Friday, March 31, 2023

Grammar and Games (II)

SUPERLATIVES QUIZ
ESL Classroom Game
Easy ENGLISH Quiz


Games4ESL
YouTube Channel
Jun. 8, 2019


In this Superlatives Quiz there are 10 questions. All of them use the English superlative form. Practice using superlatives and making sentences in English.


For more FREE resources for teaching English, visit www.Games4esl.com.

Grammar and Games (I)

COMPARATIVES QUIZ
ESL Classroom Game
Easy ENGLISH Quiz


Games4ESL
YouTube Channel
May 26, 2019


Teach comparative adjectives with this fun, no prep ESL Game / Quiz. This is a great way to introduce this grammar point or to review language to do with comparing two things in English.


For more FREE resources for teaching English, visit www.Games4esl.com.

ENGLISH Idioms - "Clean Slate"

ENGLISH @ THE MOVIES
CLEAN SLATE


VOA Learning English
YouTube Channel
Dec. 24, 2015


The phrase comes from the cartoon movie “The Peanuts Movie”. Poor Charlie Brown, he is the child who is always getting doing things the wrong way. Here he is talking about a “clean slate”. Listen to find out what it means.
Originally published at https://learningenglish.voanews.com/a/3093780.html. Accessed on March 31, 2023.


To start with a clean slate: começar de novo (da estaca zero).

© 2023 VOA - Voice Of America. All rights reserved.

ENGLISH on CMSP - 3rd EM - 3/24/2023

HAVE YOU EVER MADE A MOVIE?
ENGLISH LESSON - CMSP - 3ª série EM
March 24, 2023



Aula de Língua Inglesa da 3ª série do Ensino Médio transmitida pelo Centro de Mídias da Educação de São Paulo em 24 de março de 2023. Sob o comando e moderação do professor João Franco Junior, a aula contemplou as seguintes habilidades:
  • (EM13LGG201) Utilizar as diversas linguagens (artísticas, corporais e verbais) em diferentes contextos, valorizando-as como fenômeno social, cultural, histórico, variável, heterogêneo e sensível aos contextos de uso.
  • (EM13LGG301) Participar de processos de produção individual e colaborativa em diferentes linguagens (artísticas, corporais e verbais), levando em conta suas formas e seus funcionamentos, para produzir sentidos em diferentes contextos.
  • (EM13LGG704) Apropriar-se criticamente de processos de pesquisa e busca de informação, por meio de ferramentas e dos novos formatos de produção e distribuição do conhecimento na cultura de rede.

GOALS: By the end of this class, students will be able to:
  • identify the situations of use of different verb tense;
  • share and acquire vocabulary related to the movie industry.


ENGLISH on CMSP - 3rd EM - 3/23/2023

THE MOST INTERESTING BOOK!
ENGLISH LESSON - CMSP - 3ª série EM
March 23, 2023



Aula de Língua Inglesa da 3ª série do Ensino Médio transmitida pelo Centro de Mídias da Educação de São Paulo em 23 de março de 2023. Sob o comando e moderação do professor João Franco Junior, a aula contemplou as seguintes habilidades:
  • (EM13LGG102) Analisar visões de mundo, conflitos de interesse, preconceitos e ideologias presentes nos discursos veiculados nas diferentes mídias, ampliando suas possibilidades de explicação, interpretação e intervenção crítica da/na realidade.
  • (EM13LGG201) Utilizar as diversas linguagens (artísticas, corporais e verbais) em diferentes contextos, valorizando-as como fenômeno social, cultural, histórico, variável, heterogêneo e sensível aos contextos de uso.
  • (EM13LGG704) Apropriar-se criticamente de processos de pesquisa e busca de informação, por meio de ferramentas e dos novos formatos de produção e distribuição do conhecimento na cultura de rede.
GOAL: By the end of this class, students will be able to:
  • recognize and use the superlative form of adjectives.

ENGLISH on CMSP - 1st EM - 3/24/2023

BEAUTY IS IN THE EYE OF THE BEHOLDER*
ENGLISH LESSON - CMSP - 1ª série EM
March 24, 2023



Aula de Língua Inglesa da 1ª série do Ensino Médio transmitida pelo Centro de Mídias da Educação de São Paulo em 24 de março de 2023. Sob o comando e moderação do professor João Franco Junior, a aula contemplou as seguintes habilidades:
  • (EF09LI19) Discutir a comunicação intercultural por meio da Língua Inglesa como mecanismo de valorização pessoal e de construção de identidades no mundo globalizado.
  • (EM13LGG102) Analisar visões de mundo, conflitos de interesse, preconceitos e ideologias presentes nos discursos veiculados nas diferentes mídias, ampliando suas possibilidades de explicação, interpretação e intervenção crítica da/na realidade.
  • (EM13LGG103) Analisar o funcionamento das linguagens, para interpretar e produzir criticamente discursos em textos de diversas semioses (visuais, verbais, sonoras, gestuais).
  • (EM13LGG201) Utilizar as diversas linguagens (artísticas, corporais e verbais) em diferentes contextos, valorizando-as como fenômeno social, cultural, histórico, variável, heterogêneo e sensível aos contextos de uso.
  • (EM13LGG202) Analisar interesses, relações de poder e perspectivas de mundo nos discursos das diversas práticas de linguagem (artísticas, corporais e verbais), compreendendo criticamente o modo como circulam, constituem-se e (re)produzem significação e ideologias.
  • (EM13LGG203) Analisar os diálogos e os processos de disputa por legitimidade nas práticas de linguagem e em suas produções (artísticas, corporais e verbais).
  • (EM13LGG204) Dialogar e produzir entendimento mútuo, nas diversas linguagens (artísticas, corporais e verbais), com vistas ao interesse comum pautado em princípios e valores de equidade assentados na democracia e nos Direitos Humanos.
  • (EM13LGG502) Analisar criticamente preconceitos, estereótipos e relações de poder presentes nas práticas corporais, adotando posicionamento contrário a qualquer manifestação de injustiça e desrespeito a direitos humanos e valores democráticos.
GOALS: By the end of this class, students will be able to:
  • describe a picture and answer questions about it;
  • read a text and recognize cognate words;
  • create a visual organizer.
* No vídeo, o professor João traduziu o título da aula como “a beleza está nos olhos de quem vê”; na verdade, este saying pode também ser traduzido como “quem ama o feio, bonito lhe parece”.

ENGLISH on CMSP - 9th EF - 3/24/2023

WRITING A FOOD REVIEW
ENGLISH LESSON - CMSP - 9º ano
March 24, 2023



Aula de Língua Inglesa do 9º ano transmitida pelo Centro de Mídias da Educação de São Paulo em 24 de março de 2023. Sob o comando e moderação do professor João Franco Junior, a aula contemplou as seguintes habilidades:
  • (EF09LI01) Fazer uso da Língua Inglesa para expor pontos de vista, argumentos e contra-argumentos, considerando o contexto e os recursos linguísticos voltados para a eficácia da comunicação.
  • (EF09LI12) Produzir textos (infográficos, fóruns de discussão on-line, fotorreportagens, campanhas publicitárias, memes, entre outros) sobre temas de interesse coletivo local ou global, que revelem posicionamento crítico.
  • (EF09LI14) Utilizar conectores indicadores de adição, condição, oposição, contraste, conclusão e síntese como auxiliares na construção da argumentação e intencionalidade discursiva.
  • OBJETOS DE CONHECIMENTO: funções e usos da Língua Inglesa: persuasão/conectores (linking words); produção de textos escritos, com mediação do professor/colegas.

ENGLISH on CMSP - 8th EF - 3/24/2023

WHAT WILL SMARTPHONES DO IN 2045?
ENGLISH LESSON - CMSP - 8º ano
March 24, 2023



Aula de Língua Inglesa do 8º ano transmitida pelo Centro de Mídias da Educação de São Paulo em 24 de março de 2023. Sob o comando e moderação do professor Edmundo Gomes Junior, a aula contemplou as seguintes habilidades:
  • (EF08LI11) Produzir textos (comentários em fóruns, relatos pessoais, mensagens instantâneas, tweets, reportagens, histórias de ficção, blogs, entre outros), com o uso de estratégias de escrita (planejamento, produção de rascunho, revisão e edição final), apontando sonhos e projetos para o futuro (pessoal, da família, da comunidade ou do planeta).
  • (EF08LI04) Utilizar recursos e repertório linguísticos apropriados para informar / comunicar / falar do futuro: planos, previsões, possibilidades e probabilidades.
  • (EF08LI12) Construir repertório lexical relativo a planos, previsões e expectativas para o futuro.
  • (EF08LI14) Utilizar formas verbais do futuro para descrever planos e expectativas e fazer previsões.
  • (EF08LI05) Inferir informações e relações que não aparecem de modo explícito no texto para construção de sentidos.
  • (EF08LI08) Analisar, criticamente, o conteúdo de textos, comparando diferentes perspectivas apresentadas sobre um mesmo assunto.
  • (EF07LI12) Planejar a escrita de textos em função do contexto (público, finalidade, layout e suporte).
  • (EF08LI02) Explorar o uso de recursos linguísticos (frases incompletas, hesitações, entre outros) e paralinguísticos (gestos, expressões faciais, entre outros) em situações de interação oral.


Thursday, March 30, 2023

ENGLISH on CMSP - 7th EF - 3/24/2023

WHAT DO YOU DO IN YOUR FREE TIME?
ENGLISH LESSON - CMSP - 7º ano
March 24, 2023



Aula de Língua Inglesa do 7º ano transmitida pelo Centro de Mídias da Educação de São Paulo em 24 de março de 2023. Sob o comando e moderação do professor Edmundo Gomes Junior, a aula contemplou as seguintes habilidades:
  • (EF07LI02) Entrevistar os colegas para conhecer suas histórias de vida.
  • (EF07LI07) Identificar a(s) informação(ões)-chave de partes de um texto em Língua Inglesa (parágrafos).
  • (EF07LI12) Planejar a escrita de textos em função do contexto (público, finalidade, layout e suporte).
  • OBJETOS DE CONHECIMENTO: ler e compreender um gráfico de barras sobre free-time activities; aprender e usar vocabulário sobre atividades de lazer; e escrever perguntas para uma pesquisa de opinião sobre free-time activities.

ENGLISH on CMSP - 6th EF - 3/24/2023

CAN YOU INTRODUCE YOURSELF?
ENGLISH LESSON - CMSP - 6º ano
March 24, 2023



Aula de Língua Inglesa do 6º ano transmitida pelo Centro de Mídias da Educação de São Paulo em 24 de março de 2023. Sob o comando e moderação dos professores Edmundo Gomes Junior e João Franco Junior, a aula contemplou as seguintes habilidades:
  • (EF06LI01) Interagir em situações de intercâmbio oral, demonstrando iniciativa para utilizar a Língua Inglesa.
  • (EF06LI02) Coletar informações do grupo, perguntando e respondendo sobre a família, os amigos, a escola e a comunidade.
  • (EF06LI08) Identificar o assunto de um texto, reconhecendo sua organização textual e palavras cognatas.
  • (EF06LI16) Construir repertório relativo às expressões usadas para o convívio social e o uso da Língua Inglesa em sala de aula.
  • (EF06LI04) Reconhecer, com o apoio de palavras cognatas e pistas do contexto discursivo, o assunto e as informações principais em textos orais sobre temas familiares.
  • (EF06LI05) Aplicar os conhecimentos da Língua Inglesa para falar de si e de outras pessoas, explicitando informações pessoais e características relacionadas a gostos, preferências e rotinas.
  • (EF06LI15) Produzir textos escritos em Língua Inglesa (histórias em quadrinhos, cartazes, chats, blogs, agendas, fotolegendas, entre outros), sobre si mesmo, sua família, seus amigos, gostos, preferências e rotinas, sua comunidade e seu contexto escolar.
  • (EF06LI09) Localizar informações específicas em texto.
  • (EF06LI19) Utilizar o presente do indicativo para identificar pessoas (verbo to be) e descrever rotinas diárias.

ENGLISH ATPC - Early Years - 27mar2023

ATPC - ANOS INICIAIS - CMSP
ENGLISH - LÍNGUA INGLESA
LUDICIDADE
27 de março de 2023



ATPC de Língua Inglesa, anos iniciais, realizada em 27 de março de 2023 e transmitida pelo Centro de Mídias da Educação de São Paulo. Os slides dessa ATPC encontram-se AQUI.

Tuesday, March 28, 2023

ESL WORKSHEET - The Importance of Work

LESSON PLAN FOR ENGLISH TEACHERS
WORK AND MEANING


LinguaHouse
Mar. 24, 2023



Level: Mixed Levels (B2-C1 and C1-C2)
Type of English: Business English
Tags: Problems at Work; Companies and Jobs; Human Resources (HR); Business People; Small Business; 18+ Years Old; Article Based
Publication date: 03/24/2023

This lesson looks at what it is that gives our work meaning and how important it is to have meaning in our jobs. Students will read an article on the topic and listen to three people talk about their work and what gives it meaning. Exercises focus on reading and listening skills, related vocabulary and provide an opportunity for discussion. An optional writing task at the end provides practice with describing a graph (by Joe Wilson).

  • CLICK HERE to download the student’s worksheet in American English (L5).
  • CLICK HERE to download the student’s worksheet in American English (L6).
  • CLICK HERE to download the teacher’s lesson plan in American English (L5).
  • CLICK HERE to download the teacher’s lesson plan in American English (L6).
  • CLICK HERE to download/listen to the audio in American English.
  • CLICK HERE to download the student’s worksheet in British English (L5).
  • CLICK HERE to download the student’s worksheet in British English (L6).
  • CLICK HERE to download the teacher’s lesson plan in British English (L5).
  • CLICK HERE to download the teacher’s lesson plan in British English (L6).
  • CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

Speaker 1: When I left school, I was so excited to be an adult. I wanted the independence, the lifestyle and most importantly, the money. We’d never had enough when I was growing up. My dad left when I was young and it was just me and Mom and my two sisters. Everything felt really stretched and we were never able to have a lot of anything. Like, we’d sit down to watch a film and there was popcorn, but it was one little bag between all of us. I wanted to do really well for myself and stop worrying about how much of everything I was using. I went into banking and worked really hard to get my career off the ground. So I had the money now, but I’d groan every morning when I woke up for work. It was stressful and honestly, I just didn’t care about any of it. I started doing yoga to relax. I got really friendly with my teacher and we even went to India together to do a course in it. I ended up leaving banking to teach yoga to others. I love working with people rather than being stuck behind a desk and I feel so good. I’ve got less money and have to watch what I spend, but I’d much rather have a life I love. Took my ten years of misery to work it out, but better late than never, I suppose.
Speaker 2: I wanted to be a photographer from day one. Nothing else interested me at school and I loved spending time cycling around the area where I lived and taking photos of birds and the animals I’d see around a river that I’d go to. I wanted to make my mark on the world of photography, but knew that nature photography wasn’t going to pay much immediately, so I started doing portraits. I bought a lot of photography equipment and set up a studio which was really expensive and used up most of my savings. Unfortunately, I quickly found out that the truth of my job was that there were a lot more emails and dealing with people than actual photography. Also, the photos I was taking just felt like the same ones all the time and everyone wants to look like something they aren’t these days. I ended up getting a job selling cameras and not even using my own for years. I just feel as though I haven’t got what it takes to be a photographer. Now though, I’ve been promoted and I make reasonable money from my job. So at the weekends, I go out and photograph what I want without having to explain it to anyone. Next month, I’m going to Africa to see what I do there. I’m so excited. Sales isn’t exactly what I want, but it lets me do this and that makes me happy.
Speaker 3: I got a job in a bakery after I left school because I didn’t really know what else to do. Twenty years later, I’m still here. I’m not sure that baking bread and making cakes is really what interests me, but we have such a great team. Honestly, I laugh out loud every day. The rest of the team are fantastic and we have such a good time together. I’ve learned a lot and I’m actually pretty great at what I do and have put those skills to good effect. We’re always busy and it makes me happy to see the products I make be so popular. I sometimes have people I was at school with coming in and saying things like ‘Wow, you still work here?’ as though I have a long way to go in life. But I just ignore it. I’m really happy and the idea of getting another job just doesn’t interest me. I’m part of something here. It always smells fantastic and people come into a bakery to get things they really want. So everyone is always happy when they’re here. Who wouldn’t want that? If you want to be a lawyer or a banker with loads of money and a nice car, I wish you the best of luck with that, I’m happy for you. But you’re not going to see the light in a child’s eyes when you give them a cake, and that’s what makes me happy.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/business-english/work-and-meaning. Accessed on March 28, 2023. © 2008–2023 LinguaHouse.com. All rights reserved.

ESL WORKSHEET - Working in teams

LESSON PLAN FOR ENGLISH TEACHERS
TEAMWORK*


LinguaHouse
Mar. 28, 2023


Level: Pre-Intermediate (A2-B1)
Type of English: Business English
Tags: Human Resources (HR); Business People; Office Life; Behavior, Feelings and Emotions; Companies and Jobs; 16-18 Years Old; 18+ Years Old; Article Based
Publication date: 03/28/2023

*This lesson has been updated.

This lesson looks at the vocabulary and situation around teamwork. Exercises focus on reading and listening skills and provide students with an opportunity to discuss questions related to the topic (by Joe Wilson).

  • CLICK HERE to download the student’s worksheet in American English.
  • CLICK HERE to download the teacher’s lesson plan in American English.
  • CLICK HERE to download/listen to the audio in American English.
  • CLICK HERE to download the student’s worksheet in British English.
  • CLICK HERE to download the teacher’s lesson plan in British English.
  • CLICK HERE to download/listen to the audio in British English.

AUDIO TRANSCRIPT

Speaker 1: I think teamwork can really increase productivity for a business. When teams work well together, it means that everyone doesn’t need to worry because they can trust that their colleagues are going to get the work done. It’s also really good for problem-solving. If one person is having difficulty, there are usually other people who know what to do or can just help with the work. It’s so much better than just worrying about the situation on your own. To add to that, everyone in the team can bring a different perspective to the situation. We all look at our work in different ways and, on our own, we often do things the same way all the time. Working with a team lets us see that there are different ways of looking at situations. We can learn from each other and try new ways of approaching problems.
Speaker 2: It’s really essential that you are able to collaborate with people from different backgrounds. You should always listen to other people’s ideas, whether you are the boss or the newest member of the team. We can all learn a lot from each other and it’s important not to think that your ideas will always be the best. Everyone has different experiences and you should respect the opinions of everyone in the group. You also need to be very flexible. If you are working together as a team, you can’t think that there are jobs that you will not do. You can’t always organize a project so that everyone only does their own job. You must be happy to help other people with their work. If you do that, you will also find that other people will help you with yours.
Speaker 3: Some people like to carefully define their jobs and are not very flexible about what they will and will not do. When you have this in a team, you can create a feeling that everyone will only do their own work and not help others. It becomes all about the individual and not the group. So, it becomes much more difficult for a manager to assign tasks because everyone is so careful about what they will do. In this situation, it is so much harder for all of the work to get finished and actually makes a lot more problems for everyone. As a result, it is very difficult to motivate everyone because there is no interest in the success of the team, everyone is only interested in their own success.

Adapted from: https://www.linguahouse.com/esl-lesson-plans/business-english/teamwork. Accessed on March 28, 2023. © 2008–2023 LinguaHouse.com. All rights reserved.

ENGLISH Curriculum SEDUC

ENGLISH CURRICULUM
Organizador Curricular de LÍNGUA INGLESA
CURRÍCULO PAULISTA



Encontra-se neste LINK o documento Organizador Curricular de Língua Inglesa para o ano letivo de 2023. Nesse documento, as habilidades e os objetos de conhecimento estão listados por bimestre, nos anos finais do Ensino Fundamental e no Ensino Médio. Diferentemente do material postado no dia 22 de fevereiro de 2023 (confiram AQUI), o Organizador traz a indicação do volume e da unidade ou situação de aprendizagem do Currículo em Ação onde se encontram atividades que contemplam tais habilidades e objetos de conhecimento.

Algumas observações:
  • As habilidades e objetos de conhecimento dos anos finais estão na sequência apresentada no material de apoio Currículo em Ação, mais especificamente o Xperience Nova Escola - Skills for Prosperity, cuja produção foi proporcionada pelo Prosperity Fund, fundo de cooperação do Governo Britânico, no Brasil, com a colaboração do British Council. Para o primeiro e segundo bimestres, foram observados os materiais de apoio disponibilizados em janeiro de 2023; para o terceiro e quarto bimestres, considerou-se o Currículo em Ação de Língua Inglesa, volume 2, caderno do professor, distribuído no segundo semestre de 2022.
  • Para a elaboração do quadro de habilidades e objetos de conhecimento de Língua Inglesa no Ensino Médio, foi observado o Currículo em Ação da 1ª e 3ª séries, volume 1, 2023, além da tabela disponibilizada no site do Currículo Paulista com habilidades para todo o ano letivo. Também foi verificado o material da 1ª série entregue no segundo semestre de 2022. O campo “Materiais de Apoio” da 3ª série, no terceiro e quarto bimestres, será preenchido assim que a SEDUC liberar os cadernos para o segundo semestre de 2023. Quanto à 2ª série, na qual o Inglês não faz parte da FGB, mas está como IF, não foram elencadas habilidades da área de LGG para o componente, tão pouco habilidades específicas de LI dos anos finais do Ensino Fundamental (habilidades de suporte ou de retomada).
  • Informações sobre o componente Língua Inglesa na 2ª série, como IF, conforme o documento “ORIENTAÇÕES METODOLÓGICAS - AÇÕES NOVO ENSINO MÉDIO - Carga de Expansão/ACDA e Novotec Expresso”, p. 15, disponibilizado pela SEDUC em novembro de 2021:
“À vista da necessidade de desenvolvimento das competências e habilidades do Currículo Paulista para a 1ª série do Ensino Médio, previstas para a área de Linguagens e suas Tecnologias, bem como das habilidades linguísticas voltadas para a oralidade, leitura, escrita e compreensão auditiva por parte dos estudantes com relação à Língua Inglesa, orienta-se que as obras disponibilizadas pelo Programa Nacional do Livro Didático 2021 (PNLD) sejam utilizadas como apoio didático-metodológico para as aulas do componente curricular nas aulas de expansão para a 2ª série. Isto posto, considerando que a etapa do Ensino Médio é um período no qual os estudantes têm a oportunidade de resgatar e/ou aprofundar as habilidades e competências, prevê-se que os materiais didáticos do PNLD possam apoiar o processo de ensino e aprendizagem do componente curricular Língua Inglesa em:
• Avaliações diagnósticas e processuais;
• Desenvolvimento de planejamentos e projetos;
• Desenvolvimento das habilidades linguísticas em Língua Inglesa;
• Ampliação de conhecimentos a respeito de aspectos culturais, sociais e históricos dos países anglófonos.
De acordo com um levantamento realizado, as obras Anytime (Editora Saraiva), Moderna Plus (Editora Moderna) e English Vibes (Editora FTD) foram as mais escolhidas pela Rede Estadual. Estes materiais, especificamente, apresentam propostas pedagógicas flexíveis que objetivam o desenvolvimento da Língua Inglesa, seguindo o Quadro Comum Europeu de Referência para as Línguas (CEFR). Assim, mediante a necessidade de uma avaliação prévia do professor, em especial no início do ano letivo, e visando o planejamento para consolidação e avanço do nível linguístico previstos para os estudantes, tais materiais poderão mostrar-se como recursos importantes no processo de ensino e aprendizagem do referido componente curricular durante a etapa do Ensino Médio.”

Monday, March 27, 2023

Brazilians speaking ENGLISH

10 PRONUNCIATION MISTAKES
BRAZILIAN PORTUGUESE SPEAKERS MAKE


Accent’s Way English with Hadar
YouTube Channel

Hadar Shemesh
Jan. 21, 2020


In this video, you’ll learn what the 10 most common pronunciation mistakes are for Brazilian Portuguese speakers, how to pronounce the sounds correctly, and how to practice your American accent effectively.
Of course, not every Brazilian speaker would make all of these mistakes (it depends on the background, dialect, and many other things), and these are not ALL the possible pronunciation challenges Brazilian Portuguese speakers face, but rather, the most common ones.
Pronunciation mistakes happen when a sound in the target language, in this case, ENGLISH, doesn’t exist in the speaker’s native tongue (Brazilian Portuguese). When this happens, speakers tend to pronounce a different (but somewhat similar) sound that does exist in their language, or slightly mispronounce the sound in English, not knowing what exactly they need to do in order to pronounce it accurately.
CLICK HERE to read about each mistake and download HERE the FREE ENGLISH pronunciation guide for Brazilian Portuguese speakers.


  • CLICK HERE to listen to the PODCAST.

PODCAST / VIDEO TRANSCRIPT


Welcome to the InFluency Podcast. I’m Hadar, and this is episode number 10.
Hey everyone, welcome. Welcome to episode number 10. This is very, very exciting. My voice is a little lower than usual today because it’s a bit hoarse, hoarse. And yes, it does sound like the mammal – “horse”, but it’s the same word for a voice that is worn out a bit.
Um, I think I’m coming down with a cold, but it’s not really happening. But my voice pays the price. So that’s the voice you’re getting today. I’m sorry.
Today we have something interesting. I collected 10 of the most common pronunciation mistakes Brazilian Portuguese speakers make. Now, it’s not just pronunciation mistakes cause I do talk about intonation as well. And it’s going to be interesting.
Now you’re probably thinking to yourself, “Hey, wait, I’m not a Brazilian Portuguese speaker. I don’t need to listen to this”. But I want you to know that a lot of the challenges I’m discussing today are relevant for many different speakers, not just Brazilian Portuguese speakers.
But the 10 common mistakes, or common challenges, all 10 of them are relevant mainly for Brazilian Portuguese speakers. And before we go into listening to the audio version of my video blog, I wanted to tell you that I love Brazilian Portuguese.
And to tell you the story that I once tried to learn Portuguese, I was in Brazil for a month. It was incredible. It was just when I had decided to quit my job and to just take my business seriously, and only teach the American accent. And in between I said to myself, “Well, I’m going to go to Brazil for a month alone”. And I did.
It was incredible. Brazil is so beautiful, and I did make a point of speaking Portuguese, and I wanted to learn Portuguese when I was traveling there, and when I was there.
And, uh, I walked around with a dictionary and tried to say words and phrases and sentences, but the problem was that I had just finished a Spanish course, so I was trying to learn Spanish before deciding to go to Brazil.
And I got completely confused with my Spanish and my Portuguese and my English. I mean, it was a hot mess. And I only managed to remember a few words and learn how to order açaí. That’s it, pretty much. And to say “I’m sick” because I got really, really sick when I was there on a deserted Island. But that’s another story. Okay.
But I have had many, many Brazilian students and followers. So I know the, the Brazilian accent really well, and I researched it a bit to preparing for this video and this is what I collected.
I hope you enjoy it. And if you are a Brazilian Portuguese speaker, just know that there is an American accent guide that goes with this podcast episode or this video. There’s also a video version of this episode.
And I invite you to download it. You’ll find there all the 10 mistakes with exercises and word lists, so you can practice on your own. And of course, instructions on how to improve, which is the most important thing.
So don’t forget to download it if you really want to start changing the way you speak and how you sound.
Okay. So let’s not wait any longer and let’s listen to the 10 pronunciation mistakes. Brazilian Portuguese speakers make.

(VIDEO)
Hey, it’s Hadar. Thank you so much for joining me. And today we’re going to talk about 10 of the most common pronunciation mistakes Brazilian Portuguese speakers make.
Now, if you’re not a Brazilian Portuguese speaker – not a problem because some of these challenges are going to be relevant for you as well.
It’s just that all 10 challenges are very common for Brazilian Portuguese speakers. This is a good time to remind you that having an accent is okay. And making pronunciation mistakes is also okay as long as you’re clear.
The thing is that the challenges that I’m discussing today, or the pronunciation mistakes, may cause lack of clarity. And as a speaker, of course you want to be clear because you need to get what you want from the other person, and you need to deliver your message.
So this is why understanding these challenges and learning how to overcome them, which I’m also going to discuss in the video, is extremely important.
Now, since there are many dialects in Brazilian Portuguese, if you’re a Brazilian speaker, maybe not everything is going to be relevant to you. Or maybe you just don’t tend to make that mistake. Take whatever you need.
And by the way, don’t forget to download the workbook that I’ve prepared for you because it outlines all those challenges and how to overcome them. And some words for practice.
So if you really want to take action, and the only way to change is to take action and actually do something about it, not just watch this video. Then you need to practice it. And to do that, I created the workbook for you. Click the link below or right here to download the workbook.
So, stick around and let’s look at the 10 most common pronunciation mistakes Brazilian Portuguese speakers make.

The first one is not distinguishing between similar vowel sounds. In Brazilian Portuguese, there are less vowels, vowel sounds, then in American English. So, while in American English there is 16 vowels, in Brazilian Portuguese there 13 pure vowels. Five of them are nasal sounds that don’t exist in American English really.
Therefore, what happens is that different sounds in American English, vowel sounds, merge into some vowel sounds in Brazilian Portuguese. The result – different vowel sounds sounded the same.
So, like we have the tense ‘ee’ and the relaxed ‘i’ in American English – sheep-ship – in Brazilian Portuguese you only have one ‘ee’. And there, therefore, these two sounds are going to sound the same. ‘sheep’ – ‘sheep’.
Same thing with ‘pool’ and ‘pull’. So Brazilian Portuguese speakers are less likely to make that distinction, and they may just pronounce both of them the same. ‘pool’ and ‘pool’, ‘food’ and ‘foot’ [with an accent].
And also you have the difference between the ‘e’ in red and the ‘a’ in cat. Since the ‘a’ as in cat, ‘a’, doesn’t exist in Brazilian Portuguese, a lot of speakers just merge it into the ‘e’ sound. And then different words may sound the same, like bed and bad, head and had.
And then it’s going to sound like, ‘head’ and ‘head’. Right. And then you’re starting to affect your clarity because if you’re saying ‘head’ and you mean ‘had’, native speakers we’ll look for, and try to make sense of your sentence with the word ‘head’, ‘head’. And this is not something that we are looking for when speaking.
The first step is to start recognizing the sounds that are around you. The brain filters out a lot of information, and a lot of times you don’t even hear the sounds in American English because they don’t exist in your native tongue.
So simply by hearing it and recognizing it, you can start making a difference. You can start making a change. So in the workbook that I shared with you, I shared a few, um, lists of words so you can practice those sounds and start feeling the difference as you are saying those words.

Another mistake that Brazilian Portuguese tend to make is adding a vowel at the end of words that end with a consonant. For example, ‘wor-kee’ instead of ‘work’, or ‘skypee’ instead of ‘skype’.
Now, let me explain why that happens. In Brazilian Portuguese usually, at the end, you’ll find open vowels like ‘ei’ or ‘a’ or ‘ee’, or maybe vowels with a nasal sound, like ‘bon’.
But you are less likely to find words that end with a ‘p’ sound or ‘k’ sound, like in American English, as in “sleep” or “work”. And what happens, as a result, that people just add another vowel to create that nice familiar feel of open vowel at the end of a word.
So instead of saying “skype”, you may hear people saying ‘skypee’ – the very tiny ‘ee’ sound. Instead of “practice” – ‘practicee’. Instead of “work” – ‘workee’. Okay.
Now, you want to pay attention to it, cause you may not even notice that you’re doing it. A lot of these mistakes are unintentional. So it’s something that just happens to you. And in order for you to recognize it, you need to listen to yourself.
And the best way to do that is to record yourself. So record yourself saying the words on the list in the workbook, or you can practice any word that ends with a closed consonant, like “rap” or “sleep” or “hate”.
Okay? So think of words that end with a consonant, and makes sure that you’re not adding a vowel to make it sound or to make it feel closer to Brazilian Portuguese, to how words are pronounced in Brazilian Portuguese.
Because when you add vowels, you actually add another syllable, and then the word is going to be completely unclear. Because when people hear a word with three syllables, they’re going to search in their brain for a word that has three syllables.

Another interesting thing that happens in Brazilian Portuguese is that D and T at the end of words – ‘d’ and ‘t’ are pronounced as ‘dj’ and ‘tch’. So for example, instead of saying “made”, you may hear someone saying ‘meidj’. Instead of saying “cat”, you may hear someone saying ‘katch’.
Now, it may be very, very subtle, but here’s the problem – “catch” is a different word than “cat”. And if you want to say “bad” and you say “badge”, people are going to try to make sense of the sentence, thinking of the word “badge” and not “bad”. Okay. And that’s “badge”, I mean, “bad”.
Now, why does that happen? Because what you’re doing is you’re not blocking the air completely. To say the D – “bad”, you want to bring the tip of the tongue up and to block the air completely. “bad”, and you don’t even have to release it in American English, “bad”.
When you pull the tongue back a bit and you leave very little room, “badge”, after blocking the air, you get that extra sound – ‘ba-dj’. Right. You’re adding another sound.
‘ka-tch’. So the ‘tch’ is actually a blocked T, and then this extra sound, this fricative, it’s called. ‘ka-tch’, so just end it after you’re blocking the air – “cat”, that’s it.
Sometimes people may even add a little ‘ee’ sound after because of reason number two. And then you may hear ‘badjee’ instead of “bad”, or ‘katchee’ instead of “cat”. And again, then it becomes a word with two syllables, which would be very confusing. Okay? So pay attention that you’re not adding syllables, and that you are closing it with a ‘t’ sound or a ‘d’ sound.

Let’s talk another interesting thing that happens at the end of words. Brazilian Portuguese speakers tend to mispronounce the M at the end of words in American English, and turn it into a nasal sound, like an N sound instead, or an NG.
For example, instead of saying “game” they may say “gain”, or instead of saying “rum”, they may say “run”. The reason why that happens is that while in Brazilian Portuguese you do have the letter M at the end of words, it is never pronounced as an M, where you close the lips and you make this nasal sound – /m/, as if you’re humming – ‘mmm’, ‘mmm’.
Instead, when there is an M in the spelling, the vowel before becomes nasal. That means, the air comes out through the nose, and the M is not really an M, it’s pronounced as N or NG. So this word is going to be pronounced as “bang”, “bang”. So the ‘a’ sound turns into ‘ai’ and the ‘n’ turns into ‘ng’.
In American English when a word ends with an M, and it’s in the spelling, thank God, then you close your lips and you release air through the nose – ‘m’. The lips have to touch each other: “game”, “home”, “rum”.
Okay, so practice it. You can even hum, hold out the sound to make sure that you’re actually pronouncing the M sound. That’s how you’ll start getting used to pronouncing it properly.
The best way to practice it and to change that is to drill many words that end with an M at the end in American English. But don’t just say the word separately. Always use them in context, always use them in a sentence.
So, a simple Google search will give you many words that end with an M, or you can use the words in the workbook that I’ve prepared for you.

The next challenge is the TH because there is no TH in Brazilian Portuguese. So speakers of that language may pronounce words with TH with the closest possible sound, usually a T or a D – a T if it’s a voiceless TH, like “think”.
Or a D, if it’s a voiced TH, like “they”, so it’ll sound like ‘tink’ or ‘dei. What we want to make sure is that the tongue is out, and you allow the air to pass between the tongue and teeth – ‘th’, ‘think’ and ‘they’. No matter how awkward it feels, because then it’s going to sound like a different word. ‘tanks’ instead of ‘thanks’.

The next mistake is that an L that appears at the end of a word is pronounced as a W. So, instead of an L, in this case, a dark L, cuz that’s how you pronounce the L in American English. Brazilian Portuguese speakers may pronounce it as /w/. It’s not a real W, it’s a blend between a W and an ‘oo’ sound.
So instead of “pal”, you will hear ‘pow’. Instead of “people” you may hear ‘peepow’, and instead of “ball”, you may hear “bowl”. Now, it’s really close, like, you may, it may sound almost the same to you cause the dark L does sound like a W a bit, but it’s not the same.
Because for the dark L you do create tension in the back and you don’t round the lips so much. While for the ‘oo’ sound, for that W sound, you do.
“people”. See my lips are not really rounded – “people”. And ‘peepow’, ‘ow’, ‘ow’ – the lips round. For this, a mirror would help when practicing it. You need to look in the mirror and make sure that you don’t round the lips. And for Brazilian Portuguese speakers, I always recommend to lift the tip of the tongue to touch the upper palate at the end of a word no matter what.
Now, a lot of people, including myself, may tell you that you don’t have to bring the tip of the tongue to pronounce the dark L. For example, in the word “people”, I just pulled the tongue back and created some tension here.
But clear is better than accurate. And for Brazilian Portuguese speakers, not to bring the tip of the tongue up will result in pronouncing a W sound or an ‘oo’ sound, which is the tendency.
So to avoid that tendency, make sure that you still bring the tip of the tongue up, to touch the upper palate for the L, First of all, because a lot of native speakers do do that anyway, and it’s clear. Second, because that will tell you for certain that you are not pronouncing an ‘oo’ sound, but an L.
Okay, so when there is an L at the end, you’ve got to make sure that your lips are not rounded, you’re not doing this, and that the tongue doesn’t touch that little bump behind the teeth.

Another very important thing that you need to keep in mind if you’re a Brazilian Portuguese speaker, is that you may replace the primary stress of the word because of the stress patterns of Brazilian Portuguese.
In Brazilian Portuguese, whenever you have a long word, usually the primary stress falls on one of the last three syllables in a word, usually the one before last. And in American English, that’s not always the case.
So sometimes, especially when we talk about long words, you may apply the stress patterns of Brazilian Portuguese onto English. So instead of saying something like “FRUSTrating”, you may say “frustRATING. Instead of saying “COMfortable”, you may say “comforTABLE”.
Because it follows the stress patterns of Brazilian Portuguese, but it doesn’t follow the stress patterns of American English. And stress is important for clarity. Really important.
So you always want to make sure that you are not changing the primary stress of the word, especially in long words. The way to do that is first, become aware. Be aware of the fact that there is a primary stress that is the most important syllable in the word. That primary stress is usually longer, louder and higher in pitch.
And you want to make sure that you’re hearing that primary stress and that you’re able to replicate it to actually stress the right syllable when saying a word.
How would you know if you’re pronouncing the right stress or not? Well, you have dictionaries for that. If you open any kind of dictionary, or a simple Google search will show you the primary stress by showing it in bold.
Or you’ll see an apostrophe to the left of the syllable, and that indicates that that’s the primary stress, and that’s the syllable that needs to be longer, louder and higher in pitch.

The next pronunciation challenge is the American R. Now, it’s really interesting with Brazilian Portuguese because there are a few types of R’s in Brazilian Portuguese. And in some dialects, you may even hear a sound just like the American ‘ur’ sound.
But, for some speakers, they only have a /r/ [trill R] sound, and a /h/ sound, like ‘h/r/afael’. ‘hafael’, like an H sound. So, actually there is an H, it’s just pronounced as an R. ‘Hafael’, a good friend of mine, his name is ‘Hafael’, from Brazil. So that’s how I know how to pronounce that R sound.
But if you don’t like my pronunciation, let me know in the comments below, and tell me what I need to change, all you Brazilian Portuguese speakers out there.
Anyway. So, in American English, it’s not a /h/ sound or a /r/ sound. These two R’s exist in Brazilian Portuguese. In American English, to make the R sound, you want to pull the tongue in to let it sit there, in the middle of the mouth.
Make sure that there is contact between the sides of the tongue and the sides of the teeth, and you round the lips just a bit – ‘ur’, as in “red”, or “around”.
So it’s not ‘red’ and it’s not ‘head’, okay, ‘head’ [with BP sounds]. I need to work on my Portuguese R. But anyway, you get the point and there is a lot more to know about the R sound. This is why I’m going to share my video about the R in the description below.

The next challenge is the Schwa. Actually, the lack of schwa in Brazilian Portuguese. So, in American English there is the schwa sound, and I just released a long podcast episode about the schwa sound.
So I’m going to post the link to it in the description below, so you can learn all about the schwa cause it’s really, really important.
But to make a long story short, I’ll tell you that the schwa sound is a reduction of a vowel, and it sounds something like this – ‘uh’. Now, the representation of the schwa can be any one of the five vowel letters, A, O, U, I, E, or any combination of the five.
Since the schwa, which is a reduced vowel that occurs only in unstressed syllables, since the schwa does not exist in Brazilian Portuguese, then speakers of that language may not pronounce the schwa cause they don’t detect it as a real sound.
It’s so small, ‘uh’. Like in the word “about” or “against” or “melody”. And they will replace it with a vowel. Now how do they decide what vowel to use? Well, they look at the spelling.
If there is an O, they may pronounce the schwa sound, this ‘uh’ sound as an ‘o’, like in the word “computer”. So you may pronounce it as “c’o’mputer”.
Or the I will be pronounced as ‘ee’, like “hol’ee’day” instead of “hol’uh’day”. Or the U may be pronounced as ‘oo’. Like “foc’oo’s” instead of “foc’uh’s”.
As you can see there are a lot of places where Brazilian Portuguese speakers may add vowels that don’t really exist because of the spelling, and because they’re not familiar with the schwa sound.
So one of the first things that you need to do is start recognizing that there is such a sound. Cause to make that sound, it is really easy. You just relax your jaw, and you release sound – ‘uh’. And you want to make sure it’s not ‘a’, it’s not ‘u’. ‘uh’.

The last thing that I’m going to talk about today is not really about pronunciation, but more about intonation. Intonation is the melody of the language.
Now, let’s agree that the melody of Brazilian Portuguese is very different from the melody of American English. In Brazilian Portuguese the pitch shifts from high to low, quite often.
<Video fragment of a woman speaking Brazilian Portuguese>
“Tata-duh, tata-duh, tata-duh, tatata-duh, nuh-nuh-nuh, taduh-daduh, daduh”. Am I right? “Tata-duh, tada-duh, tada-duh, tada-taduh-duh”. So, there is like this internal rhythm: “taduh, tada-duh, tada-duh, dadatada-duh, na-nuh-duh”.
Wherever the stress is on a higher note, and it usually hits the same note: “Tata-duh, tada-duh, tada-duh, tada-daduh-duh”. And then, what you may be doing is that you may be applying this melody onto English.
Now, other than the fact that it’s beautiful cause I love the melody of Brazilian Portuguese. Because stressed words are higher in pitch, every time you raise the pitch, because that’s the melody pattern, it feels like the word is stressed.
It may confuse the listener a little bit because you’re not helping them understand what the point is. Uh, and it feels like there are a lot of emphasis. What the main stress is, cause you always have to have like that one leading word or one leading phrase in a sentence.
And when there are a lot of them it’s harder to decipher what’s more important and what’s less important. So the brain is kind of like following you, but there are a lot of stress words to follow.
So you want to remember that when you go higher in pitch, that means that you’re stressing word. And also, sometimes because of that pattern, you may stress unimportant words, like “on” or “if” or “is”.
So, you want to make sure that you’re only stressing content words like nouns and verbs and adjectives. And you’re very choosy about what words you stress. Cause you don’t want to stress too many words in a sentence. You should have like one, two, three really stressed words, but not much more than that.
And if you apply this melody of Brazilian Portuguese, it may seem like you’re stressing many words. So you want to be aware of that. And again, awareness creates clarity. And with, after clarity, you need to take action and practice it, but that’s how you start changing it.

Okay, that’s it. Let me know in the comments below, which one of the 10 pronunciation challenges is the one that you’re struggling with the most. And if you have any other questions about pronunciation, let me know in the comments below as well.

Also, don’t forget to download the American accent guide for Brazilian Portuguese speakers. It’s completely free. You’ll find the link in the description below.

If you liked this video, please share it with your friends. And don’t forget to subscribe to my YouTube channel. Have a beautiful week, and I will see you in the next video. Bye.

© 2023 The Accent's Way by Hadar Shemesh. All rights reserved.

ENGLISH and ChatGPT

CHATGPT TUTORIAL
HOW TO USE CHATGPT FOR
LEARNING AND PRACTICING ENGLISH


Accent’s Way English with Hadar
YouTube Channel

Hadar Shemesh
Jan. 24, 2023


Have you already heard about ChatGPT?
If not.. you’re probably going to want to pay attention.
Because ChatGPT is a game-changer* when it comes to language learning.
Especially if you want to practice speaking ENGLISH on your own.
Used the right way, ChatGPT will simplify, enhance, and optimize your ENGLISH practice, and most importantly, save you a lot of time.
In this article (CLICK HERE), Hadar Shemesh is going to share with us ideas on how to use ChatGPT for the ENGLISH practice, as well as prompts to copy-paste and use in ChatGPT for effective practice.
*game-changer - "divisor de águas", in Portuguese


VIDEO TRANSCRIPT

Are you ready to take your English skills to the next level? Well, get ready to meet your new virtual language partner – ChatGPT. This cutting-edge AI model is like having a personal English tutor at your fingertips. With its ability to understand and respond to natural language, it’ll make writing, grammar and vocabulary exercises more interactive and fun. It’s like having a personal English coach who’s always ready to help you improve. So, don’t wait any longer. Let’s dive in and see how ChatGPT can help you speak right and understand English better. Trust me, you won’t regret it.

I didn’t come up with any of this. You know who wrote the introduction for this video? ChatGPT. In fact, I asked it to write a text for an English teacher introducing ChatGPT to her class. And then it was kind of boring, so I asked it to make it a bit more fun, like an introduction to a YouTube video. And that’s what we got. The entire introduction was written by a robot, by ChatGPT.

So what is ChatGPT really? For those who are not that familiar with artificial intelligence, ChatGPT is a type of computer program that is designed to understand and generate natural language. It uses complex algorithm and a large amount of data to generate responses to questions or prompts that it receives. Think of it as a robot that can understand and respond to human-like conversation. And in this episode I’m going to show you a few amazing ways in which you can use ChatGPT to skyrocket your English practice. It’s pretty incredible. So, let’s get started, for real, this time.
One of the first things that you can do with ChatGPT is practice conversation, or practice a natural dialogue. You can actually have it generate scripts for you to practice different conversations in different situations. For example…

So we have an example of a back-and-forth conversation. So what you can do, you can actually read the conversation, see the type of language that is used, and practice with it. Or you can ask it to write a conversation at the bank.

“Hi, I would like to check my account balance, please.”

“Hey, sure thing, may I have your account number and personal identification number? Pin, please.”

“My account number is 123456, and my pin is 1234.”

Now, you can also ask it to have a conversation with you and ask it to correct your answers, your writing, grammar, and syntax. Take a look.
Another thing you can do is prepare for a job interview together. So you can actually ask it to simulate an interview with you, where it is going to be the interviewer, ChatGPT, and you will be answering questions, and ask for feedback on your answers. Take a look.
By the way, you don’t have to remember everything. I have written an elaborate blog post – I have written it, not ChatGPT – with a bunch of different examples on how to use ChatGPT to practice English effectively. And there are a lot more ideas over there, so make sure you check it out a link to the blog post in the description below.
All right, so one more thing you can do with ChatGPT is to practice vocabulary. For example, you can ask it for the meaning of a specific word. “What is livid?” And then you can ask it to use it in a sentence. “Give me three example sentences using the word livid.”
And here’s something else that’s pretty cool. You can actually copy this text and paste it to any type of text-to-speech software or program. For example, Natural Readers, I’m gonna show you how to do that. You can simply copy-paste it and then have it read it to you so you can also listen to it and not just read it. “The coach was livid when the team lost the game.”
You can also practice phrasal verbs. “Can you write a short text using as many phrasal verbs as possible?” You can actually spend a lot of time just asking silly questions and getting fun responses. Be careful.
Another thing you can do is to practice grammar with ChatGPT. So first, you can ask for an explanation on a certain grammar form or tense if you struggle with something. For example: “When to use the Future Perfect tense?” And you get a short explanation. But that is not enough. You want to see it in examples. And one of the best ways to practice grammar, and I have an entire video just about that, is to repeat certain structures and forms until you understand it subconsciously simply by the act of repetition of the same tense in the same context, but NOT the same sentences. So what I can do is ask it to generate example sentence for me.
And then when you get those lists, you can just repeat it again and again and say it out loud, or use text-to-speech and listen to it and repeat it back. Which is such a great way to practice grammar, especially when you’re trying to internalize the tenses that you find it really hard to get and to understand. Sometimes just the repetitions make it easier for you to understand it. And ChatGPT really helps with providing you with the resources to practice it effectively.
Another thing you can do is practice pronunciation with ChatGPT. So no, it’s not gonna give you feedback, but you can create for yourself some resources to practice pronunciation. Let’s say you wanna practice the R. So what you can do is ask it to write a sentence with as many Rs as possible. And then you can read it out loud or use text-to-speech to have someone read it for you and then you can repeat it.
Or let’s say you wanna practice the difference between sheep-ship and reach-rich – tense ‘ee’ and lax ‘i’. So you can do something complicated like this. Please write a sentence with the words reach, rich, least, list, seat, sit, leave, live. And then you just need to read it out loud and practice the difference between the tense ‘ee’ and the lax ‘i’ within the same sentence.
Now, again, just to remind you, everything is listed in my blog post with a lot of additional examples and prompts. So that you can use that and you don’t have to come up with your own ideas to practice effectively, whether it’s a conversation, grammar, pronunciation, and anything else you’d like to practice.
Another thing that ChatGPT can do for you is to simplify a complicated text. So for example, you can take an article from the New York Times that you might have some trouble understanding. You can copy-paste it into ChatGPT and ask it to simplify the article. And then it can rewrite it in a simpler language. You can also write that it’s for an intermediate or a beginner level speaker of English. And then it will write the text or rewrite the text accordingly.
Another incredible thing that ChatGPT can help you out with is writing. So for example, if you need to write an email, you can write a draft and then copy and paste it into ChatGPT, and ask it to make it more friendly or to make it more formal depending on who you’re writing to. So, no more sitting in front of the computer trying to figure out what to write and how to write it.
Now mind you, that everything that I suggested here has to do with writing, rewriting, practicing conversation, getting feedback. You can also ask for information, but please take into consideration that it’s not always accurate. So this is why I don’t necessarily recommend that. If you wanna learn English in depth, then maybe you should use some more traditional resources to learn things that are a little more than just the explanation of a word or a certain grammar form.
So to conclude, ChatGPT is an incredible tool. [I think I said ChatGPT like 600 times today.] It is an incredible tool to help you practice English effectively. It’s also a lot of fun, and it’s like a game. You can totally gamify your English practice. However, please remember that it will never replace a real human interaction, which is the essence of communicating in English.
It is a great tool for you to practice when you are on your own, when you have no one else to practice with. But it’s not ideal to help you learn how to have a real conversation and overcome the fear of speaking with others and generating real fluency, especially when you are the one who is speaking and not just writing.
So please remember that no matter what technology may offer, there is nothing like the real human interaction. And by the way, if you wanna find partners for conversation and practice speaking freely to others, you can definitely check out the InFluency community, our free English practice community, that is incredible and a safe and creative space for you to practice English with real humans.
Now, let’s make it even more exciting and let me know in the comments below how do you practice your English with ChatGPT. And definitely go check out my blog post with a bunch of other different examples on how to practice using this AI tool.
All right, that’s it. If you enjoyed this video, consider sharing it and liking it and subscribing to my channel. You can also check out my website at hadarshemesh.com, where you can sign up for my weekly newsletter to get the weekly lesson into your inbox every single week. And I also have a bunch of other resources for you to download for free.

Have a beautiful, beautiful rest of the day. And I’ll see you next week in the next video. Bye.

© 2023 The Accent's Way by Hadar Shemesh. All rights reserved.

Glory to God in the highest!

“GLORY TO GOD” DAVID HAAS Glory to God in the highest Sing glory to God Glory to God in the highest And peace to His people on earth Glory t...