's a difficult concept to grasp #7 you should  all your debt to reduce your interest rate.

A or BB consolidate.

Consolidate.

When you consolidate 2 or more things,  it means you combine them together.

So if I said the two firms consolidated last  year, this means that last year there was firm A,  

firm B, but now because they  consolidated, there's one firm.

So the two.

To become one consolidate #8 the book  discusses his illness and resignation  

from politics A or BA subsequent  his subsequent resignation from.

Politics.

This has a simple meaning.

Subsequent just means something  that comes after something else.

So first he had his illness, and after  he resigned, his subsequent resignation.

His resignation that came after his illness.

We commonly use this as an  adverb to start a sentence.

So I could say he moved to Australia  subsequently he got married.

And I'm using subsequently to let you know  that he got married after something else.

And that's something else is  after he moved to Australia.

He moved to Australia, subsequently he got  married #9 He gets stressed out when he's A or B.

The correct answer has to be be under pressure  because over pressure is the wrong preposition.

The preposition you need is under  pressure to be under pressure.

And that's simply when you have a lot  of work and you're feeling overwhelmed,  

you're feeling anxious,  you're feeling stressed out.

You can use this positively and say I work  really well under pressure, so when I have a.

Lot of work I actually perform better, not worse.

I work really well under pressure #10  women face a lot of in the workplace.

A or B?

Well, ostrich is a bird.

So women don't face a lot of  ostriches in the workplace.

They face a lot of obstacles.

Obstacles, An obstacle is something  that blocks you and it can be something  

physical like a roadblock, or it can be  something non physical like discrimination.

So it's something that blocks  you from making progress.

That's an obstacle #11 Thank you for your.

Remark.

A or B.

The answer is be pertinent, pertinent remark.

When something is pertinent, it means it's  relevant to the topic or discussion at hand.

So let's say you're having a conversation  and then someone raises a point and you  

think the point is very relevant  to the topic or conversation.

You can say that's pertinent, that's pertinent,  

that's relevant, related to  our topic at hand, number 12.

You can that to the interns, A or B be delegate.

You can delegate that to the interns.

When you delegate something is when you  

give someone else responsibility  for a task or a specific job.

So when you're doing a task that  you really don't want to be doing,  

you can say, I wish I had  someone to delegate this to.

I wish I had someone who I could  give this task to number 13 14.

I have a really workload this month.

A or B?

A heavy B is a direct translation.

It's not something that we use in natural English.

It sounds awkward and unnatural.

A Heavy is the adjective that  we use to describe our workload.

When your workload is heavy, it simply  means you have a lot of work to do.

And what's the opposite of heavy?

The opposite is light, right?

Light.

So when you don't have a lot of work to do,  

you would say I have a light workload,  heavy workload, light workload.

So what about you?

How would you describe your workload right now?

Would you say it's heavy or light?

Let us know in the comments.

So you practice this new expression  #14 The police have been unable to.

What caused the explosion?

A or BB?

Ascertain.

Ascertain.

When you ascertain something,  you discover something.

So to ascertain the cause of the explosion is  

to discover the cause of the  explosion to understand why.

So when the police do understand why, why they  

discover it, they can say we've finally  ascertained what caused the explosion.

It was a faulty gas line.

And then they can tell you the  cause of the explosion and.

Finally.

Your last question in the  quiz #15 you've been all week.

Just do it already.

A or B?

The answer is.

B Procrastinating.

You've been procrastinating all week.

When you procrastinate, it means  that you delay doing something,  

but that's something has to be  done and you delay doing it.

And why?

Well, generally because it's unpleasant.

Like chores around the house, cleaning the  garage, cleaning the bathroom, doing the dishes.

It's unpleasant or it's simply boring, like  organizing your closet or filing your paperwork.

So you delay doing it, but it has to be done.

That's procrastinating.

Think of everything you learned today that will  

help you for your exam and also  communicating in the real world.

Do you want me to make another lesson like this?

If you do, put Master class, Master  class, put Master class in the comments.

And of course, make sure you like this lesson,  

share it with your friends and subscribe so  you're notified every time I post a new lesson.

And you can get this free  

speaking guide where I share 6 tips on how  to speak English fluently and confidently.

You can click here to download it or  look for the link in the description.

And I have another master class I know  you'll love, so make sure you watch it now.