Shadowing Practice: Cohesion 3 - Substitution - Learn English Speaking with Video

Hello, everyone.

I want to talk about substitution today first by reminding you of where we were when I last talked to you.

We have language.

Language is divided into texts, right?

Newspaper articles, restaurant menus, poems, and so on.

We know a text is a text because the different parts of the text, the different clauses, join together cohesively, right?

They stick together in various ways you know about reference right

that reference is one of the cohesive properties of language

that there are words like them and she and we and

so on that refer to other parts of the text

that presuppose that you can find what they mean in other places in the text

and you know that reference included personal demonstrative and comparative reference right

if you wanted to make the org chart go down further substitution is another kind of cohesive relation uh

so it fits in like this uh it's different it has

many things in common with reference you can still use words like anaphoric cataphoric presupposition

and so on but it has enough differences

that it's a separate category of cohesive relation by the time

that you're finish this series of lectures

and seminars you will know about five types of cohesive relations

so where it says cohesion there there'll be five coming down

right the second one today is substitution a substitute is a counter

that is used in place of the particular item that's probably not very helpful uh that's fine

because i'm going to explain in more detail what that means So we've got examples here.

My axe is too blunt.

I must get a sharper one.

You think Joan already knows.

I think everybody does.

What are the substitutes?

You might want to pause and think about that in the second sentence of A and in the second sentence of B,

there's a word that substitutes for a word in the first sentence, right?

Which word is it that you only know what that word means by looking back at the first sentence?

And now that you, sorry I went too quickly, we've got one which is acts and does which is knows, right you can see how

that works uh my axe is too blunt i must get a sharper axe okay

so you could have said

that you could say my axe is too blunt i must

get a sharper axe right that's possible instead here you said

max is too blunt i must get a sharper one now

what's going on it says the substitute has the same structural

function as the original structural here means grammar grammar means nouns

and verbs what is axe my axe axe is a noun

right i must get a sharper one here one is a

noun just like acts uh we could also do it with

verbs right you think joan already knows knows is a verb

i think everybody knows are you sorry i think everybody does

but you know you're again like with a where you could have said acts

but you said one in b you could have said knows

but you said does uh and we'll look at how

that works in more detail but just for now you can see that

so these are substitutes right where one substitutes for acts does

substitutes for nose that's all for now right one uh

and acts are both nouns does and nose are both verbs right

so we're looking for words like that uh be they nouns

or be they verbs where you've used a different word

but it means almost the same thing not the same thing

but almost the same thing we'll see why in minute right

uh we can also do it with clauses right here think of

so has barbara left i think

so what are you saying here you're saying has barbara left i think barbara has left

so you can have uh a no noun a verb

or a clause right uh those are listed as being nominal

substitution verbal substitution clausal substitution it's written down soon right Nominal is N -O -M -I -N -A -L,

nominal for noun, verbal for verb, clausal for clauses, right?

Like reference substitution makes links, cohesive links between parts of the text, right?

Like with reference, it's usually endophoric.

It's usually in the text, right?

Like in those examples I gave, how did you know what acts?

How did you know what does?

How did you know what

so meant? you looked back in the text possibly it can be exophoric not

so much but it's possible you know if someone's holding a big fish

and uh you look and say wow

and they might say ah you should have seen the one

that got away and now you know the other one you say oh the fish right

so you'd be able to figure it out from the context.

Remember, exophoric means looking at the context.

You'd be looking at the context, you'd see a big fish, the one.

Oh, I guess the one means the fish here.

Okay, so substitutes have many of those same properties as references.

Types of substitution, then, I've already said it, but now you can see them here on a nice single slide, right?

We have nominal substitution, verbal substitution, and clausal substitution there are only these words

that function as substitutes for nominal substitution there's there are only the word one ones

and same for verbal substitution there's only the verb do of course it could be in any tense

and aspect it can be do does did will do will be doing will have done

and so on right but it's the verb do in any of those forms

and for clausal substitutes you only have so and not

and that's it right notice that with has barbara left i think

so i think barbara has left

or you could say has barbara left i think not i think barbara has not left right

that's it so there are three types of substitution nominal verbal causal

and only those words there can function as substitutes

if you see another word like for example it you already

should know it is a reference it can't be a substitute

because it is a reference as you'll see they can be similar

but they are different enough that they are separate categories right

so one is a substitute it is a reference let's look at how

that works right think carefully about it

and one in these two examples right reference where's my old

jacket i saw it in the hall substitution where's my old jacket your new one is in the closet what

if you can pause

100

and think about what does it presuppose what does it how

101

do you interpret it here versus how do you interpret one in the substitution example right you'll see

102

that they're not identical they're similar but not identical so pausing and thinking about it. And now you're back.

103

And I hope you've seen that in reference, where's my old jacket?

104

I saw it in the holiday.

105

It means your old jacket.

106

You're talking about the same thing, right?

107

In the example for reference, A is talking about my old jacket and B is also talking about it, which is that same old jacket.

108

With substitution, something different happens, as you can see now, I hope, right?

109

A is talking about where's my old jacket.

110

A is talking about his or her old jacket.

111

B is still talking about jackets, but not the same jacket, right?

112

A is talking about my old jacket.

113

B is talking about your new jacket.

114

That's what happens whenever you use a substitute, right?

115

With a reference, you're always talking about the same thing.

116

If I say Gwen and I are having lunch together, we are going to, the we means Gwen and I.

117

Gwen and I and we refer to the exact same two people, me and my wife, right?

118

With substitution, you're always referring, sorry, I shouldn't say referring.

119

With substitution, you're always presupposing the same general type of thing,

120

in this case, jacket, but a different subtype, Right.

121

Picture it like with substitution.

122

A refers to jackets, old jacket.

123

B refers to jackets, new jacket.

124

That always happens where the general class of things stays the same and the subclass changes.

125

Right.

126

If you think back to that example I gave of the fish, someone's holding up a large fish.

127

You should have seen the one that got away.

128

We're talking about fish you have in the first case the fish I'm holding

129

and in the second case the one

130

that got away a different fish not this one

131

that I'm holding that's what always happens with substitution you are talking about the same general category

132

but a different subcategory as you see here with it means the same old jacket whereas one just means jacket

133

but not the old one

134

get on to some more examples here one and ones as nominal substitute is the same

135

except that ones is plural right I shoot the hippopotamus with bullets made of platinum

136

because if I use a leaden one

137

if I use a leaden bullet his hide is sure to flatten them

138

so in the first time bullets are referred to in red we're talking about bullets but bullets generally a subcategory, bullets made of platinum.

139

In blue, we're referring to

140

leaden bullet right bullets but now they are made of lead it doesn't matter

141

that we've switched between singular and plural right

142

or rather plural bullets is plural and then you're saying leaden one singular

143

that doesn't matter right you switch when you use substitutes you switch back

144

and forth between singular or plural number

145

and it doesn't matter right that's not an important thing the important thing is

146

that it's always referring to the same category but a different subcategory right?

147

Bullets, platinum, bullets, lead.

148

You can say that more formally here.

149

One, right?

150

The blue one functions as the head of a nominal group, right?

151

Nominal means noun, right?

152

A noun group.

153

We have a noun group, a lead in one.

154

The word one there functions as the head, bullets, but the made of platinum part disappears, right?

155

And now we have a lead in one.

156

So that's what always happens whenever you use a one

157

or a nominal substitute you keep the main word the head

158

word right fish uh axe in the very first example bullet

159

here you keep the head word you get rid of any

160

modifiers right sharper axe uh old jacket whatever you get rid of the modifiers

161

and you bring in some new modifiers uh the another example

162

of how the numbers don't matter right here's a little poem

163

uh the first sentence refers to cherry right cherry singular full

164

and fair ones full and fair cherries right cherries

165

so the switching in number is not important it's important to look for what's changed between the original

166

and the substitute what subclass has changed uh we can't as

167

a note here we can't substitute for what are called mass nouns

168

or non -count nouns right uh a works right these biscuits are stale get some fresh ones uh that works

169

because biscuits is a count noun you can count them right

170

one biscuit two biscuits three biscuits uh bread is a non -count noun we don't really say one bread, two bread, three bread, right?

171

We just say some bread.

172

So we don't really say things like this bread stale, get some fresh one, get some fresh ones, get some fresh feels.

173

It's possible.

174

I'm not saying you never say it, but we tend not to do it.

175

It's awkward, right?

176

It's interesting, by the way, that for mass nouns, also known as non -count nouns, generally we uh stop counting things

177

when they get to be about the size of a pea

178

or smaller right a pea

179

or smaller you know we say one apple two apples three

180

apples do you want do you want an apple do you want two apples right but like

181

if you're having dinner you know you don't ask someone do

182

you want 17 peas you just say do you want some

183

peas right rice right do you want 257 rice no right you just say do you want some rice

184

so it's generally quite small things are non -count

185

but sometimes larger things for some reason furniture is non -count

186

right you say you've got a lot of furniture you don't

187

say you have 27 furniture right i realize of course you

188

can say you have 27 pieces of furniture you can say you have 20 grains of rice

189

but then you're counting pieces or grains right rice itself peas furniture

190

and so on they aren't really countable in most cases right uh okay uh where were we

191

so here's some more examples of nominal substitution right this is

192

the kind of place where you might want to pause for a bit and try it yourself look at

193

the the word one or ones uh you've got a green a blue a green

194

and a red what word is it substituting it for in each case

195

and what's been changed as i said right what's been changed uh

196

in other words what class are you talking about

197

and what subclass has changed from the first time it's mentioned

198

to the second one uh i believe i did i no i didn't spell them out

199

so i can do it for you here after you pause for a second

200

and then so you'd see now that you've finished pausing you'll see that the blue one refers to story, right?

201

But this story was perhaps the strangest one of all time.

202

But notice, we've gone from talking about stories, strange, to in the second sentence, story, this story, right?

203

With the green, what kind of engines do you want?

204

Engines with whistles or engines without?

205

So it's engines.

206

The first sentence just talks about engines, what kind of engines whistle engines no whistle engines my dear

207

I must get a thinner pencil I can't manage this one a bit

208

It writes all manner of things that I don't intend.

209

One means pencil, but here we can see, right?

210

What are we talking about?

211

Pencils, the first reference, thinner pencil.

212

I can't manage this pencil, right?

213

So pencils, thinner pencil, this pencil.

214

You can see in all of those cases, you're talking about two different things.

215

So one, what does one mean, right?

216

Well, it doesn't really have meaning on its own.

217

Remember, to be clear, because sometimes people get this confused, we're not talking about the cardinal number one, one, two, three, four, right?

218

It's the same form, O -N -E pronunciation one, but we're talking about a different function, right?

219

You've got to keep that in mind that, you know, if you see something like there were three little pigs, there were two little pigs, there was one little pig.

220

Don't get tricked there.

221

That one little pig is just counting.

222

That's a cardinal number.

223

We're not talking about that.

224

Right.

225

We're talking about a word that looks the same because it's spelled O -N -E, but it has a different function it substitutes for any other noun, right?

226

A noun, one here, it carries over the head.

227

By carry over, it means you're reusing the same head word, bullet, but you're changing any modifiers.

228

Let's look at, oh, sorry, look at another example to see how that works differently from reference, which you're familiar with, right?

229

Notice how here I have a blue pen, you can have it it

230

and blue pen are co -referential they refer to the same thing the the pen

231

that i'm holding i have a blue pen you can have it right blue pen

232

and it both mean this pen that i'm holding in my hand at the moment

233

that i'm offering you whereas with substitution i need my blue

234

pen you can have my black one you can picture

235

that i'm offering you a different one right you ask me

236

can i have a pen i say well i need my

237

blue pen you can have my black one there's two things there both are pens

238

but first i'm talking about blue then i'm talking about the

239

black that's what always happens with substitution reference presupposes the head

240

and any modifiers it means the head pen

241

and the modifiers a blue substitution presupposes only the head one

242

means pen it does not mean my blue that's the name for

243

that is repudiation uh to repudiate means like to block

244

or cancel something right

245

so whenever we use a substitute we carry over the head one carries over the word pen

246

but the modifiers are repudiated you could say it this way

247

right in in this example i need my blue pen you

248

can have my black one one substitutes for pen my black

249

repudiates my blue that's what always happens there's something carried over in this case pen

250

and something is repudiated blocked my blue is repudiated by my

251

black right that's the new information is my black the old information my blue is repudiated that always happens

252

uh think of it here right we have no coal fires only wood ones i imagine you can see that now

253

what does one substitute for i'll leave time for you to to think it

254

or say it right what does ones substitute for ones substitutes for fires where is the repudiation substitution.

255

Wood repudiates coal, right?

256

Fires.

257

We have no coal fires.

258

We're talking about fires coal, only wood ones.

259

Now we're talking about fires wood.

260

So that always happens, right?

261

Like this, if you want it more elaborately.

262

Fire is carried over.

263

Coal is repudiated.

264

And that's the difference between substitution

265

and reference reference always refers to the same thing substitution the

266

head stays the same the modifiers change right the new modifiers

267

repudiate the old modifiers see there's a sub there's a reference

268

we have no coal fires they they means coal fires

269

so you're talking about fires coal

270

and then they you're talking about fires coal same thing no class change no subclass change here's a picture

271

if that helps right to picture it

272

that way good uh don't get confused as i said earlier

273

with other meanings of one sometimes we use one just to generally mean like people everybody like a personal pronoun

274

when you say things like this one never knows what do you mean here uh people never know what might happen

275

one should be quiet in the library one must look ways both ways before crossing the road.

276

These ones are personal pronouns.

277

Don't try to make it substitute for something that won't work.

278

And of course, as I said, the counting one, two, three, he made one very good point.

279

Don't try to make that into a reference, sorry, into a substitute, right?

280

The way to picture, an easy way to picture it is if you can, you know, it's a cardinal number

281

if it's modifying something right one point what kind of point

282

good point what kind of point very good point what kind

283

of point one point one very good point that's a counting one

284

if it's modifying something and just by thinking well could i say two three four in

285

that place yes he made one very good point he made

286

two very good points he made three good very good points oh that's just counting right whereas

287

that doesn't work if i'm holding up two pens

288

and i say i need my black pen you can have

289

the blue one i need my black pen you can have

290

the blue two the blue three the blue four no what

291

would you say there to go from you can have the blue one

292

if you wanted to make

293

that plural you'd say you can have the blue ones right

294

the singular of the nominal substitute is one the plural is

295

ones the singular of the cardinal number one is one the

296

plural is two three four five six seven eight right

297

so try that if you're trying to figure it out

298

if it's a cardinal number or a nominal substitute think

299

if i had more would it be ones

300

or would it be two three four i'm not talking about personal pronoun much

301

because i think a that's rare

302

and b it's pretty obvious right you're just saying people might

303

never know people never know what might happen same works the

304

same way same works the same way it can be a

305

nominal substitute it can be a comparative reference as we saw before you've got to distinguish between them right

306

when you say she has the same phone you're just comparing

307

the phone notice it's modifying the phone it works as a

308

modifier here right what kind of phone same phone you're comparing two phones my phone

309

and her phone how do they compare she has the same phone

310

or think about how you'll know it's a comparative reference as we talked about last week

311

if you could put in similar

312

or different right she has the same phone she has a

313

different phone she has a similar phone then you know you're comparing

314

uh whereas as a substitute you're doing this right i'll have two poached eggs on toast

315

and then gwen says i'll have the same i'll have the poached i'll have two poached eggs on toast

316

notice she can't say here i'll have the similar i'll have the different that doesn't work right

317

she's substituting the word same

318

but talking about how she's using the word same as a

319

substitute instead of just saying i'll have the two poached eggs on toast too please

320

which of course she could say same as a substitute is rare compared to one

321

and once so we won't say much more about it other than

322

that right it does have that characteristic of repudiation as you saw uh sorry

323

so i'll say this i'll say this last thing about same as a substitute it does have

324

that characteristic of repudiation if she says i'll have the two poets

325

if she said where is it i'll have two poached eggs

326

on toast please i'll have the same notice we're both talking about poached eggs on toast

327

but i'm talking about the ones I want she's talking about

328

the ones she wants right she doesn't actually want my poached

329

eggs on toast she wants a different subclass ones for her not one for me

330

or she could do something like this

331

which would maybe be more obvious right I'll have two poached

332

eggs on toast please she has a I'll have two I'll have the same

333

but fried you can see she's talking about two eggs on toast

334

but fried repudiates poached

335

so that's maybe a more obvious example of nominal substitution using

336

the word same that's going to be the end of it

337

because it's not used that much compared to one

338

and ones verbal substitution is i think uh as i said earlier just the word do

339

and it's used in all of its forms oh do does

340

did doing will be doing have been doing has been done and so on

341

uh always what you're substituting is the word the verb do

342

for another verb the words did not come the same as

343

they used to come right here do does not mean do

344

like do your homework like try to accomplish right here do

345

substitutes for the word come uh i don't know the meaning of half those long words

346

and what's more I don't believe you know the meaning of half those long words either.

347

So it can substitute for a simple one word verb like do and the blue do substitutes just for the verb come.

348

the word come one word, the red do substitutes for a whole verb,

349

phrase, and possibly into the whole, everything except the subject, in other words, right?

350

So don't just look for the individual verb.

351

Pick the part that makes sense.

352

Is it just the word come, as in the blue one, or does it make more sense to take the full verb

353

and the rest of the predicate like you've done with the red one?

354

Here, I'm just showing them again, both together so you can compare.

355

It can be, what often happens, what I mean here, can cross sentence boundaries.

356

Sometimes the examples, at first, to make them clear, I, textbooks in general, use examples

357

that are simple one sentence right like the words did not

358

come the same as they used to where the do

359

and the come are in the same sentence

360

or be is a longer sentence the red do

361

and what it substitutes for are in the same sentence

362

so for simplicity that's a good way to start

363

but in reality we don't have to substitute for things in the same sentence here it's in a different sentence, right?

364

He never really succeeded in his ambitions.

365

He might have succeeded in his ambitions, one felt, had it not been for the restlessness of his nature.

366

Here it's in a different sentence.

367

It doesn't even have to be just the previous sentence.

368

It could be two sentences back, three sentences back, right?

369

So I'm saying this to make it clear

370

that the examples I give at first are i hope to promote clarity understanding

371

but we can do things a lot more uh complicated than just using substitutions

372

and references for and any other form in the same sentence

373

uh there is the same thing repudiation when we when we talk

374

and use verbal substitutes there is

375

that repudiation right uh does granny look after you every day

376

and then the other it probably should say a

377

and b here sorry one person says does granny look at you does granny look after you every day

378

and the other says she can't do it weekends

379

because she has got to she has to go to her own house right

380

so you realize

381

that do here the red do means look after me right

382

does granny look after you every day she can't look after me at weekends you realize

383

that that's what it substitutes for

384

and do you see the repudiation right the question is talking

385

about granny looking after you every day the answer she can't do it weekends granny looking after you

386

not every day because not weekends i won't go into it much more than

387

that because we already talked about repudiation in the first case of nominal substitution

388

but you can we'll practice later of course right uh there's all there's still

389

that repudiation you're talking about this with nominal substitution we were

390

talking about the same class of thing acts fish fire whatever

391

with verbs we're talking about the same class of action in this case looking after uh

392

and then the subclass looking after when, right?

393

On weekends, well, or sorry, every day or, well, no, not every day, only during the week because not weekends.

394

Clausal substitution.

395

Sorry, I'm going to pause for a second.

396

I need a drink.

397

Sorry.

398

Sorry about that.

399

Clausal substitution and verbal substitution look at the difference here in the amount of information that is substituted for.

400

Sometimes people get this a bit mixed up.

401

Remember, the only possible words that can act as clausal substitutes are so and not.

402

So I say, is there going to be rain?

403

And she says the weather report says so

404

so presupposes the whole clause there is going to be rain

405

and you know that's a clause because it's got a subject there

406

and a verb is going to

407

and then the rest of it to be be rain right verbal substitution it's the verb

408

and maybe more of the verb phrase and predicate

409

but not the subject that's the important thing to notice right

410

if I say did the rain soak the garden and she says it must have done.

411

Done means soak the garden.

412

It doesn't mean, it doesn't presuppose the subject, which was the rain, right?

413

What happened to the rain?

414

I said did the rain.

415

What happened to the rain?

416

She used a reference, it, right?

417

It references the rain, done substitutes for soak the garden.

418

So in that case, she's using a reference and a substitute, but it's a verbal substitute.

419

Whereas whenever you use so or the negative form not, it's a very convenient way of substituting for the whole previous clause, right?

420

Is there going to be rain?

421

The weather report says so, or the weather report says not, as I showed here.

422

And you can use the language that way, right?

423

Not presupposes there is going to be rain.

424

You know, I haven't said this yet, but a good way to think of this is, imagine, this works for reference, for substitution, for everything, right?

425

Imagine someone entered, let's say we're talking, right?

426

And someone enters the room right as you they enter the

427

room only to hear Gwen say the weather report says not

428

so some of us are in the room I say is

429

there going to be rain Gwen says the weather report says

430

not now all of us are in the room know what

431

not means all of us who are in the room know

432

that not is interpreted as the weather report says there is not going to be rain.

433

Think about how someone who entered the room only to hear Gwen talk, they missed what I said, so they come in and they hear Gwen say the weather report says not.

434

That person who's come in just at that point knows those words, they know they're all English words, but they don't know how to interpret the word not there.

435

Perhaps Gwen is saying the weather report says there is not going to be snow.

436

The weather report says it won't rain until next Saturday, whatever, right?

437

They don't know exactly what's meant.

438

So that's often a useful way to think about it, right?

439

What do we who've seen the earlier part of the text in this case, is there going to be rain?

440

What do we know that someone who arrived a bit late doesn't know.

441

That's the way to think of how you interpret these,

442

about how to explain what is missing for the person who arrived late. So, where were we?

443

Like this, right?

444

You've got language being broken into discrete chunks of language called texts there are various ways

445

that we know a text exists as a text

446

because it sticks together we saw reference in the past today

447

we've talked about substitution for now what you should be sure to know is this right uh

448

that there are three types if you if you

449

if you know this you're in a good position to have a base of understanding how this works right

450

if you know that there are substitutes, which are nominal, verbal, causal, and that the types of nominal substitute are one and its plural ones,

451

and very rarely same, that the verbal substitute is do, and that the causal substitutes are so and not.

452

And that if you can remember that and think about how to distinguish between reference and substitution,

453

it's that word repudiation, right?

454

That reference the reference refers to the same thing exactly the substitute refers to the same type of thing

455

but in a different subclass right my axe is too blunt I must get a sharper one

456

talking about axes but first it's the blunt axe I have now next it's the sharper axe

457

that I must get and so on for verbal substitution

458

and clausal substitution good so keep

459

that list in mind nominal verbal clausal with the associated term repudiation

460

and you're in a good position to keep going with this topic.

461

Thank you very much.

462

Bye.

✨ Recomendar Video

114 oraciones

Vocabulario y notas de pronunciación para esta lección

Esta lección de conversación se basa en el vídeo “Cohesion 3 - Substitution”. Las palabras que más se repiten: substitute, substitution, word, reference, blue. Este vídeo tiene 462 frases y 5388 palabras para practicar shadowing. La parte hablada dura 34:27. El hablante habla a un ritmo natural de unas 156 palabras por minuto, cercano a una conversación cotidiana. El 82 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.

Vocabulario clave de este vídeo

15 palabras del vídeo que vale la pena aprender, con su pronunciación y significado:

Palabra	Pronunciación	Significado
substitute sustantivo	/ˈsʌb.stɪ.tʃuːt/	sustituto, substituto
jacket sustantivo	/ˈd͡ʒæk.ɪt/	chaqueta, campera
verb sustantivo	/vɝb/	verbo
nominal adjetivo	/ˈnɒm.ɪ.nl̩/	nominal
noun sustantivo	/naʊn/	nombre, nombre sustantivo
refer verbo	/ɹɪˈfɜː/	referir, remitir
bullet sustantivo	/ˈbʊlɪt/	bala, proyectil
verbal adjetivo	/ˈvɜː.bəl/	verbal
plural sustantivo	/ˈplʊəɹəl/	plural
sharp adjetivo	/ʃɑɹp/	agudo, afilado
egg sustantivo	/ɛɡ/	huevo, aguautle
toast sustantivo	/toʊst/	pan tostado, tostada
pencil sustantivo	/ˈpɛnsəl/	lápiz
pause sustantivo	/pɔːz/	pausa
blunt adjetivo	/blʌnt/	romo, obtuso

Phrasal verbs que vas a escuchar

Palabra	Significado
get away verbo	alejarse
hold up verbo	aguaitar, esperar
mix up verbo	revolver
write down verbo	apuntar, anotar

Frases que vale la pena repetir

Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:

How did you know what does?
You're talking about the same thing, right?
A is talking about where's my old jacket.
That's what happens whenever you use a substitute, right?
What are we talking about?

Gramática en este vídeo

Las estructuras que más usa el hablante, con las palabras exactas del vídeo:

Estructura	En el vídeo
Oraciones condicionales if + oración, will/would + verbo — una condición y su resultado	if i had more would it · if she says i'll have · if she said where is it i'll have
“Used to” used to + verbo — un hábito o estado pasado que ya no es cierto	used to come · used to where
Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora	has left · I've already said · have done
Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace	is divided · are listed · are referred

Pronunciación a tener en cuenta

El hablante usa 148 contracciones y formas reducidas, como you're, don't, I'll. Dilas en su forma corta, tal como las oyes.

Los sonidos de “sh” y “zh”: sharp /ʃɑɹp/, relation /ɹɪˈleɪʃ(ə)n/, structural /ˈstɹʌk(t͡)ʃəɹəl/, ambition /æmˈbɪʃ.ən/, distinguish /dɪˈstɪŋ.ɡwɪʃ/
Palabras largas — cuida el acento: comparative /kəmˈpæɹətɪv/, characteristic /ˌkæɹ(ə)ktəˈɹɪstɪk/, complicated /ˈkɑm.plɪˌkeɪ.tɪd/, differently /ˈdɪf.ə.ɹənt.li/, simplicity /sɪmˈplɪsɪti/

Sonidos difíciles para hispanohablantes:

s + consonante al inicio — sin añadir una “e” delante: spell /spɛl/, structural /ˈstɹʌk(t͡)ʃəɹəl/, slide /ˈslaɪ̯d/, stale /steɪl/
/v/ — no es /b/: los dientes tocan el labio inferior: verb /vɝb/, verbal /ˈvɜː.bəl/, comparative /kəmˈpæɹətɪv/, versus /ˈvɝsəs/, convenient /kənˈviː.niənt/
/z/ — sonora, no /s/: pause /pɔːz/, clause /klɔːz/, whereas /(h)wɛɹˈæz/, confused /kənˈfjuːzd/, phrase /ˈfɹeɪ̯z/

Cómo practicar con este vídeo

Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
Empieza a velocidad 0,75×, haz shadowing frase por frase y vuelve a la velocidad normal cuando te resulte fácil.
Grábate y compara con el original, prestando atención a palabras como substitute, jacket, verb.

¿Qué es la Técnica de Shadowing?

Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.

Técnica de shadowing: lee la guía completa paso a paso →

Shadowing Practice: Cohesion 3 - Substitution - Learn English Speaking with Video

Contemporary Topics 3 Unit 1 COMMUNICATION STUDIES Slang ang language change

Learn English with TIE: Rhythm

cae 2 test 2 part 2

Phonetics and Phonology: Introduction

Advanced (C1) Phrases That Will Transform Your Speaking Skills

2-4000-3-U3

You are absolutely fluent in English if you can understand these

SP LESSON 7 Vocabulary

Learn English Clothes Vocabulary (B1-B2) | Comprehensible Input

How to Think in English (And Stop Translating)

English Listening Quiz - Chip, Cheap, Ship, Sheep

Sound American With Shadowing Exercises in English