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  • How to get one million followers... hey, you know, I was just reading this book and we

  • could get lots of people to watch us if we changed a couple of things.

  • Oh, I know.

  • Huh.

  • Hi, James from engVid.

  • Mr. E seems to know everything.

  • You know what's interesting about knowing everything?

  • You actually stop knowing anything at all.

  • Hi.

  • What I want to do on today's lesson is I want to talk about the word "I know".

  • It is a word that is used by many English speakers who are just starting to learn the

  • language.

  • In fact, it's used a lot by native speakers, unthinkingly, to cover all sorts of situations.

  • In today's lesson, I'm going to give you some new phrases, I'm going to give you some new

  • vocabulary that we can take the same idea that comes from "I know" and use it to further

  • our communication skills.

  • Now, why is this important?

  • A lot of times, we watch videos and they give you the tools but don't explain why or where

  • you'll use them.

  • I like to make sure I take an opportunity in this video to make sure I not only teach

  • you why but where it is most beneficial for you to use the new vocabulary.

  • You ready?

  • Let's go to the board.

  • Now, when you look at the words here "I know", I've outlined or really put "no" in a big

  • sense.

  • We even say the word "no", and when in English we say "no" it means "stop" or "I don't like"

  • or something negative.

  • When you use "I know" in a sentence and it's not used in its most effective manner, it

  • tends to stop conversation or make people feel as though you're not listening and they're

  • not understood, which makes difficult conversations actually more difficult and go on longer.

  • Now, before I say another word, I want to say hello to Prachi and Andrew.

  • We met at the McCaul eating area, and you guys were having a conversation and you were

  • really graceful and great and allowed me to use some of this lesson on you and help me

  • fix this lesson up, so I greatly appreciate that.

  • And this English saves conflict resolution.

  • I want to use a quote from Theodore Roosevelt.

  • He's a former American president.

  • Most of you won't know who he is because he's been dead a long time.

  • One of their better presidents, and he had a quote that I really like that kind of helps

  • with this lesson.

  • Theodore said, "Nobody cares how much you know until they know how much you care".

  • I want to change that last statement of "care" to "understand".

  • Once people understand that you have an interest in what you're saying, then they know that

  • you care.

  • And, funny enough, "understand" is one of the words we're going to use instead of "know"

  • in order to create greater communication skills.

  • Now that you know why we're doing the lesson:

  • * To further your communication *

  • * Make sure you're understood *

  • * Let people know you understand them *

  • Why don't we get to the lesson, right?

  • Now, the best way to go about this is to look at what does "know" mean?

  • It's a short form of "knowledge", it's a verb, which is nice, but what it really means is

  • to know something means you know something through information, observation, or inquiry.

  • Inquiry means to ask questions.

  • If you ask a question, then you'll get to know something, alright?

  • "Why is the sky blue?"

  • Blah blah blah blah, I will tell you, now you know.

  • Observation, now you watch.

  • You see two bunnies running across the grass, it's springtime, one bunny jumps atop the

  • other bunny, they're playing, you know why they're doing that, alright?

  • And information; you read something or you watch a video or a YouTube video and you learn.

  • Now, that's knowing something.

  • But if you notice something, when we talk about knowing in this particular case, knowing

  • is not actually talking about understanding.

  • Although people confuse these two words, they don't really appreciate how those two words

  • can affect a conversation.

  • I'm going to borrow a cell phone for a second, and I want to show you something.

  • All of you have used cell phones before, and you know how to use them.

  • I know you do, right?

  • I say to text me "blah blah blah" send me this "blah blah blah".

  • Now, what happens if I took this cell phone, I took it apart to all the smallest parts

  • and laid them on the floor, okay?

  • And I said to you "Put them together".

  • Could you do that?

  • No.

  • So you know how to use the technology, but you don't understand how it works to put it

  • back together again.

  • And that's the power of the words that I'm going to give you now.

  • That'll give you that power of putting it back together and even creating something

  • new out of it and creating greater communication skills.

  • So, let's start over here.

  • I said stop saying "I know".

  • I give you five phrases to improve the communication, so let's talk about number one: "recognize".

  • Right in the middle of "cog" means "thinking".

  • "Cognition", thinking, and recognize means to go back and to think.

  • The meaning of "recognize" here is to acknowledge a truth, existence, or validity of something.

  • That's a lot of noise and movement.

  • It's to say I notice what you said and what you said had some truth to it.

  • Notice I didn't say "I know", I said "I noticed".

  • I could say "I know what you said, and when you said it to me, there was some truth that

  • I have to say is true".

  • When something's valid, we say there's truth to it and acknowledge saying "I'm going to

  • say this is true".

  • So, that's more than I know.

  • When you say - if I say to you "It's raining outside" and you go "I know" and I might say

  • that I recognize that the weather is bad, not only do I have this knowledge, I'm saying

  • there's validity to what you're saying, alright?

  • Cause it's not just "it's raining", you're saying the weather is bad, there's a bit more

  • to it.

  • And on that, I'm going to come back when I talk about understanding intent.

  • The second, and this is different than "I know", but it's "from my perspective".

  • When you say "from my perspective", it is to give your opinion and attitude on a subject,

  • but "spec" meaning "to look at", you're actually saying "I see this".

  • I see what you're saying because I'm aware of what you're saying.

  • In other words, I know what you're saying, and I see from this knowledge of knowing what

  • you are saying to me.

  • That was nice, right, from this knowledge of knowing, I have an opinion on that.

  • So, I have the same knowledge you have, but the way I interpret it, the way I feel about

  • it, the way I see it is different than you.

  • So that is acknowledging the person saying I know it, got it, okay, cool, but I see it

  • in a different way.

  • For instance, I'm standing here.

  • And when I'm standing here, they're different positions, although we're in the same room,

  • cool.

  • So, you can use that one.

  • So, "From my perspective, that's an interesting point" means I know what you're talking about

  • and I like it.

  • "Appreciate".

  • Appreciate is an interesting word, because by itself, I always think "appreciate" means

  • "to be thankful", to say thanks for something.

  • "I appreciate you helping me", I'm really -- I'm thankful for it.

  • When I look at appreciate and we use it instead of "I know", it's saying I recognize the implications

  • and true value of the subject.

  • An example of this would be if someone says to you "Hey look, if you don't get enough

  • sleep tonight, you won't be able to catch the train in the morning because it's really

  • early."

  • And I might say instead of "Oh, I know", I go "I appreciate you telling me that".

  • It means "thank you" because there are implications if I don't get up, I will miss my train, and

  • there's a value to you telling me that because getting the train is important to me.

  • While "I know" just means "I have the information, I have the knowledge" but it shows no value

  • in saying "thank you for doing that for me".

  • So, you notice a lot of times if you say "Oh, I appreciate you saying that", people will

  • step back and give you some room because you're saying "thank you", so they know "Oh, you

  • heard me and you like - not like, but are thankful for me saying it".

  • You may have to go on and say something different, but they will appreciate that you took the

  • time to listen instead of saying "I know".

  • "Understand".

  • Now, I started off over here talking about understand and I said it was an important

  • one.

  • The difference, as I showed you with the cell phone, between "understand" and "know", when

  • you know something you have the information.

  • When you understand, here's what's important - you perceive the intended meaning.

  • Now, I used the difference between being able to put a cell phone together and knowing how

  • to use one, okay?

  • When people are speaking to you, sometimes they're trying to say more than the words

  • they give you and saying "I know" doesn't show that you actually have paid attention

  • and you got the message they were really trying to get to you.

  • An example would be when someone says - if you said, "Look, if you keep being late, it's

  • not great.

  • You might end up losing your job", you say "I understand" versus "I know".

  • "I know" means "of course", that's what happens, you keep telling me I'm late, I lose my job.

  • "I understand" means "Okay, you're giving me an opportunity, you hope I recognize what

  • I'm doing is incorrect right now and you hope I change my behavior".

  • Whoa, where did that come from?

  • Well, that's what understand means.

  • It means I heard you, I'm taking some information in, I know what you're intending to say to

  • me and I'm not getting fired yet, but it's a possibility if the behavior doesn't change.

  • "I know", saying "I know" in this case means I'm aware of the situation, I know your part,

  • my part, or your position, my position, but it doesn't give us any room of, like, I understand

  • where you're coming from, because it's saying something like "You're always late and if

  • you continue you might lose your job", you're saying you're actually kind of concerned about

  • me losing my job, and saying "I know" kind of doesn't give back that emotional bond.

  • And this is what I was talking about with communication.

  • You can say anything you like and you don't even have to take this lesson at all.

  • You can say "Yeah whatever, I know is good enough", but by varying your speech, you'll

  • notice that you're giving back not only information "I understand what you're saying and I was

  • listening to you", alright, but also "I care", or in some cases "Thank you for saying it",

  • or "I heard what you said but I see it differently, "I recognize some of what you say is true."

  • Alright, and this is changing it, and it shows the mastery - your mastery of my language,

  • of the English language, cool?

  • So, understand is very good one, "I understand", because it means I do know what you're saying

  • and there's even more, I'm getting more out of it, what you're trying to give me, and

  • that is your intended meaning.

  • Perceive is to see.

  • Now, I said perceive is "to see".

  • Funny enough, number five: I see.

  • This is a really good one, because it's similar to the rest and "I see" doesn't seem to be

  • "I know it all", like, they're not even related.

  • More on that in a second.

  • I actually had a friend who told me a few weeks ago he had a situation where he was

  • going to look at an apartment and he really wanted the landlord to know he was serious

  • about taking the apartment.

  • Now, when the landlord was showing him the fuse box or this little electric thing, it

  • wasn't a big deal, he said "Oh I know" and all this stuff, he never said that.

  • He said, on purpose, "I see, I see", hm.

  • Smart guy.

  • He could have said "I know" and probably would have gone off, you know, gone along with it,

  • but he knew the landlord might not like it or perceive him as arrogant or talking down,

  • but his saying "I see" was a way for him to say "I'm listening to you.

  • I'm really paying attention.

  • I'm taking this information in, and thank you, I got it".

  • I see - to show you are paying attention and understanding.

  • He knew that.

  • Now, most of you when I said "I know, I know" and you're saying "I'm smart, I get it", but

  • you want the person to know you're actually listening and paying attention, "I see" is

  • good.

  • And even the way we say it, we go "I see, I see", we slow it down.

  • "I see... yeah...

  • I see... yeah, I see".

  • And all of the sudden, magically, "I know" becomes "I see" and the person is like "You

  • really listened very well" versus "I know, mmhmm, I know" because even when I say it

  • like this [slower] "I know" means I have a better idea or another idea versus "I see".

  • All the same tonality, but one is I'm taking in what you're saying, you're important, I

  • need to understand you, versus everything I do is more important, cool?

  • Okay.

  • So now that I've taught you why we're doing this, and we've talked about - I gave you

  • some things about a change in grammar and form.

  • Oh, and before I go there, I want to talk about another way of saying "I know", which

  • is what is what we call colloquial, the common people use it, and it's not to say "I know"

  • but it's to change it up so you're not just saying words, you have some phrases.

  • That was part of the deal when I said how we're going to change it, I will teach you

  • phrases.

  • Here are some phrases.

  • What's interesting about these phrases is that they follow the kinesthetic, auditory,

  • and visual models.

  • That's right, I was ready for you to go "What is he talking about?

  • I don't know, he just went crazy!

  • Brain does not work!"

  • Okay, auditory - sound, audio.

  • Visual - to see.

  • And kinesthetic, that nice long word, is just movement, body movement, though I don't rock

  • like I used to, okay.

  • Now, not everybody - we actually speak and we learn in three different modes.

  • I've done a couple of videos where I've mentioned them before, some of the best ways of learning

  • and how you can use the auditory, visual, and kinesthetic way to improve your learning

  • of English or any subject for that matter, but we also speak in this way.

  • Not all the time, but depending on how a person is thinking, they may use one of these models

  • to explain what's going on or the thought process in their head at this time.

  • And one of the best ways to communicate you're listening and understand them is to what I

  • call "copy" that model.

  • If someone says something like "That looks good", you can say "I see what you mean".

  • I'm using "look" and "see" which are similar verbs to show that I'm thinking the same way

  • you are, and it shows a connection.

  • It enhances or helps the communication get better, cool?

  • So, these three phrases are in different ways of communicating your thought pattern to people

  • in the audio, visual, or kinesthetic model, cool?

  • I know, I got all schoolsy there, oh, I got goosebumps.

  • So, the first one is "I hear what you're saying", alright.

  • It's like "I know", "Yeah, I get it", "I hear what you're saying", "I have the knowledge

  • you're giving me now".

  • Remember we talked about how you get information?

  • Someone gives you information, you can say "I know".

  • Well you can say "I hear what you're saying".

  • I'm receiving the information, and that is auditory.

  • The next one we can use, which is visual, is "I get the picture".

  • I see a picture in my head of what you mean, so now I know.

  • If someone says "I want a red sweater with a hood" "Okay, I get the picture".

  • I can see it in my head, okay.

  • And you can say "I see what you mean", alright, "I see what you mean".

  • And that's visual.

  • The last one is "I catch your drift".

  • Remember when I told you about new vocabulary?

  • Here it comes, son!

  • Drift is a movement, but when you're drifting, you're not going in a straight direction,

  • like this is direct.

  • If you're drifting, you're kind of going this way and that way.

  • A good example is me through high school, I drifted through there.

  • It wasn't straight like this, it was like grade 9... grade 10... grade 11... not direct

  • route, okay?

  • If that doesn't help you, sometimes when they're falling asleep when they're driving, the car's

  • going, woo, it's drifting.

  • It's going in a direction, but it's going kind of a little off, so it's movement.

  • Drift is a movement, not a direct movement, it's like a subtle, soft movement.

  • So, when someone says "I catch your drift", it means you're giving me something and you're

  • giving me an idea and I'm like "Okay, I've got it.

  • I've got that information now".

  • So, I catch your drift.

  • I catch what you're saying, cool?

  • So, these are for the auditory, visual, and the kinesthetic.

  • So, you've got three phrases, you've got another two, I guess, we've got one new phrase and

  • four new words for "I know".

  • So, I think if we've learned enough we always do the quiz, so I think it's time for us to

  • see, and I know you see what I'm going to get at, right?

  • Quiz time, are you ready?

  • Let's go!

  • Okay, it is quiz time, and I know you're looking forward to it, right?

  • And I don't blame you.

  • There's something really exciting about getting knowledge, yeah?

  • So, let's go to the board and take - I want to do a quick quiz and then I want to talk

  • about where we can use or apply this knowledge.

  • Sometimes, I think we miss this in the videos where we teach you these things, we say "here

  • you go, great!" and then we forget to say "You know what, it's best to use this when

  • you're doing this...", okay?

  • So, let's go over here.

  • The first one I want to look at is "I don't like the sound of that".

  • Now, when I gave you an example and we were talking about speaking to people for better

  • communication, this is a question that's going to reveal if you understand what would be

  • the best way, because they're quite similar, so let's look at "I don't like the sound of

  • that".

  • Which one should you - or which one is the best one to use, the best response to use

  • to show that you understand them?

  • * I hear what you are you saying? *

  • or

  • * I appreciate what you are saying.

  • * Good.

  • You thought about it and you looked at the key difference, or you looked at something

  • that we talked about: auditory learning.

  • And here we're talking about sound and hearing.

  • So, although they say - you know, I appreciate is like "Thank you, thanks for saying that,

  • giving me the information", it sounds so great, but hold on a second, if you really want to

  • hit it on the head, you want to get it as close as you can, "hear" and "sound" are talking

  • about auditory way of communicating, and that would be the best one to use, even though

  • both could be appropriate, this would be the best one.

  • See, this quiz isn't about knowing whether to say "appreciate" or "see" or what have

  • you, it's how well you understand it, alright?

  • So, we get to the best communication we can, the best level of communication.

  • What about the next one?

  • "What I'm telling you could get a lot of people hurt if this information is used incorrectly."

  • What is the best answer here?

  • Once again, both work, because I know some of you right now when you see:

  • * I understand.

  • * and

  • * I see.

  • * go "Look, 'I understand' works and 'I see'

  • works!".

  • Yes, but in the lesson I gave you specific reasons why you might want to change and might

  • want to use one over the other.

  • I want to see if you caught that and think which it might be.

  • Okay, people getting hurt.

  • If you were going to get hurt, would you want someone to listen very carefully to why you

  • might get hurt?

  • Probably so, right?

  • You'd be like "I hope you understand.

  • Listen to me carefully and understand".

  • "I understand" is part of it.

  • "I understand" means I understand.

  • "I see" means "I'm listening very carefully and I understand".

  • That deepens your communication skills or your listening skills.

  • Do you remember what I said at the beginning of the video that we're going to be working

  • on listening skills, and it's like "Well how, we're using the word 'I know'".

  • You have to listen well to give the right answer back to the person listening.

  • "I see" is the correct one here simply because you're saying not only do I understand, of

  • course, but I'm listening very carefully right now and to any further information you might

  • give me, because a lot of people might get hurt.

  • This is important stuff.

  • It's not enough to understand, cool?

  • Alright.

  • Because I know a lot of people go "They're similar!"

  • I know, but it's the little differences that make the big difference in being understood

  • by other people and people go "Oh okay, you're listening, cool, we can have a real conversation".

  • Now, this one.

  • "I __________ what you're saying has some merit."

  • Merit means value, so we're saying value or some truth to it, alright?

  • So, which one would be the best one to say?

  • "I recognize", or "I know"?

  • * recognize *

  • * know *

  • Yeah, you remember when I talked about using recognize, we talked about something being

  • valid, or having validity, right?

  • So, you saying "I know" is kind of okay, but "recognize" is adding like, almost doubling

  • it, like I recognize the merit.

  • I see the value of what you're saying and I know it's got some truth to it.

  • That's why we'd use this one, so A's the best answer here.

  • You could say "I know", but once again, it's showing a limited understanding of the English

  • language.

  • You learn one word and use it like a multitool, they have little pegs, you get like a knife,

  • you get a screwdriver, sometimes a little gun, oh there's no gun in a multitool, you

  • wish!

  • But instead of using it like that, you're like "Hey, you know what, I've got tools in

  • my pocket, and I want to start using them to show that I'm an intelligent individual

  • who is adaptable and can use different words or vocabulary or phrases in the appropriate

  • situation instead of using the same one over and over like a robot", and we know you're

  • not a robot, because we made you do that test before you watched the video.

  • Alright.

  • Finally, "I have _________ her for 5 years.

  • She is a good woman."

  • Would we say I have

  • * seen *

  • * known* *

  • (Hint hint: asterisk).

  • I'll give you a second to figure it out.

  • Alright, some of you were like well look, a couple of things are going on.

  • James is saying don't use "know", that's the new word, we've got new words.

  • And "seen" is the a present perfect being used properly, both of them are.

  • But hold on a second.

  • I didn't talk about "known".

  • Knowledge, remember, we talked about is information, inquiry, right, that's how you get it, or

  • observation.

  • Well, another meaning for to know someone is to have a relationship with them.

  • So, if I have known Mr. E for ten years, it means we have a relationship.

  • We talk to each other, we hang out or whatever, we have some kind of connection.

  • It's not just having information on that person or observing them or asking questions, there's

  • a relationship.

  • And I do this because sometimes when people learn some new information, they throw all

  • the old information out.

  • In English we have an idiom, it's called "throwing the baby out with the bathwater".

  • You never want to do that!

  • You wash your baby, she's clean, the last thing you want to do is take the dirty water

  • and the baby and go "Okay, out we go!".

  • No, you want to keep the baby, maybe get rid of some of the stuff that wasn't necessary.

  • And in this case, I want to come back to known saying sometimes the best word to word is

  • "know" or "known", especially if we're talking about relationships.

  • So, in this case, I have known her for five years.

  • We have had a relationship for five years.

  • And that's how I know she is a good woman, it's not just observation, it's through our

  • relationship.

  • To say I have seen her is correct grammar, yes, but not the correct meaning, and this

  • is what this whole lesson was about, improving your communication skills, your understanding

  • of English, and you being able to be understood and having people understand you.

  • And I know you did a good job on this quiz, so I know that you have passed with flying

  • colors.

  • See, I said "I know" through observation, right?

  • Now, as always, we have our bonus section because now you've learned the main lesson.

  • What's the opposite of "I know"?

  • "I don't know", or "I didn't know".

  • So we'll learn the positive and the negative so you don't keep saying "I don't know" "I

  • don't know", you can say different things.

  • One thing we say instead of saying "I don't know" is "I misread it".

  • Now, can I tell you something funny about all these things here?

  • I'm going to read them and then explain them.

  • Misread, misunderstood, mixed up, confused.

  • It's funny, when I know something is very direct, "I know, I know!".

  • But when we don't know something, it's like "I was confused!

  • It's not my fault!

  • I was mixed up, I was in the wrong direction, I misread it, I mean, I thought I knew but..."

  • see, it's never our fault.

  • So, when we don't know something; "It's not my fault, man, it's not my fault, I misread

  • the situation".

  • But when I get it right it's "I know, I knew, I have known!

  • Hahaha", puff our chest out.

  • Just this little aside, because you'll notice like "mis, mis, mis" mixed up, confused, it's

  • all like "the air did it", "a birdie did it", "It wasn't me, it was not my fault", but knowing

  • has the arrogance of "yes, yes, me know right, me always good" alright?

  • Just getting that out there.

  • English is a very funny language.

  • Pay attention, you'll laugh like me.

  • So, to misread something.

  • You know what to read means.

  • To misread it means you read it but you maybe made a mistake, so instead of seeing "an"

  • you saw "and" or you saw "and" by mistake you said "Oh, I thought it was the chicken

  • and steak, I didn't know it was chicken or steak, I misread it", okay.

  • It means to judge or interpret something incorrectly.

  • So, you're looking at it and maybe you think "Um I'm two feet away" and you jump and say

  • "Oh, I was three feet away.

  • I misread it."

  • Made a small mistake, okay?

  • So I didn't know.

  • "Misunderstood" is an incorrect judgement.

  • They are very similar, but the whole point of this lesson is not to teach you one thing

  • and teach you they're all the same thing.

  • We want to be able to change up our language, okay.

  • So, I misunderstood you.

  • Misreading is like "I see it, I look at it, I make a wrong judgement".

  • Misunderstood was when I had one idea and I thought you meant this but that's not what

  • you meant.

  • I misunderstood you.

  • So, I had this idea I had in my head, I judged it, I got the information wrong in my head,

  • so I misunderstood you, alright?

  • Now, that's an incorrect judgement.

  • "Mix something up" is to be confused.

  • So, if you mix something up, let me give you an example.

  • I have three markers, okay.

  • I put them down and I want to keep the blue marker in my hand, but because I got blue

  • and black and I wasn't paying attention and I switched them because they were in my hand

  • like this, I switched it like this, I wanted to keep the blue but I put the blue down by

  • accident because I mixed them up.

  • Oh, I mixed them up and I wanted the other one.

  • Here's a great example.

  • Mr. E and I are going out for drinks.

  • This one is gin and this one is vodka.

  • Gin and vodka look almost exactly the same by the way.

  • They are both white liquids of alcohol.

  • Now this one's gin, this one's vodka.

  • Mr. E loves his vodka and I only love gin.

  • But, by accident, I put the glasses down, I turn around, I come back, and I give him...

  • you noticed they're in the wrong place?

  • Well, I've mixed them up, I changed their position.

  • So, they're both still valid but I've moved them and put them in the wrong place.

  • And that's why when we say you've mixed something up, in my head, I mixed it up.

  • I had the information, but I put it in the wrong place so I got the wrong answer.

  • Similar thinking to this is "confused".

  • When I'm confused about something, I have information but I don't really understand

  • it.

  • My thinking on it is not clear, I couldn't make a picture in my mind to really understand

  • what I was looking at to know it for 100 percent.

  • So, sometimes some people say "I got confused when you said this or that" which means similar

  • to "mixed up", is to take two things and put them in different places, like I confused

  • Johnny with Tommy, alright?

  • I mixed them up.

  • I confused your meaning.

  • I thought you meant this, but you meant this, but I confused it.

  • I got the wrong answer, or I was not clear on my thinking on that.

  • Cool?

  • Alright.

  • I've given you bonus, I've given you a test, there's only one more thing I would like you

  • to do.

  • And I'd like to say this is, like, my thank you to you, because at the end of the videos

  • I usually say "thank you" and you go "How does giving me homework say 'thank you'"?

  • Well, if you stayed this long and worked this long, you've really wanted to learn and I've

  • always wanted to give you a tool you can use afterwards to improve your learning or enhance

  • your learning.

  • One of the tools is to do homework to give you something to, you know, go deeper, go

  • study on your own.

  • Another one is to get you involved with a community of people who are also studying

  • English so that you can exchange information.

  • I've seen it happen before, and then people get to grow that way, by getting more people

  • interested in the same thing they are.

  • And, in this case, this is one of those things right now.

  • I've got two statements, so I want you to correct one of these statements in the comments

  • and you will receive one million points!

  • That's right!

  • No cheapness, no one, no one thousand, one million points you will get.

  • So, the two comments I have for you, and I want you to look at them carefully.

  • In the black, I want you to change, or exchange the thing in the black to one of the things

  • I've taught you today.

  • Either the top five things you can say instead of "I know", or one of the phrases (hint hint,

  • it's not a phrase), or it might be something from the bonus section, okay, the "I don't

  • know" statements.

  • Now remember, if the person gets it right, you are to give it a thumbs up.

  • If they've got it wrong, give it a thumbs down.

  • So you're going to get instant information on whether you get your million, ten million,

  • fifteen or seventeen million points, alright?

  • So the first one is "I am thankful for the information".

  • I want you to think about one of the five that I gave you that talks about being thankful,

  • alright?

  • The second one is "I confused which drink went with whom".

  • Whom means "to who", okay?

  • So, those are the two statements.

  • I want you to think about it now, kind of helped you a little bit, I think you'll do

  • a great job.

  • Once again, thank you very much for watching our videos.

  • I appreciate that you take your time out of a busy day to come watch and learn with us,

  • and I love doing this for you.

  • Now, if you want to get more videos like this, okay, and do the actual quiz that will go

  • a little bit deeper into what we've learned today, I'd like you to go to www.engvid.com

  • and do the quizzes there and look at the other teachers that we have available.

  • Anyway, you have a brilliant day and I'll see you soon, okay?

How to get one million followers... hey, you know, I was just reading this book and we

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