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  • Vanessa: Hi. I'm Vanessa from SpeakEnglishWithVanessa.com.

  • Are you ready to hear a real English conversation? Let's get started.

  • Vanessa: Today, I have something super special to share

  • with you. I met an interesting woman whose family runs a salt business. Yes, salt. You're

  • going to meet Carla and hear how her family started the salt business three generations

  • ago. You'll also learn some differences and different types of salt and just some interesting

  • insight into something that every human needs, but we don't often think about. I'm sure that

  • you also have things that you're passionate about, so it's a good chance to listen to

  • our conversation and try to imitate the way that we speak.

  • Vanessa: Throughout this conversation, you're going

  • to see subtitles down here. That's going to show some vocabulary, phrasal verbs, and important

  • pronunciation that we're going to talk about after the conversation lesson, because after

  • the conversation lesson with Carla, you're going to hear a vocabulary lesson between

  • my husband Dan and I, where we're going to explain some important vocabulary expressions

  • that you heard in the conversation with Carla. I hope that you're going to be able to remember

  • these expressions a little bit better, because we're having a natural conversation about

  • those expressions. Vanessa:

  • Then, you'll have a grammar lesson, where we focus on some important phrasal verbs that

  • you heard in the conversation with Carla. And finally, at the end, we'll have a pronunciation

  • lesson where we'll focus on some important sentences that you heard in the conversation

  • and how you can accurately pronounce those yourself to try to speak as naturally as possible.

  • Vanessa: This is a pretty big lesson. There's a lot

  • going on. We've got the conversation, vocabulary, grammar, and pronunciation. So, you can always

  • click on CC, which is the subtitles, so that you can catch every word that we talk about.

  • If you enjoy this lesson, I hope that you can join me in the Fearless Fluency Club,

  • where you'll get a lesson set like this every month. Today, you're only going to see a little

  • bit less than half of one lesson set, but each month, I send you a new lesson set, a

  • full one, where you can learn about new topics, vocabulary, grammar, pronunciation, and practice

  • using those conversation skills yourself. Vanessa:

  • All right, let's go meet Carla. Hi, everyone! I'm here with Carla, and Carla has a quite

  • interesting family business to share with us. I've got some visual aids as well, but

  • I'll let you explain. What do you say you do, or what would you say your family does?

  • How would you describe it? Carla:

  • Sure. I am third generation in a sea salt family business.

  • Vanessa: Okay.

  • Carla: My grandfather, back in the '70s, was the

  • first to start importing sea salt from out of the country. He brought it over in suitcases,

  • and he didn't know how much to charge. He was like, "I don't know, I'll bag it up, and

  • give me $5." And that's kind of set the price for the next 30 years. We just kept it there.

  • Vanessa: Really?

  • Carla: Yeah.

  • Vanessa: So, he just thought, "Oh, people will buy

  • this." That's cool. Carla:

  • Yeah. Vanessa:

  • Was he doing that back home, or... Carla:

  • No. He is from Belgium, originally, or he was. He passed away. But yeah, he was best

  • friends with Michio Kushi, who was the person that brought macrobiotics into the United

  • States. Vanessa:

  • Oh, okay. Carla:

  • And Michio told him, "You need to bring sea salt into this country because there's going

  • to be a shortage of minerals at some point, and they're going to need this." So my grandfather

  • traveled all over Europe trying to find the most clean, most high mineral sea salt he

  • could find, which he settled into the coast of Brittany, France, and this little town

  • called Guérande. Vanessa:

  • Okay. Carla:

  • And they do this ancient harvesting technique that was originated by Celts.

  • Vanessa: Okay. So that's where this originated, the

  • name. Carla:

  • Yeah, they think that it was from the Celts that originally did it, but then studies have

  • shown that it dates back even further with this harvesting technique in Asia.

  • Vanessa: Wow.

  • Carla: Which they're always doing something before

  • the rest of us. Vanessa:

  • Sure. Carla:

  • So instead of boiling the water, boiling to evaporate it and using up all the valuable

  • wood that they needed for other things back then, they realize that they needed to create

  • these ponds using these clay beds and let the sun and the wind do the evaporation for

  • them. So this started a very sustainable practice that has lasted hundreds of years, and it's

  • still there today. Vanessa:

  • Wow. It's, it's incredible that they had the thought process to say, "We need to save wood.

  • Let's use what we've got." Nature, the sun. Carla:

  • Right. Vanessa:

  • To be able to do that, So at this point are the origins of the salt still in that area?

  • Carla: So we import from all over the world, and

  • we have found some really fascinating high-tech ways that they're still sustainably harvesting

  • and producing all different kinds of salts with different mineral composition.

  • Vanessa: So I would love to hear more about that in

  • detail. Carla:

  • Yeah. Vanessa:

  • I want to show them the salt that you brought. Carla:

  • Sure. Vanessa:

  • Is this available internationally? Carla:

  • It is. Vanessa:

  • Okay. So maybe they've seen this. Is it mainly in Europe or could be anywhere?

  • Carla: Parts of Europe. We're also in Malaysia, Australia.

  • We were working on China a few years ago, but they have a lot of laws around it with

  • it having to be iodized. They've lifted that since, but it's a huge investment to, as you

  • can imagine, to tackle that kind of distribution. And we're still a family-owned company. We've

  • never had investors. Everything has been grassroots grown.

  • Vanessa: Wow, that's really amazing. So if you see

  • this brand, the Celtic Sea Salt, I'll put links to all the websites.

  • Carla: Okay.

  • Vanessa: So you can check it out. But if you see that,

  • that's the company we're talking about, and this one's the fine ground, regular kind of

  • white, what you kind of recognize as salt. Carla:

  • Right. Vanessa:

  • But there's also other ones that you brought. Carla:

  • Right, so the light gray are these in these grinders, which this is the same salt, but

  • they just don't grind that for you for convenience. They didn't really have that available before

  • we kind of started demanding it from our providers, saying that the Americans really want their

  • shakers. They don't do the European way of grinding or pinching their salt.

  • Vanessa: Oh, got you.

  • Carla: So we're the ones that brought the fine ground

  • here. Yeah. Vanessa:

  • So that is a cultural thing. I guess it depends on what your family is used to using.

  • Carla: Exactly.

  • Vanessa: But just shaking it, especially at a restaurant,

  • that's really common that this is more a European-type style. Got you.

  • Carla: It is.

  • Vanessa: It probably has some steam in Asheville, though,

  • I imagine. Carla:

  • Oh, yeah. Some people, they're like, "Oh, I like to pinch it, and I like to grind it

  • and I like to shake it. So it's a kind of a funny little question we have at shows and

  • stuff. Vanessa:

  • How would you like to serve yourself? Carla:

  • Right. Vanessa:

  • So can you tell me a little bit about the different types of salt? And I am quite ignorant

  • about that except for just hearsay that I've heard. And of course, what you see, different

  • colors and whatnot. Carla:

  • Yeah, I mean, salt, I mean it can be an endless topic. There's so many different kinds, everything

  • from mass industrial salt that we use that you see like in the Morton shaker that has

  • been highly processed and things added and removed and anti-caking agents. For our table

  • salt, they originally started putting iodine into the salt to help with a goiter issue

  • a long time ago, which it did help, but the iodine actually caused a discoloration to

  • the salt so they had to bleach it. Vanessa:

  • Oh, interesting. Carla:

  • The bleaching caused it to be bitter, so they had to sweeten it. So they added dextrose,

  • which caused it to be sticky so it wouldn't shake out of the jar. So they added anti-caking

  • agent chemicals. Vanessa:

  • One thing on top of another. Carla:

  • So what we have kind of come to terms with is we've realized the salt is actually perfect

  • in its own way, and yes there is an iodine deficiency which we created a seaweed seasoning

  • to help with that. Vanessa:

  • Oh, interesting. Carla:

  • Because there was a demand people asking for us to put iodine in our salt. But because

  • of all those complications, we were like, let's leave our salt alone. Keep it in its

  • whole form that the body knows what to do with. And then we offered a a seaweed seasoning.

  • But you'll see all different colors and all those different colors come from different

  • mineral compositions coming from the different regions. We even have a super white, white

  • salt from Hawaii that is super white cause it comes from 2,000 feet under the surface

  • of the water at the base of a volcano. Vanessa:

  • Whoa. How did someone find that? Carla:

  • People know us in the industry as we kind of have figured out ways to launch these amazing

  • commodities into the U.S. market, and the U.S. market's one of the hardest ones to tap

  • into. Vanessa:

  • Really? Carla:

  • Yeah, when you're importing from other countries. Vanessa:

  • Okay. Carla:

  • So a lot of people write us letters and send us samples. We get dozens a month.

  • Vanessa: Wow, saying, "Can you please get us the part

  • of this?" Carla:

  • Yes. And that was just one that somebody came to us at a trade show and said, "You've got

  • to check this salt out." And it's an amazing salt. It's beautiful, and it's clean, and

  • it has a great source of potassium and calcium. Vanessa:

  • Okay. So I'm curious, when you say that it's great and it's clean, does that affect the

  • taste of it? Carla:

  • Yes. Vanessa:

  • Because this term of, "Oh, it's salty. It tastes like salt."

  • Carla: Right.

  • Vanessa: Is there a difference?

  • Carla: There is, and you'll start to notice, once

  • you start to taste different salts side by side, you'll start to go, "Oh, wow, I can

  • taste that this one's a little more bitter. This one's a little more like has a saline

  • taste." When you taste oysters, some people go, it's just slimy. But when you become create

  • a palate for it, you go, "Oh, this is more briny, or this one tastes more fresh." Or

  • you start to kind of compare. Same with wine or beer or cheeses, you just start to understand

  • different notes. A higher sodium content, you're going to have more of a bitter taste.

  • With higher minerals such as magnesium, potassium, and calcium, you're having a little more mild

  • or tastes almost like an ocean flavor. Vanessa:

  • Okay. Carla:

  • And it naturally enhances the flavor of your food as opposed to just making it salty.

  • Vanessa: Oh, got you. So it's really going to work

  • with the things that you're putting it on in a different way. I'm really curious now

  • after this, to taste this side by side with what I've got at home and if I have any different

  • types at home to see. Carla:

  • And the key with salt tasting is you want to start off with the highest mineral content

  • salt going to the highest sodium salt because once your taste buds have been triggered in

  • their bitter and sodium levels, you can't taste the difference of the other things.

  • So you got to kind of work your way up. I used to host salt parties in California. Yeah.

  • Vanessa: Wow! I would love to go to that.

  • Carla: Yeah, it was so much fun. We made cocktails

  • and... Vanessa:

  • Yeah, what do you do at a salt party? Carla:

  • Yeah, it's a lot of drinks. Vanessa:

  • Okay. You put them on the rim? Carla:

  • On the rim. Vanessa:

  • Okay. Carla:

  • And I did a lot of like things like edamame with salt on it or fun things where you would

  • need the salt on it. And then we did a salt tasting where I would show people how to kind

  • of taste the different notes of salt and the textures.

  • Vanessa: The education part of it.

  • Carla: Mm-hmm (affirmative).

  • Vanessa: Because it's not just like you said, it tastes

  • salty, but it could actually bring out other flavor notes in the food.

  • Carla: Even the shape of the crystals will cause

  • a different kind of, where is it going to burst in your mouth? How is it going to break

  • down in your mouth? Like these crystals are very coarse, so some people are a little bit,

  • you know, they need it to be ground up because it's strong. Whereas a flake salt, which we

  • offer as well, kind of dissipates in your mouth and it's not as like potent.

  • Vanessa: Okay. And that's actually flat flakes of salts.

  • Carla: Yeah.

  • Vanessa: Okay. I feel like I've seen that in a picture

  • before, but I've never bought flake salt before. Do people add that when they're cooking, or

  • is that more for... Carla:

  • Garnishing. Vanessa:

  • A garnish to look at the nice shape? Carla:

  • You can, yeah. I mean, cooking is fine with it, but I mean some people spend a lot of

  • money on salt , so some salts you only use for garnishment or finishing the salt.

  • Vanessa: Okay.

  • Carla: This is a great cooking salt cause it's got

  • the coarse crystals and it dissolves nicely into liquids and heat.

  • Vanessa: Okay.

  • Carla: And it's cheaper. So you don't want to put

  • a handful in your pasta water of the flakes that are so expensive, right.

  • Vanessa: Yeah. So would the flavor of, for example,

  • this is fine ground, if I had this in a coarser version, would it taste different or what

  • would the experience be like to compare that? Carla:

  • It's actually really interesting because even though these are the same salts, it's just

  • this one ground up. This one tastes a little different. What we have found is part of what

  • makes the minerals higher and in the salts that we have offered is the moisture. So when

  • you grind it and you lose its little crystal box encapsulation that holds the brine, the

  • liquid, you lose a little bit of the minerals. So you have a higher sodium. So this does

  • have a slightly higher sodium than the crystals. So you have a little more of a bitter taste.

  • Vanessa: There's something that's moisture inside.

  • Inside the little crystal itself, it seems quite scientific.

  • Carla: It is. Yeah. We've worked with lots of scientists

  • and doctors over the years, over 600, actually, that endorse our salt that have seen the difference

  • firsthand with their patients. Vanessa:

  • Yeah. Tell me about that health benefits or the difference in health because there's a

  • lot of problems with too much salt nowadays. Carla:

  • Definitely. Yeah. Sodium is something that is 100% needed in the body, no matter what.

  • We lose it constantly through sweat, tears, and going to the bathroom. So we have to replenish

  • it in a way that the body knows how to get it back in our body in a way that can be assimilated.

  • The body has... it's kind of like a key where there's a potassium pump in between the cell

  • walls, and without that potassium key, the sodium can't go in between the cell walls

  • to replenish itself. So when you have a super high sodium table salt that you're using,

  • you're going to have swelling. You're going to have all these issues because the sodium

  • can't get into the cell walls where it needs to go.

  • Vanessa: Oh, interesting.

  • Carla: But if you have a salt that, even if it has

  • similar sodium content but also has potassium, that potassium pump can actually work, and

  • the sodium can go and hydrate the areas that need to go.

  • Vanessa: So having the other minerals with it can help

  • the sodium to actually be more beneficial for your body.

  • Carla: Right. Now there are some people with sodium

  • sensitivities that obviously we do have salts for those people as well.

  • Vanessa: Really?

  • Carla: Yeah, because that is a thing, too. Everybody's

  • different just like your body reacts differently to caffeine or to dairy, you need to listen

  • to your own body. Vanessa:

  • Yeah. Yeah. So I'm curious, what salt do you use at home?

  • Carla: Oh, gosh.

  • Vanessa: I'm sure you have a plethora.

  • Carla: I do. My table's covered in salt with all

  • these different jars, and right now because I am pregnant I am more on the higher potassium

  • because my potassium level was so low. Vanessa:

  • Oh, interesting, okay. So you're using that to help supplement your baby.

  • Carla: Right, right. Yeah.

  • Vanessa: When you use it, are you just using a little

  • bit, and that's enough to give you potassium? Because I know when you take a pill, there's

  • a big amount of something in there like a supplement.

  • Carla: Yeah. Right. I was still taking a pill because

  • I was so low, but I realized, okay, I'm going to not go with my magnesium, my high sodium

  • salts. I'm going to go with my potassium ones, and I'll just pinch it. And your tongue is

  • a great tester. If something tastes good to you, and it feels like it's satisfying, that's

  • usually your body's saying, "I needed this." There are some cases where it's extreme. If

  • you're going to eat a whole chocolate cake over there, your body probably doesn't need

  • all that chocolate cake. Vanessa:

  • You can overindulge, but when you eat something that's got just enough of the seasoning on

  • it, then that could be really helpful. Carla:

  • Yeah, and a lot of the doctors, what they saw was people have this unquenchable salty

  • tooth where they can't seem to get enough, but when they switch them to a high mineral

  • sodium sea salt ratio, their salty tooth becomes a little more quenched because their body's

  • finally getting the sodium where it needs to go in their body. It's really fascinating.

  • I wish there were more studies. Vanessa:

  • So maybe they were lessening the amount of salt that they were intaking, but they're

  • intaking the right type? Carla:

  • Right. Yeah. They finally felt that satisfaction. Yeah, and this is just in people's practices

  • where they contacted us and shared these stories, even in children, they were saying.

  • Vanessa: Oh, wow. I'm really curious to test that on

  • myself, too, and try and with different things, and I think people around the world, My students

  • can do that as well, especially if there's something that, like with the U.S., Morton

  • salt. It's just the typical salt that you're probably going to find in a lot of typical

  • places. Carla:

  • The American salt, right? Vanessa:

  • Yeah, I'm sure a lot of other countries have that kind of typical thing, too, but to try

  • something that's actually been maybe more studied and has a lot of thought gone into

  • it. It'd be interesting to feel that difference yourself.

  • Carla: Yeah, definitely.

  • Vanessa: So I'm curious when, because this is your

  • family's business, is everyone in your family involved in Celtic salt? Sea salt?

  • Carla: We have a huge family, so no.

  • Vanessa: Okay.

  • Carla: There's only a handful of us that are still

  • involved. Vanessa:

  • So you chose, "I'm going to do this." Carla:

  • Yeah. Vanessa:

  • Okay. Carla:

  • I went to culinary school, and then it just kind of seemed to be a nice fit, and yeah,

  • it's just been a passion that we've all kind of shared for years.

  • Vanessa: Nice.

  • Carla: My sister is a Pilates instructor in New York,

  • so she kind of went on her own thing, which is cool.

  • Vanessa: Yeah.

  • Carla: I stayed here and just continued the legacy.

  • Vanessa: And that's awesome. So when you were growing

  • up, I'm sure that was something that was big in your family.

  • Carla: Yeah.

  • Vanessa: Did they also have a table of salt?

  • Carla: Yeah, oh, our whole family is... They're all

  • about the salt. Vanessa:

  • Sure. Carla:

  • They send us pictures. "I'm at this grocery store. Here it is," or "I'm in this country

  • here. Here it is." So that's fun. Vanessa:

  • Oh, that's so cool. Vanessa:

  • How did you enjoy that conversation with Carla? Was it a little fast, a little tricky? Did

  • you understand everything? I hope that it made you think about something, salt, that

  • we don't often think about. Next is a vocabulary lesson. You're going to see my husband Dan

  • and I explaining some key expressions that you heard in that conversation with Carla.

  • After our explanations, you're going to see a clip from the original conversation with

  • Carla so that you can just remember the original context and use them yourself. All right,

  • let's get started with the vocabulary lesson. Vanessa:

  • The first expression that we're going to talk about today is the word "sustainable."

  • Dan: Ooh, "sustainable."

  • Vanessa: The typical way that we usually use this is

  • to talk about the environment, and that's how Carly used it. She was talking about how

  • different salt practices are sustainable for the environment or unsustainable for the environment,

  • but there are some other ways we can use this as well. How would you use the word "sustainable"?

  • Dan: Sustainable. Yeah. So I think today, primarily

  • I do think environmentally, and some people even just say "sustainability." Like, "We

  • have great sustainability in this country," or "We're very unsustainable." I think most

  • environmentalists say that we're unsustainable right now. But yeah, there's other ways you

  • can use this. You can use it in certain situations that you don't think can continue. So maybe,

  • for example, you're in a relationship with somebody, and you argue all the time. Somebody

  • might be talking with you and saying, "Yeah, I don't think your relationship is sustainable.

  • I don't think it can keep on going." Vanessa:

  • Yeah, you can't continue at that in that same way for a long time, at least while still

  • being happy. It's not possible. And you could even use this to talk about your English practice.

  • If you say, "Okay, I'm going to make an English plan for myself. I'm going to study for five

  • hours every day." Do you think that that's sustainable?

  • Dan: No.

  • Vanessa: No, because you have to have a life, too.

  • You have to eat and sleep and go to work and hopefully see some family and friends. It's

  • not possible to continue doing that. So you might say to yourself, "Okay, I need to create

  • a sustainable English practice." Dan:

  • Ooh. Vanessa:

  • "What is something that I can continue on doing into the future?" Maybe it's something

  • simple like, "Okay, I'm going to listen to a couple minutes of this vocabulary lesson

  • every day while I drive to work." Cool. Okay. I think that's pretty sustainable. You can

  • continue doing that without too much stress to your personal environment. So what we're

  • going to do for each of these vocabulary words, is we're going to also show you a clip from

  • the conversation with Carla so that you can see how it was originally used, which is what

  • we're going to do now. Let's watch the clip. Carla:

  • This started a very sustainable practice that has lasted hundreds of years, and it's still

  • there today. This started a very sustainable practice that has lasted hundreds of years.

  • This started a very sustainable practice that has lasted hundreds of years.

  • Dan: The next expression is "thought process,"

  • and this just means a way of thinking or thinking deeply about something. And I think we usually

  • say this when you want to maybe question somebody, either if they did something wrong or if they're

  • just doing something well and you want more details. For example, maybe somebody is like

  • a science student, and they solved a problem that was really difficult. You could ask them,

  • "What was your thought process when you went into this problem? How did you think about

  • it?" And so "process" means that you're going step by step how you did something. So it's

  • something in detail. Vanessa:

  • Yeah, maybe you want to imitate what they did. What was your thought process so that

  • I can imitate that in future experiments? Dan:

  • Right. But on the other hand, if somebody did something wrong, most people would probably

  • say, "What were you thinking?" But you could also say, "What was your thought process here?

  • Why did you do that?" Vanessa:

  • Yeah. It's just another way to say, "Huh? Why in the world did you make this terrible

  • decision?" But it's a little more indirect than "What were you thinking" or "What was

  • your thought process? Why did you think that driving the car down the street when it was

  • icy was a good idea? What was your thought process?" And maybe you didn't have a thought

  • process. Maybe you just did it. You didn't think about it, but it's maybe someone questioning

  • your judgment. Vanessa:

  • You can also use this to explain or defend yourself. So a common way to use this is to

  • say, "My thought process was..." So let's see, if I decide to save money, and I want

  • to save a lot of money. And in the end, maybe I don't really save that much. But someone

  • might ask you, "Why are you trying to save money?" If I say, "Oh, I can't go out to eat,

  • I'm doing other stuff," and I might say, "My thought process was if I save enough money,

  • then I can replace my car because our car is getting old or it's breaking down a lot."

  • So I'm just kind of explaining why I'm doing something. Why am I saving money? My thought

  • process was I'm doing this because I want to hopefully buy a different car in the future.

  • So you can use it to defend yourself. "Why are you doing this?" "Oh, my thought process

  • was this. Please understand." So you can use it in both ways as a question or as a defense.

  • All right, let's watch this so you can see how it was used.

  • Vanessa: It's incredible that they had the thought

  • process to say, "We need to save wood. Let's use what we've got." Nature, the sun. It's

  • incredible that they had the thought process to say, "We need to save wood. Let's use what

  • we've got." It's incredible that they had the thought process to say, "We need to save

  • wood. Let's use what we've got." Vanessa:

  • The next expression is "to tackle." Dan:

  • Ahh! Vanessa:

  • Yeah. Have you ever watched rugby or American football? The players will just slam into

  • each other and kind of like wrestling, push each other down.

  • Dan: It literally means to grab and throw somebody

  • down, but you go down with them. Vanessa:

  • Yeah. So you are tackling someone. This is the literal definition of "to tackle," but

  • is that how Carla used it? Dan:

  • No. So yeah, there's a figurative way that we use this that is probably more common and

  • it's just- Vanessa:

  • Yeah, we use this all the time. Dan:

  • Yeah. It just means to do something that's really difficult and big, maybe too big, even.

  • For example, if you say, "I'm going to learn 1,000 words tonight"...

  • Vanessa: Whoa.

  • Dan: ...you're probably tackling too much.

  • Vanessa: Yeah. If you say, "I'm going to tackle these

  • verbs" or I'm going to tackle some big problem," just like the American football example with

  • you're physically taking down a big person, that's a big task. It's not impossible, but

  • it's just a big task. So maybe this year, at the beginning of the year, you decided

  • you had a couple goals for yourself. "I'm going to tackle my fear of public speaking."

  • Ooh. So maybe you're going to join a public speaking organization and just practice public

  • speaking each month, or you're going to do something actively to try to overcome some

  • difficulty. "Oh, that's a lot to tackle, but you can do it."

  • Dan: Yeah. It's kind of used as like a confidence

  • boost. And some people just say, "It's a lot to tackle, but I think I can do it." Right?

  • So you just put it in this one catchphrase. "It's a lot to tackle."

  • Vanessa: Yeah. "So learning all of these verbs is a

  • lot to tackle, but I think I can do it." So I hope for you that all of the vocabulary

  • from this lesson, even though it's a lot to tackle over the whole month, you can do it.

  • Study little by little. Keep practicing. You can tackle it. You can do it. All right, let's

  • watch the clip. Carla:

  • They've lifted that sense, but it's a huge investment, as you can imagine, to tackle

  • that kind of distribution, and we're still a family owned company. We've never had investors.

  • Everything has been grassroots grown. But it's a huge investment, as you can imagine,

  • to tackle that kind of distribution. But it's a huge investment, as you can imagine to tackle

  • that kind of distribution. Dan:

  • The next expression is "on top of," and this can mean as it literally sounds, you're on

  • the top of something or at the greatest point. For example, "I'm on top of the world!" People

  • say that figurative, actually. It means that you're the best person ever if you say, "I'm

  • on top of the world" or- Vanessa:

  • You might be on top of Mount Everest, though. In this case you are literally on top of the

  • world. Dan:

  • Ooh, that's true. But you may also say to your child, "Don't stand on top of the table.

  • Right. Don't stand on the top of it. So this is literal, but we also use this to mean "in

  • addition to." So "I have a lot of homework and on top of that, I also..."

  • Vanessa: Have a part-time job.

  • Dan: Yeah. "I also have to work tonight." Right?

  • So this plus this. And we would say that if it's we're already kind of overwhelmed or

  • we already have something big, then you're going to say, "I have this on top of this

  • other thing." Vanessa:

  • Yeah. It's usually adding responsibility. So it can be used in a positive way, like,

  • "Oh, he's such a great guy. And on top of that, he's really handsome." You can use it

  • in that positive way, but I feel like it's used negatively more often. What do you think?

  • Dan: Yeah, I mean that sounded all right, what

  • you said. Vanessa:

  • Yeah. It's natural. But I feel like we tend to use this in a more negative way.

  • Dan: Certainly, if you have a lot going on, that's

  • usually the situation. You have a lot going on, and on top of that you have other things.

  • Vanessa: Yes. A lot of stuff going on. What if I said,

  • "I was really on top of my game last night"? Dan:

  • Yeah. Yeah. You're really on top of your game. That means that you're playing the best or

  • doing the best that you possibly can. You're on top of your game. You can also just say,

  • "I'm on top of it." Vanessa:

  • Yes. Dan:

  • Meaning that you're on it. You're doing it. You're doing the best you can.

  • Vanessa: You're staying current. So maybe if your boss

  • says, "How's the project going? Is it going to be done by 4:00 PM today?" You could say,

  • "Yep, I'm on top of it." Dan:

  • Yeah, and you can kind of picture like literally standing or sitting on this thing, right.

  • Vanessa: You are conquering it.

  • Dan: You are conquering it. You're on top of it.

  • Vanessa: Yeah. I think that's a common expression to

  • say, "Don't worry, I got it. I'm not falling behind. I'm not procrastinating. I'm on top

  • of it." And that could even be a personality trait, too, like "she is always on top of

  • it. She always knows what's going on and she doesn't forget little things." This is kind

  • of an A-type personality. She's always on top of it, and "it" means life.

  • Dan: Yeah, or on top of things.

  • Vanessa: On top of things. Yes, that could be different

  • things that are going on in her life. Because we talked about a couple of different ways

  • to use this like standing on top of... Dan:

  • The world. Vanessa:

  • ...a mountain, to be on top of something or one thing on top of another, kind of building

  • this responsibility, I recommend checking out the lesson guide so that you can just

  • visually see each of those sentences. It's going to help you to remember them, but also

  • hopefully be able to use them yourself. That's the goal. I hope so. All right. Let's watch

  • the clips that you can see how I use this wonderful expression to talk about salt. Let's

  • watch. Carla:

  • The bleaching caused it to be bitter, so they had to sweeten it. So they added dextrous,

  • which causes it to be sticky so it wouldn't shake out of the jar. So they added anti-caking

  • agent chemicals. Vanessa:

  • One thing top of another. One thing on top of another. One thing on top of another.

  • Vanessa: The next expression is "to come to terms with

  • something." There's lot of words in this expression, but "to come to terms with something" means

  • you're accepting something that is maybe emotionally difficult. And I feel like we have to do this

  • a lot in life. In order to live somewhat satisfied, you have to come to terms with difficult things

  • in your life and then move on. So what is something for you that you've come to terms

  • with and you've lived? Dan:

  • Yes, I have a personal example. Vanessa:

  • Okay. Dan:

  • So some of you might have struggles with body image. I will say that it wasn't a huge struggle

  • for me, but in puberty I realized that I'm a really skinny guy. Right? So that used to

  • bother me. I kind of wanted to be bigger and stronger, but I had to come to terms with

  • the fact that I will never be a buff guy. I will never be very big or strong. I'm just

  • a skinny guy, and I've come to terms with that. I came to terms with it a long time

  • ago. It doesn't bother me anymore. I've embraced it, one may say. I wear skinny jeans or a

  • skinny shirt, and I just say, "Look at me. I'm a skinny guy and I like it."

  • Vanessa: So you have really come to terms with it,

  • but this is something that may be for you and puberty as you're kind of learning about

  • yourself and your body's changing, you feel- Dan:

  • I used to hate it. Vanessa:

  • Yeah, it's a difficult thing. And then you realized, "Okay, this is just who I am," especially

  • I think this might have been a difficult thing for you because your brother is twice-

  • Dan: He's huge.

  • Vanessa: He's like twice as big as you are. He's like

  • a big football player kind of guy. So it's kind of the opposite of your body type. So

  • maybe growing up you had to really come to terms with the fact that you're different

  • from your brother and just different kind of guy.

  • Dan: Yeah, it was mostly, probably just thinking

  • about with the ladies, honestly, like, will they think I'm just too scrawny? "Scrawny"

  • is like the really bad word for "skinny." Vanessa:

  • It's not a bad word as in a curse word, but it just feels really negative.

  • Dan: Yeah.

  • Vanessa: Did it work out for you with the ladies?

  • Dan: It worked out in the end.

  • Vanessa: Good. I'm curious, what is something that

  • for you, you have needed to come to terms with? You might have noticed that in Dan's

  • sentence, in his example, he said, "Come to terms with the fact that." So here he is stating

  • that "It's a fact. I'm a skinny guy." Dan:

  • I can't change it. Vanessa:

  • "This is something I can't change." Or you might say, "I just need to come to terms with

  • the fact that my native language of Japanese is completely different than English. I can't

  • change that, but I'm still going to try my best to learn English." So it is a fact that

  • Japanese and English are way different. We don't really share any grammar or any vocabulary,

  • but your native language is Japanese. You can't change that. So you could say, "I need

  • to come to terms with the fact that English is a little bit more challenging for me because

  • of my native language. But I'm not going to let it stop me. I'm not going to let it hold

  • me back. I'm going to push on." This is something that's maybe a little difficult, but you are

  • going to embrace it and continue on in life. Dan:

  • Yes. Vanessa:

  • All right, let's watch the clips. You can see how this wonderful expression was used.

  • Carla: What we have kind of come to terms with is

  • we've realized the salt is actually perfect in its own way. What have kind of come to

  • terms with is we've realized the salt is actually perfect in its own way. What we have kind

  • of come to terms with as we've realized the salt is actually perfect in its own way.

  • Dan: The next expression is "side by side." Hey,

  • we're sitting side by side right now. Vanessa:

  • We are. Dan:

  • Yeah. So this just means "next to each other." And so you could use this in a kind of comparative

  • way, like Carla said in the conversation. "So when you try the salts side by side,"

  • meaning right next to each other, one after another, then you'll be able to tell a difference.

  • So this is a little more complex way to use "side by side."

  • Vanessa: I feel like whenever someone asked me specifically

  • about a small difference in something, I often use this expression. "I need to hear them

  • side by side" or "I need to taste them side by side." So for example, we watch some Miyazaki

  • movies. This is a Japanese animator who makes some great movies for kids, but also for adults.

  • And there are some different English translations of those movies.

  • Dan: Yeah, it's a couple of versions. There's some

  • debate about what's better. Vanessa:

  • There's some debate about which one is best. So we thought, "Oh, maybe we should buy the

  • DVD of those movies so that we can continue to watch them instead of trying to find them

  • online every single time we want to watch them." And then we thought, "Which version

  • should we get? There's different versions in English. Which one should we get?" And

  • then I said, "I don't really hear a difference unless I listen to them side by side. I think

  • both are great. Both versions and English are great, but I can't hear the difference

  • unless I hear them side by side." So this means directly one after another, the same

  • sentence, then the same sentence. Otherwise it sounds the same.

  • Dan: Yeah, and you may even say, "I need a side

  • by side comparison," so use it as an adjective like that. But we also use the "side by side"

  • maybe as a camaraderie expression. So if you're together in something, right? "We walked side

  • by side into the difficult situation." I don't feel like it's super common anymore.

  • Vanessa: You might hear that, though. It kind of means

  • that you are together. "We are struggling with this together."

  • Dan: Right. "We're doing this side by side. We're

  • together in this." Vanessa:

  • Yeah. Yeah. You could use it like that, and it could also just mean as simple as what

  • Dan said at the very beginning, "We are sitting side by side on the couch." Okay. Yeah. It's

  • something very literal and... Dan:

  • That's a fact. Vanessa:

  • ...very simple. All right, let's watch the clips that you can see how we used "side by

  • side" to talk about tasting different salts. Carla:

  • Once you start to taste different salts side by side, you'll start to go, "Oh, wow, I can

  • taste that. This one's a little more bitter." Once you start to taste different salts side

  • by side, you'll start to go, "Oh, wow, I can taste that. This one's a little more bitter."

  • Once you start to taste different salts side by side, you'll start to go, "Oh, wow, I can

  • taste that this one's a little more bitter." Vanessa:

  • The next expression is "to be all about something." Dan:

  • "All about." Vanessa:

  • Yeah, so in the conversation, Carla was saying that her family is all about salt.

  • Dan: Makes sense.

  • Vanessa: Yeah. That means that they like, very intensely,

  • salt. Dan:

  • Yes. Vanessa:

  • Her family's been involved in the salt business for a long time, so she can say, "We're all

  • about salt." Dan:

  • And they know all about salt. They know almost everything about it.

  • Vanessa: Yeah. Yeah. So they are deeply involved in

  • that. They like it a lot. "We're all about salt." If you like something a lot, maybe

  • if you like English a lot, you can say, "Yeah, I'm all about English. Every moment of every

  • day, that's what I think about. I'm all about English." But it could also be to talk about

  • a main reason for something. So how would you use this if you were going to use it to

  • talk about a main reason? Dan:

  • The main reason? Vanessa:

  • Yeah. Dan:

  • What comes to mind for me, obviously, is hockey. Vanessa:

  • Okay. Dan:

  • Because I love hockey. So "hockey is all about skating" or "being good at hockey is all about

  • skating. Can you skate well?" So this is the primary factor. The thing you need to know

  • more than anything else or the thing you need to be able to do more than anything else.

  • So you could say, "Yeah, being good at hockey is all about skating."

  • Vanessa: I would say the same thing about starting

  • a business. Starting a business- Dan:

  • It's all about skating? Vanessa:

  • It's not all about skating. That would be pretty fun, though. Maybe a hockey business.

  • But starting a business is all about dedication. If you are willing to dedicate your time and

  • your energy, then you're probably going to succeed.

  • Dan: It's all about diligence.

  • Vanessa: Yeah, it's a really important factor, is diligence

  • and dedication. So starting a business is all about dedication. Yes, you need good ideas.

  • You need to be probably good at what you're doing, but if you're not dedicated, it's not

  • going to work. Dan:

  • Yeah, and this is an exaggeration, so it's not literally all about this. You need to

  • know other things, too. But if you really want to emphasize the most important thing,

  • then you'll say "all about." Vanessa:

  • Yes, "it is all about dedication. It is all about skating." Or you could just say, "I'm

  • all about English," and it means that you like English a lot.

  • Dan: Yeah. You always... You love it. You want

  • to study all the time. Yeah, that's probably you, right?

  • Vanessa: Yeah. I hope so. All right. Let's watch the

  • clip so that you could see how this was used. Carla:

  • Our whole family is... They're all about the salt.

  • Vanessa: Sure.

  • Carla: They send us pictures. "I'm at this grocery

  • store. Here it is," or "I'm in this country. Here it is," so it's fun.

  • Vanessa: Oh, that's so cool.

  • Carla: Our whole family is... They're all about the

  • salt. Our whole family is... They're all about the salt.

  • Vanessa: How did you enjoy that vocabulary lesson?

  • I hope it was useful and enjoyable for you. Next, it's time for a grammar lesson, where

  • we're going to focus on some important phrasal verbs that you heard in the original conversation

  • with Carla. Phrasal verbs are an essential key to English sentences to help you sound

  • natural. So I hope that the phrasal verbs we talk about in this lesson will help you

  • to expand what you can say and also to understand native speakers better. All right, let's get

  • started. Vanessa:

  • The first phrasal verb that we're going to talk about is "to use up." And when we use

  • something, you're just making use of it. But what is "use up"? Is it putting it up high?

  • Dan: No. That means you have finished something.

  • Vanessa: Completely.

  • Dan: Or used something completely, and we often

  • use this for things in the kitchen. For example, we eat a lot of oatmeal. Therefore we have

  • used up the oatmeal. Or if somebody is looking for something in the kitchen, they might say,

  • "Where's the oatmeal? Where's the flour? Where's the milk?" And you can say, "Oh, I'm sorry

  • I used up all the milk." Vanessa:

  • Or we could split this phrasal verb and say, "I used it up" because we already know that

  • we're talking about milk, so we can just replace the word "milk" with "it." "Oh, sorry. I used

  • it up when I was making some hot chocolate last night, or when I was doing something

  • else." "I used it up" or "I used up the milk." It's completely gone, but we can also use

  • this a little bit more figuratively. Dan:

  • Yeah. People do use it figuratively sometimes. Maybe they say, "I've used up my energy."

  • If you're awake, you probably still have energy, but if you're just really tired, you could

  • say, "I've used up my energy." Vanessa:

  • Yep. I'm completely ready to rest. Dan:

  • Yeah. And perhaps somebody will say, "I've used up my patience."

  • Vanessa: Oh! Okay.

  • Dan: That means that you're not going to wait for

  • somebody anymore. Or sometimes if you have a child, they may be... Oh, our kid does this

  • all the time, just trying to distract you and do one more thing and just keep on doing

  • what he's doing and not listening. You could say, "All right, I've used up all my patience"

  • or "I've used up my patience." Vanessa:

  • Let's do this. Let's go. Dan:

  • "It's time to go to bed now." Vanessa:

  • Yeah, you might use this. If you're a teacher, you might say, "Ugh, today was such a hard

  • day. I used up all my patience, and I'm ready to go home." So you can use up something that's

  • a little bit more figurative, like patience, energy, or you can also use up money, like

  • if you are saving to buy maybe a new car. And then you buy the car, you can say, "I

  • used up all my savings to buy the car." So your savings is completely gone. Your savings

  • account is at zero, or figuratively, maybe close to zero, and you've used up that money.

  • Carla: Instead of boiling the water, boiling to evaporate

  • it, using up all the valuable wood that they needed for other things back then, they realized

  • that they needed to create these ponds using these clay beds. And using up all the valuable

  • wood that they needed for other things back then and using up all the valuable wood that

  • they needed for other things back then. Vanessa:

  • The next phrasal verb is "to come from," and here we're talking about originating at some

  • destination, but I want to let you know that we do not use this to talk about your country.

  • If someone says, "Oh, where are you from?" If you said, "I come from Brazil," it feels

  • really weird. It's kind of like you're a package that's being mailed from Brazil.

  • Dan: Yeah, it sounds too impersonal or like a real

  • origin, like "I was born in Brazil," right? "Brazil made me."

  • Vanessa: Yeah.

  • Dan: It's kind of got a weird feel to it.

  • Vanessa: You might hear this in really, really formal

  • situations, but I just want to let you know upfront that we don't talk about this specifically

  • for your home country, but there's a lot of other ways that we can talk about "come from"

  • for people or for items. So what do you think is a main way that we use "to come from"?

  • Dan: So I think somebody might use this in a question

  • a lot if they don't know where something came from. So if there's something in your house

  • that you don't know where it's from, you might ask, "Where did this come from?"

  • Vanessa: Yeah.

  • Dan: And then Vanessa might say, "Oh, it came from

  • Target," for example. Vanessa:

  • It came from Amazon. Dan:

  • Yeah, it came from Amazon. Vanessa:

  • The most likely situation. Dan:

  • Yes. Vanessa:

  • So if you are a walking in someone's house that you haven't been in before, and they

  • have a really cool statue, a really cool painting, you could say, "Oh, that's really cool. Where

  • did that come from?" And you can use it in that questioning situation, "Where did it

  • come from?" But we can also use this for maybe for defending yourself as well. Like, "I don't

  • know where it came from." This is kind of the classic teenage situation that if your

  • mom goes into your bedroom and she smells weed, for example, which is marijuana. So

  • if she smells that and she's like, "What is that smell?" You're like, "Oh, mom, I don't

  • know where that smell came from." You're kind of defending yourself. "It wasn't me!"

  • Dan: Sure!

  • Vanessa: So you might say, "I don't know where it came

  • from," and this is a vague sense. We're not talking specifically about the destination.

  • Dan: Or you might say, "Where'd that come from?"

  • Vanessa: "Oh, where'd that come from? My friend must

  • have put that in my bag. I didn't even know. Where did that come from?" So we often use

  • it in those kind of vague situations. "Where did that come from? I don't know where it

  • came from." Dan:

  • And actually, people use that question if they're really surprised about something somebody

  • said, if you say something really rude or mean, you might ask, "Where'd that come from?"

  • Vanessa: Oh, so this is kind of the figurative sense

  • of using it. Dan:

  • Yeah, a little more figurative. Vanessa:

  • If someone is pretty positive, and you're having a good conversation, then all of a

  • sudden they say, "Oh, it's so terrible, blah, blah, blah." And they feel really frustrated,

  • right, instantly, you might say, "Whoa, where did that frustration come from?" So it's like,

  • where did your frustration originate from? Because all of a sudden, you just kind of

  • felt frustrated. It seemed kind of weird that that just happened.

  • Dan: But you would always ask, "Where did that

  • come from?" Vanessa:

  • Yeah. "Whoa. Where'd that come from?" That means that statement or that feeling that

  • you're expressing. But there is another figurative way that we can use this that is often used,

  • quite interesting. Dan:

  • Yes, "You need to see where I'm coming from." Vanessa:

  • Oh, yes. Dan:

  • Or "Can't you see where I'm coming from?" Vanessa:

  • What does this mean? "Can't you see where I'm coming from?" Does it mean my home? I'm

  • coming from my home? Dan:

  • No. It means your point of view, from your perspective or your opinion. So if you say

  • this to somebody, you're basically telling them that they're only thinking about themselves,

  • only thinking about their feelings. So if you say, "You need to see where I'm coming

  • from," that kind of reminds them that you have an opinion or a feeling in this situation.

  • Vanessa: I know I've used that in discussions or arguments

  • with Dan before. Dan:

  • Oh, yes. Vanessa:

  • Where I've said, "Oh, can't you see where I'm coming from?" Just to put in perspective

  • that- Dan:

  • It's probably a common female refrain. Vanessa:

  • Maybe just "Please see it from my perspective." And it's not necessarily rude. It's just saying,

  • "Okay, please look at it from my perspective. Can't you see where I'm coming from?" Or "Don't

  • you see where I'm coming from?" You're asking them to say, "Okay, I understand why you have

  • that point of view. Maybe I don't agree with it, but I understand." So this could be if,

  • for example, maybe if you don't agree with something that your parents say and you feel

  • like, "Oh, their generation is so different," you might think to yourself, "I understand

  • where they're coming from. I understand their point of view because of the way they grew

  • up, because of their parents, because the world was very different back then. So I understand

  • where they're coming from. I understand their point of view. That's kind of the origin of

  • their thoughts." This is a lovely phrasal verb with many different meanings.

  • Carla: But you'll see all different colors, and all

  • those different colors come from different mineral compositions coming from the different

  • regions. And all those different colors come from different mineral compositions coming

  • from the different regions. And all those different colors come from different mineral

  • compositions coming from the different regions. Vanessa:

  • The next phrasal verb is "to start off" or "to start off with something," and you can

  • imagine the verb "to start" is the beginning. But when we use "to start off with," we usually

  • are talking about the beginning of some kind of series of events. So multiple things are

  • happening afterwards. For example, if I said, "Oh, man, I really, I want to make bread,

  • but I don't know how to make bread." If Dan is a bread expert, he might say, "To start

  • off with, you need to have a good recipe." Dan:

  • Toss the flour into the air. Vanessa:

  • Oh, wow. You're really an expert. Dan:

  • That's from the magic of practice. Vanessa:

  • Throw flour in the air, and it just comes down like a loaf of bread. Amazing. So we're

  • saying, "to start off with, you need to do this." We're using that phrasal verb kind

  • of as an introduction to the series. "To start off with, you need to do this and here's kind

  • of the things that you need to do." Dan:

  • Yeah, I think you use this usually when you're introducing something or if you're giving

  • instructions. So if you're giving instructions, you might tell the other person, "We need

  • to start off with this" or if you're- Vanessa:

  • You need to start off with a good recipe, then get the ingredients, then have a lot

  • of time. Dan:

  • Right. Or if you are maybe making a presentation, you might say, "We're going to start off today

  • with a little bit of a story," for example. Vanessa:

  • Yeah, so you could use it to begin something that's going to have several other events

  • or activities that happen afterwards. So in Dan's sentence, he said, "I'm starting the

  • meeting by saying, 'Oh, we're going to start off today with something.'" I want to let

  • you know that you're also going to hear the word "by." "We're going to start off today

  • by telling a joke. We're going to start off today with telling a joke." You could use

  • either. You're going to hear both of those, but the main part, "start off with" or "start

  • off," it's going to be the same for all of these.

  • Carla: And the key with salt tasting is you want

  • to start off with the highest mineral content salt going to the highest sodium salt. You

  • want to start off with the highest mineral content salt. You want to start off with the

  • highest mineral content salt. Vanessa:

  • Were any of those phrasal verbs new to you? I hope that our explanations help you to remember

  • them and learn how to use them in real conversations. Next, it's time for a pronunciation lesson.

  • We're going to take an in depth look at a couple sentences that you heard in the original

  • conversation. I'm going to break those down step by step so that you can imitate our pronunciation.

  • So what I want you to do is I want you to try to repeat with me, speak out loud, use

  • your pronunciation muscles. It's great to hear me, but it's even better if you speak

  • out loud yourself. So I challenge you to be active, and let's get started.

  • Vanessa: Hi. Welcome to this month's pronunciation

  • lesson. Today we're going to be focusing on five sentences that you heard in the conversation

  • with Carla. And each of those sentences features a vocabulary expression or a phrasal verb

  • that we talked about in the previous lessons, so I hope that this will help you to remember

  • those words and pronounce them correctly. What we're going to do is we're going to take

  • a look at the clip, and then I'm going to help you break down the sentence so that you

  • can say it exactly the way that we did, and then we're going to watch it again. I hope

  • that your understanding will improve, but also your pronunciation skills. All right,

  • let's start with the first sentence. Carla:

  • So this started a very sustainable practice that has lasted hundreds of years, and it's

  • still there today. This started a very sustainable practice that has lasted hundreds of years.

  • This started a very sustainable practice that has lasted hundreds of years.

  • Vanessa: In this sentence, you heard Carla say, "This

  • started a very sustainable practice that has lasted hundreds of years." She's talking about

  • the method of creating salt. Instead of burning wood, they're using the sun to evaporate the

  • water, and this is a sustainable process. The sun is always going to be hot, so it's

  • easy to evaporate with the sun, and it's sustainable for the earth as well. So let's break down

  • this sentence starting at the beginning. Vanessa:

  • In the beginning of the sentence, she says, "This started." "Started." This e-d word "started"

  • ends in an "id" sound. "Started." What's another sound that you hear? The word "start" ends

  • in a T, but this T is changing to a D. This is super typical in American English that

  • T's changed to D sounds. So I want you to say this with me. "This started." It kind

  • of sounds like "star" plus "did." "Started." "This started." "This started." I want you

  • to be as active as possible during this lesson. So whenever I'm saying something, and I'm

  • repeating something a couple of times, I hope that you can say it out loud, too. It's great

  • to listen to my voice, but it's even better if you can say it out loud yourself.

  • Vanessa: All right, let's go to the next part of the

  • sentence. "A very sustainable practice. A very sustainable practice." Let's break down

  • that big word here. Sustain-able. That final part sounds like "uh." "Sustainable." There's

  • two "uh" sounds here at the beginning. Sus-tain-a-ble. So I want you to say that part with me. "A

  • very sustainable practice. A very sustainable practice."

  • Vanessa: In the next two words, she says, "That has.

  • That has." First, let's listen for the vowel sound. "Th-a-a." It's a short E. Even though

  • the word "that" has an A, "that" often in fast English, it becomes "theh," "eh," "eh."

  • "That has. That has. That has." But what's happening to the final T in that word? "That."

  • Do you hear it all? "That has." This is called a stopped T. So instead of making that T sound

  • with a puff of air, your tongue is going to stop at the top of your mouth. "That has."

  • That has." You're making a T sound. You're just not letting that puff of air escape.

  • "That has." "That has." And then she says, "lasted hundreds of years." "Lasted."

  • Vanessa: Ooh, does that sound familiar? It's similar

  • to "started." "We have lasted." So just think l-a-s, "las," plus "did", d-i-d. "Lasted."

  • "Lasted hundreds of years. Lasted hundreds of years." So both past tense verbs, "started,"

  • "lasted," have the same type of pronunciation. The T is changing to a D, and that final e-d

  • ending is going to sound like "id." "Started." "Lasted." Do you think we can put this all

  • together? Let's go back and take a look at this full sentence? Try to remember all those

  • things we talked about and we're going to see which words are emphasized so that you

  • can have the right cadence and rhythm in this sentence.

  • Vanessa: "This started a very sustainable practice

  • that has lasted hundreds of years." She's emphasizing "started." "This started a very

  • sustainable practice," emphasizing both of those words, "that has lasted hundreds of

  • years." She also emphasizes the word "hundreds" because that's the unimportant part of the

  • sentence. How many years? Hundreds of years. Let's go back and try to say this sentence

  • by emphasizing those important words. "This started a very sustainable practice that has

  • lasted hundreds of years." You want to say it with me? "This started a very sustainable

  • practice that has lasted hundreds of years." All right. It's your turn. I'm going to pause.

  • No matter where you live around the world, I'll be listening, so make sure that you say

  • this out loud with all of the correct pronunciation that we talked about. If you need a reminder,

  • you could always check out the lesson guide. Each month I send a monthly lesson guide.

  • This is like a mini textbook, and you can see all of the words that we've talked about

  • and see how they're pronounced, and that will kind of give you a a good reminder as you're

  • practicing this lesson. All right, it's your turn. Say the sentence all by yourself.

  • Vanessa: (silence)

  • Vanessa: Great work. Let's listen to how Carla said

  • it in the original conversation. Carla:

  • This started a very sustainable practice that has lasted hundreds of years. This started

  • a very sustainable practice that has lasted hundreds of years. This started a very sustainable

  • practice that has lasted hundreds of years. Vanessa:

  • Did you hear those e-d words, "started," "lasted"? I hope so. Let's go on to the second sentence

  • where you're going to hear the phrasal verb "to come from." Let's listen.

  • Carla: But you'll see all different colors, and all

  • those different colors come from different mineral compositions coming from the different

  • regions. We even have a super white, white salt from Hawaii. All those different colors

  • come from different mineral compositions coming from the different regions and all those different

  • colors come from different mineral compositions coming from the different regions.

  • Vanessa: In this sentence, Carla said, "All those different

  • colors come from different mineral compositions coming from different regions." Do you hear

  • a word that she repeats three times? She says "come from" twice, but she also says "different"

  • three times. So today this is your chance to master pronouncing this word. Let's go

  • back to the beginning and try to say this a little bit by a little bit together. "All

  • those different colors." This is the first time that we've encountered the word "different"

  • in the sentence. So let's say it slowly and together. Dif-rent. "Diff" with a clear F

  • sound. Your top teeth are on your bottom lip. "Diff." And then we have "rent, rent." It

  • kind of sounds like r-i-n, but we need to have a stopped T at the end. Diff-rent. That

  • means that your tongue is stopped at the top of your mouth. You're going to say "different,"

  • but you don't let that little final puff of air come out.

  • Vanessa: So we need to say "diff-rent." Your tongue

  • is stopped at the top of your mouth. "Different, different." "All those different colors."

  • Can you say that with me? "All those different colors. All those different colors. All of

  • those different colors come from diff-rent mineral compositions." Let's say that word

  • again. "Come from diff-rent mineral compositions. Come from diff-rent mineral compositions.

  • Coming from diff-rent regions." This word hasn't changed at all. All three times that

  • we say it, it's going to be the same pronunciation. Helpful. Great. So let's say that final part

  • again. "Coming from diff-rent regions. Coming from diff-rent regions." Great work. Let's

  • go back and say this full sentence together and try to emphasize the important words.

  • Vanessa: A good thing to remember is that the word

  • directly after "different" is going to be emphasized in this whole sentence. So we can

  • say, "All those different colors come from different mineral compositions coming from

  • different regions." So we have "colors," "mineral compositions" and "regions." Let's try to

  • say it together. "All those different colors come from different mineral compositions coming

  • from different regions." Let's speed it up. "All those different colors come from different

  • compositions coming from different regions." This is a great way to practice the word "different"

  • a lot and also the word "come from." I think this phrasal verb is repeated enough that

  • hopefully you'll remember it after this lesson. All right, I'm going to pause and I want you

  • to say this all together. Make sure that you say "diff-rent" and also that you emphasize

  • those correct words. Go ahead. Vanessa:

  • (silence) Vanessa:

  • Great work. Let's listen to her repeat the word "different" a lot.

  • Carla: All those different colors come from different

  • mineral compositions coming from the different regions. And all those different colors come

  • from different mineral compositions coming from the different regions. And all those

  • different colors come from different mineral compositions coming from the different regions.

  • Vanessa: Did you hear "different, different, different"?

  • I hope so. Let's go on to the third sentence where you're going to hear the expression

  • to be all about." Let's listen. Carla:

  • Our whole family is... They're all about the salt.

  • Vanessa: Sure.

  • Carla: They send us pictures. "I'm at this grocery

  • store. Here it is," or "I'm in this country here," so it's fun.

  • Vanessa: Oh, that's so cool.

  • Carla: Our whole family is... They're all about the

  • salt. Our whole family is... They're all about the salt.

  • Vanessa: This is actually two sentences, and I just

  • decided to add them together. She said, "Our whole family is... they're all about the salt."

  • Let's break this down. It's seems like a short sentence, but there's a lot going on. At the

  • beginning of this sentence. She says, "Our whole family is... Our whole family is...

  • Our." How is she pronouncing o-u-r? "Our. Our." Does that sound like the letter R? Yep.

  • It is the same pronunciation. When we say "our, our" with this slower, clearer pronunciation,

  • "Our whole family is... Our," it's going to be for more... slower conversations, a little

  • bit more intentional, but in fast conversations we just say "our." "Our whole family is..."

  • "Our. Our." So I want you to say that with me. "Our whole family is... Our whole family

  • is..." And that final word, i-s, "is" going to have a Z sound at the end. So try to say

  • that with me. "Our whole family is... Our whole family is... Our whole family is...

  • Our whole family is... Our whole family is..." Vanessa:

  • Let's go on to the next part. "They're all about the salt. They're all about the salt."

  • Let's start with the first word, "They're. They're." This is a contraction of "they"

  • plus "are," but she doesn't say "they're. They're." This is the clear pronunciation

  • for this contraction. In fast conversations, native speakers are just going to say "they're.

  • They're." It kind of sounds like, "Look over there. He's over there." T-h-e-r-e. So you

  • can kind of imagine that the Y is just gone. You can say, "They're. They're. They're all

  • about the salt. They're. They're." Vanessa:

  • And the next part she uses the key expression here, "all about the salt." Listen for the

  • final T on those two words that end in T. "They're all about the salt. They're all about

  • the salt." Do you hear the T? "They're all about the salt. No. Instead, this is going

  • to be that stopped T sound, so I want your tongue on the roof of your mouth, stopping

  • at the end of that word. "They're all about the salt. Salt, salt." If you just say "Sal,"

  • it's a different sound than "salt" with a stopped T. If you just say s-o-l compared

  • to s-o-l, "Sol, Sol" with a stopped T, or it's pronounced or it's spelled s-a-l-t, but

  • the pronunciation is kind of like an O. That's why I said that, but you can say "Sol" with

  • a stopped T, and it's going to sound much more natural.

  • Vanessa: Do you think we can put that final sentence

  • together? "They're all about the salt." Say it with me. "They're all about the salt. They're

  • all about the salt." Okay, let's go back and try to say all of this together, including

  • the first part. Let's say it and emphasize the right words. "Our whole family is... They're

  • all about the salt. Our whole family is... They're all about the salt." Can you guess

  • what we're emphasizing here? "Our whole family is... They're all about the salt." So we have

  • "whole family." "all" and "salt." Let's say this all together. Remember all of the reductions

  • that we talked about and also these emphasized words. Say it with me. "Our whole family is...

  • They're all about the salt. Our whole family is... They're all about the salt. Our whole

  • family is... They're all about the salt. Now it's your turn. Say it all by yourself. Go

  • ahead. Vanessa:

  • (silence) Vanessa:

  • Great work. All right, let's listen to this sentence, and I want you to listen for all

  • of those things that we talked about, those reductions, the stopped T's. Let's listen.

  • Carla: Our whole family is... They're all about the

  • salt. Our whole family is... They're all about the salt. Our whole family is. They're all

  • about the salt." Vanessa:

  • Are your pronunciation muscles warmed up? I hope so. Along with the conversation, vocabulary,

  • grammar, and pronunciation lessons, you'll also get access to the MP3 versions of all

  • of these lessons so that you can download them, listen to them while you're driving,

  • while you're running, while you're cooking breakfast, and also the full transcript so

  • that you can follow along and try to catch every single word. There's one more element

  • to the Fearless Fluency Club that you get every month and that is The Story. Let's take

  • a look at it. Vanessa:

  • The Story is a fun one-page combination of everything you studied this month, vocabulary,

  • grammar, pronunciation, the topic, everything is combined in The Story. You can listen to

  • it, repeat it, and even memorize it. I also host weekly live lessons in our private Facebook

  • group so that you can ask me questions and practice what you've been learning each week.

  • A lot of members also choose to speak together each week or even daily, sometimes on Skype,

  • Google Hangouts, WhatsApp, Facebook Messenger. This is a great way to make friends around

  • the world and also to use English actively. If you'd like to join me and other members

  • around the world in the Fearless Fluency Club, you can check out the link up here or in the

  • description. Vanessa:

  • And now I have a question for you because we talked about salt today, and this is added

  • to your food, I want to know what kind of food do you like to eat? Let me know in the

  • comments. I hope, if you're reading the comments, you're not too hungry because I'm sure there

  • will be amazing dishes that you mentioned. Thanks so much for learning English with me,

  • and I'll see you again next Friday for a new lesson here on my YouTube channel. Bye.

  • Vanessa: The next step is to download my free e-book,

  • Five Steps to Becoming a Confident English Speaker. You'll learn what you need to do

  • to speak confidently and fluently. Don't forget to subscribe to my YouTube channel for more

  • free lessons. Thanks so much. Bye.

Vanessa: Hi. I'm Vanessa from SpeakEnglishWithVanessa.com.

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A2 初級

Advanced English Conversation: Vocabulary, Phrasal Verb, Pronunciation

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    Peii Qii に公開 2021 年 07 月 17 日
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