Speak English FLUENTLY Using This STEPbySTEP Lesson

Last night I was teaching a live class.

Every month I teach a live class to the
students in my Academy,

where I work with a student one on one.

And as I was teaching last night, I just
have this moment where I thought,

it’s really about the basics and the foundation.

So in today’s video, I’m going to go over two things that came up in my live class

working with a student who was struggling,

and we’re going to talk about how you can
apply that to yourself,

to your own language learning to help you speak English with more ease.

The first student I worked with was Alice.

Her native language is Chinese.

And she said that there had been
something early on in my Academy

that she didn’t really understand, she didn’t feel comfortable doing it so she moved on.

And I realized what she was talking about was breaking up a word or sentence into its rhythm.

And I can see how that can be confusing,

but by not really understanding what we mean by rhythmic contrasts in American English,

and just moving on, she was never going to be able to really capture that quality of American English.

In that course, I have a little video where I talk about why you need to break something down.

And I tell the story of when I was trying to learn how to do a double under jump rope move at the gym.

This is when you jump rope but each time you jump, you do two rotations of the rope.

Now, I thought this was impossible.

That was me failing and trying to do this thing.

I was putting in an incredible amount of
effort and working too hard.

My feet weren’t light enough.

The way I got to start to get the right feeling and rhythm, and touch in my body,

was when I started jumping rope without the rope.

Now, i’ve been having my students speak English without words for years,

so it was exciting to discover success in a
similar situation.

In the next few lessons, you’re going to focus on speaking English without words.

So I have these exercises and you’ll see them on my youtube channel too

where we talk about the stress of a word, let’s take the word ‘probably’ for example.

It’s a three-syllable word with first syllable stress.

So instead of practicing probably, and trying to think about which syllable is stressed,

and which are unstressed, and then also all of those sounds, which I know are tricky,

I break it down to just the stress.

So instead of practicing ‘probably’, I have my students practice:

DA-da-da, DA-da-da.

Really long, up-down shape, and then two little dots.

DA-da-da, DA-da-da.

Let’s take the word ‘Chinese’, da-DA.

Let’s take the phrase ‘I don’t know.’

da-da-DA.

Let’s take the phrase ‘happy’, DA-da.

So these are all things, anything that’s spoken in English,

we can break down to just the rhythm on any syllable.

I’ve chosen D and AH, or the schwa for unstressed, da-da, da-da, da-da-da.

But when a student comes along whose native language is not stressed timed, but as syllable timed,

like Chinese, where every syllable is the same length, it can be really hard to think in this way.

Long, short? Short, long? What?

So i’ll have students that will come to me and they’ll say, let’s take the word ‘happy’ for example, happy.

And I get the stress, the one is higher,

the intonation is higher, the pitch is higher, but the length is too much the same.

Happy.

In American English, we want happy.

So the last syllable isn’t EE but it’s EE.

And so getting students to focus on this and to shorten up those unstressed syllables is really important,

because it brings in this very natural American character.

So when I learned that Alice was not comfortable with da-da, da-da, da-da-da-da,

and these rhythms, but moved on, I stopped her.

I said you need to go back and work on this foundation for about a week.

All right, when it’s a two syllable word we only have two options, we have da-da, like Chinese,

and we have da-da, like silly.

So I would just - let me just hear you say da-da, Chinese, let me just hear you say those two things.

  • Two syllables.

  • Yeah.

  • First stressed.

  • Second stressed. Like the word Chinese.

  • Da-da.

  • Yes. Exactly.

Do it again.

  • Da-da.

  • Right, and now make the first one even shorter.

  • Da-da.

  • Right, and now connect them, right now you’re doing da da, and the length is right,

but I wanna hear da-da,

I want to hear them
Da-da.

  • Yes, exactly, do it again.

  • Da-da.

  • Yes. Again.

  • Da-da.

  • Right, and now you can go do all the two syllable words that are like that.

Chinese, about.

Too often we rush to get on to the next thing, and as adults, we put…

We put a lot of pressure on ourselves as we learn, I think, to learn quickly, to achieve it, to be done with it.

And when we’re doing something with our
body, that’s brand-new,

that’s not something that we’re learning
with our head, and that takes time.

So right now, we’re going to practice some rhythmic patterns together, how comfortable are they?

Please do practice out loud here.

Of course, you can watch it and understand, but can you do it with your own body?

Money. Da-da.

Dinner. Da-da.

Classy. Da-da.

Now, you’ll hear the exact same thing, you
do it with me out loud.

Money.

Da-da.

Dinner. Da-da.

Classy. Da-da.

Da-DA.

Alive. Da-DA.

Until. Da-DA.

Again.

Now you’ll hear the exact same thing, you
do it with me out loud.

Da-DA. Alive.

Da-DA. Until.

Da-DA. Again.

Da-DA-da.

Unlikely.

Da-DA-da. Forever.

Da-DA-da.

I think so.

Now, you’ll hear the exact same thing, you
do it with me out loud.

Da-DA-da. Unlikely.

Da-DA-da. Forever.

Da-DA-da. I think so.

DA-da-da. Africa.

DA-da-da. Company.

DA-da-da. Holiday.

Now you’ll hear the exact same thing, you do it with me out loud.

DA-da-da. Africa.

DA-da-da. Company.

DA-da-da. Holiday.

Da-da-DA. Engineer.

Da-da-DA. Guarantee.

Da-da-DA. Recommend.

Now you’ll hear the exact same thing, you
do it with me out loud.

Da-da-DA. Engineer.

Da-da-DA. Guarantee.

Da-da-DA. Recommend.

Thinking about stress this way can really help

when you’re working with a longer word
that’s more difficult,

because focusing on the stress helps you
figure out how to simplify things.

For example, the word ‘regularly’,
that is a tricky word.

Reg-ularly.

–gularly, –gularly.

When you know that you can take those final three syllables and simplify them

so that you can say them more quickly, it
will definitely help.

Then I met with a student named Grace.

Grace has been living in the US for quite some time and she’s from Brazil, her native languages Portuguese,

and she’s really done so well with so
much of mastering American English,

but there were some things that were still
difficult for her

and the thing that I wrote down as she
was speaking, that I just noticed

as a flashing light, the biggest issue with her sounds was the R sound.

No surprise.

It’s extremely tricky for lots of people.

With her, she was putting in so much effort.

And it makes sense.

When we learn how to do something, we
use our brain, we understand it,

and then we apply that idea to what we’re doing.

We try, we put in effort to make it happen.

And what was happening was as she did that,

it’s hard to do that so quickly in a word or in a sentence, as she did that, it brought in more attention,

it made it harder, so she put in more effort
to try to get that R sound.

And her R ended up sounding like this. Ohrr.

More stuck in the throat, not a clean
forward American feel.

Now, with an adult speaker, I do often
describe what’s happening,

show them what’s happening with photos and videos

so that they understand how to make a
sound like the R sound,

where you can’t see much because of the tongue position and the mouth position.

So with adults, I do give this kind of information.

But then sometimes that means you try too much to use your head to make it happen.

So with Grace, I decided to do something that was mimicking more the way a child would learn.

What we did is we said: you’ve got to throw out everything you know,

brainwash yourself, you know nothing about R.

You’ve never heard of it.

It’s a brand new concept to you.

You can’t see a photo of how it’s made, I’m not going to describe to you how it’s made,

your only resource for understanding the sound is hearing it.

So I’m gonna say it, and then you repeat it,
and as you’re repeating it,

you just try to match that sound, use your
ear to match the sound.

What am i hearing?

Is it like what Rachel did?

If so, good. If not what can I change?

Rely on what you’re hearing and turning
that into your voice,

rather than relying on what you know and trying to make your sound out of that.

Focus less on what your tongue is doing and to focus a ton on the sound.

So.

I’m just going to make an R sound.

I want you to close your eyes and just try to find that sound with your mouth, try to match my sound.

I’m going to do it for about two seconds. Then you do it for about two seconds, then I’m going to do it.

We’re just going to go back and forth for several times.

Just see what you can find.

Don’t think about what you’re doing with your tongue, think about the sound, and matching the sound.

Okay? - Okay. -

Errrrrrrr.

  • Errrrrr.

  • Errrrr.

  • Errrrr.

  • Errrrr.

  • Errrrrr.

  • Okay, so a couple things are happening.
    It’s actually starting pretty good.

Then you’re kind of doing this with your jaw.

  • I’m trying to move.

  • Yeah. Actually that is making it less good.

So I asked her: what are you doing? And she said,

well I started making the sound, and then I thought about how I needed to make it more forward,

that was the problem.

She started thinking about how it needed to be.

And sometimes, we just need to shut that off.

So it’s important as an adult to learn
everything about the sound,

and understand that, and practice it with that way some, but then it’s also really important sometimes

to just let that go and learn as a child learns when it comes to brand new sounds.

And when she did that,

when she brainwashed herself into thinking she knew nothing about the sound,

and she could only rely on trying to match my sound,

something beautiful happened.

She looked so much more relaxed, this sound was way more accurate,

and the sound was also more relaxed.

It just looked easier.

It looked like this is something that you can reproduce and work into your speech.

I think that actually what’s gonna work better for you with this sound,

because you have so much brain knowledge and so much effort,

and you’ve said, you know it’s “My R is a problem.

like you already have all of these ideas about the R, would be to just let them go.

We’re going to do it again.

and if you notice your mind saying oh my gosh, I need to move my jaw out

or something, just try to let the thought come and go.

I’m just gonna do it and have you do it back. Okay?

  • Okay.

  • Errrrrr.

  • Errrrr.

  • Errrr.

  • Errrrr.

  • Errrrr.

  • Errrr.

  • Okay. All three of those were way better
    than any r that you did previously.

I will say, they looked very relaxed.

They looked much less effortful.

So now you and me, we’re going to do it just like I did with Grace in my class, okay?

So we’re going to take the R.

Brainwash yourself right now. You know nothing about how the R sound is made.

You’ve never seen a picture of the tongue position.

You’ve never heard me describe what should be happening with the tongue or the lips or the jaw.

You know nothing.

It’s a brand new sound. How exciting?

So the way you’re going to make it is you’re gonna hear me do it, and then you’re gonna do it.

And if it’s not right, don’t worry, because in a couple seconds, I’m gonna do it again.

You’ll have the chance to listen again, and
then you’ll try again.

Rrrr–

Rrrr–

How are you feeling? Is your mind still trying to come in, tell you how to do it?

Try to let that go.

Say, okay mind, I love you, you’re so helpful, for now, I’m going to put you aside,

I’m gonna listen to my body instead.

So you’re taking your ear,

your ear is taking what it hears, and it is telling your mouth what to do to make that sound.

As you’re making a sound, your ear can tell if something’s not quite the same,

and it will tell your body what slight adjustment to make,

and this is how we navigate and find the
right sound, okay?

So let’s try it.

Three times, no, let’s say five times, I’m going to hold out the R for a few seconds, then you do it,

then I do it, then you do it. Don’t judge yourself, because that really doesn’t matter.

Just keep going forward, hearing it, and trying it.
Okay, let’s do it.

Rrrr–

Rrrr–

Rrrr–

Rrrr–

And the last time.

Rrrr–

What’s happening? Are you finding a more
relaxed sound?

I’m actually feeling very relaxed just thinking about how relaxed you are working on this sound.

So it’s about the basics, taking yourself
back to the foundation.

So, with the first student it was about the foundation of rhythm, getting rid of

sounds and words and just working on rhythm.

With the second student,

it was about getting back to the basics, the foundation of learning the way a child would learn.

Now, i’ve built a whole Academy around training materials, so

that’s a sign that I don’t think that adults can learn exclusively by listening.

I think they do need some help, some
guidance and a lot of training.

The other thing that I worked with a Grace on was how she felt about her R. Here’s what I said.

Because it is harder to change that habit when we think: I’m so stressed about this,

I’m so self-conscious about it. It’s such a
problem for me.

That does, I think, make it harder to break the habit.

So we want to do, like, the good work of breaking the habit,

but we also want to do the important work of addressing what are we saying to ourselves about our habit,

and is it, like, slowing us down from meeting our goal?

So I think that maybe working on both of those things on the R will help…

Will help release you a little bit because I definitely see that tension in that effort

that’s going into making the R and sometimes, speaking in general, not always.

So you have to take care of yourself and watch how you

talk about yourself and your ability,

because if it’s not supportive of what you’re trying to do, then it’s gonna slow you down.

And I know it sounds kind of cheesy to say that, but it’s true and i’ve seen it happen, and

to help my students make the fastest,

best progress,

i’ve learned that I also need to take care of

how they see themselves, and that’s also
something I do in the Academy.

You know what? You can do so much.

If you’re wondering what is this Academy,

it’s rachelsenglishacademy.com Check it out, join if you’d like, I’d love to see some of you there,

and this is the next video that you should watch

here on youtube, this is what youtube is
suggesting for you

based on who they think you are, and who
they think I am, so

interesting, why not try it?

Also, don’t forget to subscribe. I make new videos on the English language, specifically

spoken English and English pronunciation, every Tuesday, please come back and check it out.

That’s it guys and thanks so much for
using Rachel’s English.

昨晚我在教一个直播课。

每个月我都会
在我的学院里为学生教授一个现场课程,

在那里我与一个学生一对一地工作。

当我昨晚在教学时,我只是
有这个时刻我想,

这真的是关于基础知识和基础。

因此,在今天的视频中,我将讨论在我的现场课堂上

与一位正在苦苦挣扎的学生一起工作时出现的两件事

,我们将讨论如何
将其应用于自己,

应用于自己的语言学习 帮助您更轻松地说英语。

与我一起工作的第一个学生是爱丽丝。

她的母语是中文。

她说
我的学院早期有些

事情她并不真正理解,她觉得这样做不舒服,所以她继续前进。

我意识到她在说的是把一个词或句子分解成它的节奏。

我可以看出这会让人感到困惑,

但是由于没有真正理解我们所说的美式英语节奏对比的意思

,只是继续前进,她永远无法真正捕捉到美式英语的那种品质。

在那门课程中,我有一个小视频,我在其中讨论了为什么需要分解某些东西。

我讲述了当我试图在健身房学习如何做双人跳绳动作时的故事。

这是你跳绳的时候,但每次你跳绳时,你都会做两次绳子的旋转。

现在,我认为这是不可能的。

那是我失败并试图做这件事。

我付出了难以置信的
努力,而且工作太努力了。

我的脚不够轻。

我开始获得正确的感觉和节奏并触摸我的身体的方式

是当我开始在没有绳子的情况下跳绳时。

现在,多年来我一直让我的学生说英语不带单词,

所以在类似的情况下发现成功是令人兴奋的

在接下来的几节课中,你将专注于不带单词的说英语。

所以我有这些练习,你也会在我的 youtube 频道上看到它们

,我们谈论一个词的重音,让我们以“可能”这个词为例。

这是一个三音节词,首音重音。

因此,与其练习可能,并试图思考哪个音节是重读的,哪些是非重读的

,然后还有所有那些我知道很棘手的声音,

我把它分解成重音。

因此,我没有练习“可能”,而是让我的学生练习:

DA-da-da,DA-da-da。

真的很长,上下形状,然后是两个小圆点。

达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达达。

让我们以“中国人”这个词为例,da-DA。

让我们以“我不知道”这个短语为例。

达达达。

让我们以“快乐”一词为例,DA-da。

所以这些都是东西,任何用英语说的东西,

我们都可以分解成任何音节的节奏。

我选择了 D 和 AH,或者 schwa 表示不重读,da-da,da-da,da-da-da。

但是当一个学生的母语不是重音计时,而是音节计时,

就像中文一样,每个音节都是相同的长度,这样想真的很难。

长短? 短长? 什么?

所以我会有学生来找我,他们会说,让我们以“快乐”这个词为例,快乐。

我得到了重音,一个更高

,音调更高,音高更高,但长度太相同了。

快乐的。

在美式英语中,我们想要快乐。

所以最后一个音节不是EE,而是EE。

所以让学生专注于这一点并缩短那些不重读的音节真的很重要,

因为它带来了这种非常自然的美国性格。

所以当我得知爱丽丝对 da-da、da-da、da-da-da-da

和这些节奏感到不舒服,但继续前进时,我阻止了她。

我说你需要回去在这个基础上工作大约一个星期。

好吧,当它是一个两个音节的单词时,我们只有两个选项,我们有 da-da,就像中文一样

,我们有 da-da,像 silly。

所以我只想 - 让我听你说 da-da,中文,让我听你说这两件事。

  • 两个音节。

  • 是的。

  • 首先强调。

  • 第二强调。 比如中文这个词。

  • 达达。

  • 是的。 确切地。

再来一遍。

  • 达达。

  • 对,现在让第一个更短。

  • 达达。

  • 对,现在把它们连接起来,现在你在做哒哒,长度是对的,

但我想听哒-哒,

我想听他们
哒-哒。

  • 是的,没错,再做一次。

  • 达达。

  • 是的。 再次。

  • 达达。

  • 对了,现在你可以去做所有像那样的两个音节词了。

中文,大约。

我们常常急于做下一件事,而作为成年人,我们把……

当我们学习时,我们给自己施加了很大的压力,我认为,要快速学习,实现它,完成它。

当我们用我们的身体做某事时
,那是全新的,

这不是
我们用头脑学习的东西,这需要时间。

所以现在,我们要一起练习一些节奏型,它们有多舒服?

请在这里大声练习。

当然,你可以看明白,但你能用自己的身体做吗?

钱。 哒哒。

晚餐。 哒哒。

优雅。 哒哒。

现在,你会听到完全相同的声音,你
大声跟我做。

钱。

哒哒。

晚餐。 哒哒。

优雅。 哒哒。

达达。

活。 达达。

直到。 达达。

再次。

现在你会听到完全相同的声音,你
大声跟我一起做。

达达。 活。

达达。 直到。

达达。 再次。

哒哒哒。

不太可能。

哒哒哒。 永远。

哒哒哒。

我认同。

现在,你会听到完全相同的声音,你
大声跟我做。

哒哒哒。 不太可能。

哒哒哒。 永远。

哒哒哒。 我认同。

哒哒哒。 非洲。

哒哒哒。 公司。

哒哒哒。 假期。

现在你会听到完全相同的声音,你大声跟我一起做。

哒哒哒。 非洲。

哒哒哒。 公司。

哒哒哒。 假期。

哒哒哒。 工程师。

哒哒哒。 保证。

哒哒哒。 推荐。

现在你会听到完全相同的声音,你
大声跟我一起做。

哒哒哒。 工程师。

哒哒哒。 保证。

哒哒哒。 推荐。

当你处理一个更难的更长的单词
时,以这种方式思考压力真的很有帮助,

因为专注于压力可以帮助你
弄清楚如何简化事情。

例如,“定期”这个词,
这是一个棘手的词。

经常。

——经常,——经常。

当你知道你可以把最后三个音节简化,

这样你可以更快地说出来,这
肯定会有所帮助。

然后我遇到了一位名叫格蕾丝的学生。

格蕾丝在美国生活了很长一段时间,她来自巴西,母语是葡萄牙语

,她
在掌握美式英语方面做得非常好,

但有些事情
对她来说仍然很困难,

而且 我在
她说话的时候写下来,我只是

注意到她的声音在闪烁,最大的问题是 R 音。

没有惊喜。

对于很多人来说,这非常棘手。

和她在一起,她付出了很多努力。

这是有道理的。

当我们学习如何做某事时,我们
使用我们的大脑,我们理解它,

然后我们将这个想法应用到我们正在做的事情中。

我们尝试,我们努力实现它。

而发生的事情就是她那样做,

很难用一个词或一句话这么快地做到这一点,因为她这样做了,它引起了更多的关注,

它变得更加困难,所以她付出了更多的努力
来尝试 得到那个R的声音。

她的R最终听起来像这样。 哦。

更多地卡在喉咙里,而不是干净的
美国感觉。

现在,对于一位成人演讲者,我确实经常
描述正在

发生的事情,用照片和视频向他们展示正在发生的事情,

以便他们了解如何
发出像 R 音那样的声音,

由于舌头的位置和 嘴的位置。

所以对于成年人,我确实会提供这种信息。

但有时,这意味着你尝试过多地使用你的头脑来实现它。

因此,与格蕾丝一起,我决定做一些更多地模仿孩子学习方式的事情。

我们所做的是我们说:你必须扔掉你所知道的一切,给

自己洗脑,你对R一无所知。

你从来没有听说过。

这对你来说是一个全新的概念。

你看不到它是如何制作的照片,我不会向你描述它是如何制作的,

你理解声音的唯一资源就是听到它。

所以我要说,然后你重复它
,当你重复它时,

你只是试着匹配那个声音,用你的
耳朵来匹配那个声音。

我在听什么?

和瑞秋做的一样吗?

如果是这样,很好。 如果不是,我能改变什么?

依靠您所听到的并将
其转化为您的声音,

而不是依靠您所知道的并试图从中发出声音。

少关注你的舌头在做什么,而把注意力集中在声音上。

所以。

我只是要发出一个R的声音。

我希望你闭上眼睛,试着用你的嘴找到那个声音,试着匹配我的声音。

我会做大约两秒钟。 然后你做大约两秒钟,然后我就去做。

我们只是来来回回几次。

看看你能找到什么。

不要想着你用舌头在做什么,想着声音,和声音相匹配。

好的? - 好的。 -

Errrrrrr。

  • 呃呃呃。

  • 错误。

  • 错误。

  • 错误。

  • 呃呃呃。

  • 好的,有几件事正在发生。
    它实际上开始很好。

然后你有点用你的下巴做这个。

  • 我正在尝试移动。

  • 是的。 实际上,这使它变得不那么好。

于是我问她:你在做什么? 她说,

好吧,我开始发出声音,然后我想我需要如何让它更向前,

这就是问题所在。

她开始思考应该怎么做。

有时,我们只需要关闭它。

因此,作为一个成年人,学习
有关声音的所有知识

,理解它,并以某种方式练习它是很重要的,但有时也很重要的是

,放手去学习,就像孩子学习全新的声音一样 .

而当她这样做的时候,

当她把自己洗脑,认为她对声音一无所知

,她只能依靠尝试匹配我的声音时,

美好的事情发生了。

她看上去轻松了许多,这个声音更加准确

,声音也更加轻松。

它只是看起来更容易。

看起来这是你可以复制并融入你的演讲的东西。

我认为实际上用这种声音对你来说会更好,

因为你有这么多的大脑知识和这么多的努力,

而且你说过,你知道这是“我的 R 是个问题。

就像你已经有了所有这些想法 关于R,就是让他们走。

我们会再做一次

。如果你注意到你的大脑在说哦,天哪,我需要把我的下巴移开

什么的,试着让这个想法来,然后 去。

我就去做,然后你再做。好的?

-好的

。-Errrrrr。-Errrr。

-Errrr。

-Errrr。

-Errrr。

Errrr。-好的。这三个都比

“ 我

现在要给自己洗脑。你对 R 的声音是如何发出的一无所知。

你从来没有看过舌头位置的照片。

你从来没有听过我描述应该发生什么 舌头或嘴唇或下巴。

你什么都不知道。

这是一种全新的声音。 多么激动人心?

所以你要做的就是你会听到我做的,然后你会做的。

如果它不正确,请不要担心,因为几秒钟后,我会再做一次。

您将有机会再次聆听,
然后再试一次。

Rrrrr——

Rrrrr——

感觉怎么样? 你的心还在想进来,告诉你怎么做吗?

试着放下它。

说,好吧,我爱你,你很有帮助,现在,我要把你放在一边,

我要听我的身体。

所以你在听你的耳朵,

你的耳朵在听它听到的东西,它告诉你的嘴该怎么做才能发出声音。

当你发出声音时,你的耳朵可以分辨出是否有什么不一样

,它会告诉你的身体需要做哪些细微的调整

,这就是我们导航和找到
正确声音的方式,好吗?

所以让我们试试吧。

三次,不,比方说五次,我要按住R几秒钟,然后你做,

然后我做,然后你做。 不要评判自己,因为那真的不重要。

继续前进,聆听并尝试。
好吧,让我们做吧。

Rrrr–

Rrrr–

Rrrr–

Rrrr– 最后一次。

Rrrr——

怎么了? 您是否正在寻找更
轻松的声音?

想想你在这个声音上工作的轻松程度,我实际上感到非常放松。

所以它是关于基础的,把你自己
带回基础。

所以,对于第一个学生来说,它是关于节奏的基础,摆脱

声音和文字,只关注节奏。

对于第二个学生,

它是关于回归基础,以孩子的学习方式学习的基础。

现在,我已经围绕培训材料建立了一个完整的学院,所以

这表明我不认为成年人只能通过听来学习。

我认为他们确实需要一些帮助、一些
指导和大量培训。

我和格蕾丝一起工作的另一件事是她对她的 R 的感觉。这就是我所说的。

因为当我们这样想时,很难改变这种习惯:我对此感到压力很大,

对此我很自觉。 这对我来说是个
问题。

我认为,这确实使改掉这个习惯变得更加困难。

所以我们想做,比如,打破习惯的好工作,

但我们也想做重要的工作,解决我们对自己说的关于我们的习惯

的事情,它是否会减慢我们实现目标的速度 ?

所以我认为也许在 R 上做这两件事会有所帮助……

会帮助你释放一点,因为我肯定看到

了制作 R 的努力中的紧张,有时,一般来说,并不总是 .

所以你必须照顾好自己,注意你如何

谈论自己和你的能力,

因为如果它不支持你想做的事情,那么它会让你慢下来。

而且我知道这样说听起来有点俗气,但这是真的,我已经看到它发生了,

为了帮助我的学生取得最快、

最好的进步,

我了解到我还需要照顾

他们的看法 他们自己,这也是
我在学院做的事情。

你知道吗? 你可以做这么多。

如果你想知道这个学院是什么,

它是 rachelsenglishacademy.com 看看,如果你愿意就加入,我很想在那里见到你们中的一些人

,这是你应该在 youtube 上观看的下一个视频

, 这就是 youtube

根据他们认为你是谁以及
他们认为我是谁为你提供的建议,如此

有趣,为什么不试试呢?

另外,别忘了订阅。 我每周二都会制作新的英语视频,特别

是英语口语和英语发音,请回来看看。

就是这样,非常感谢您
使用 Rachel 的英语。