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  • Hey, one of the biggest challenges that English learners face is not knowing how

  • to study English, not having a proper routine that will take them from the

  • intermediate level to the advanced level, not knowing how to actually study English

  • consistently and enjoy the process.

  • Have you ever experienced this challenge?

  • Are you experiencing this challenge right now?

  • Well, my friend, I have good news for you because in today's lesson I am going to

  • give you a morning routine that you can follow and it will help you speak English

  • fluently as you follow the routine.

  • Are you ready?

  • Well, then I'm teacher Tiffani.

  • Let's jump right in.

  • Part number one, the very first thing you need to do is write.

  • A five minute writing session.

  • Now let me explain what this writing session is all about.

  • You see, the first part is to write in your journal for five minutes.

  • You should write about something you plan to do today.

  • That's right.

  • Today's schedule, this is an important step.

  • Why?

  • Because you are warming up your brain to start operating in English.

  • In other words, you are activating the English side of

  • your brain in a relaxed way.

  • Think about it.

  • When you wake up in the morning, the very first thoughts you have

  • normally are in your mother tongue.

  • Maybe it's Spanish or Portuguese or Zulu or another language.

  • But now we have to switch this to English, and you do this by first starting

  • with a five minute writing session.

  • Notice that I said five minutes, not 20 minutes, not 30 minutes.

  • No, a short period of time, only five minutes, and it must be about your day.

  • What are you planning to do because you already have an idea.

  • Maybe you're going to work or maybe you have to go to school, or maybe you

  • have to take care of your children.

  • It's time to write about that.

  • In English.

  • So for step one, here is how you complete it.

  • All right?

  • This is the main thing.

  • You have to remember first, get your notebook and pen ready.

  • That's right.

  • Have your notebook and pen ready.

  • And honestly, I'd say to have your notebook and pen right next to your bed.

  • Maybe you have a nightstand right next to your bed.

  • Keep your journal, your English journal, and your pen right next to you.

  • So as soon as you wake up, you can go right to that journal.

  • Or maybe you have devotions in the morning right after you have your devotion.

  • Get your journal and have your pen ready.

  • The next thing you want to do is to set a five minute timer.

  • I use my cell phone as a timer, but you can use your cell phone,

  • your watch, or any other device.

  • But it's important to set a five minute timer.

  • Why is this important?

  • Because you are only going to write for this five minute period,

  • not longer and not shorter.

  • So you have to write as long as the timer is going, and once it stops, you stop.

  • The third thing to remember is 13.

  • Third thing to remember is hit start and don't stop writing

  • until the timer goes off.

  • I just explained that you have to keep writing for that five minute period.

  • Now, in the very beginning.

  • This is going to be challenging.

  • It's going to feel like a long period of time, but the more you

  • do it, the more consistent you are, the easier it will become.

  • Trust me.

  • Five minutes writing about your day, what you are going to do for that day.

  • All right?

  • Now I want you to remember something very important.

  • Don't worry about making mistakes.

  • Don't stop and erase.

  • Instead, just keep riding like the movie Finding Nemo.

  • Remember, just keep swimming.

  • Just keep swimming.

  • Let's switch it.

  • Just keep writing.

  • Just keep writing.

  • Don't stop.

  • Don't worry about mistakes.

  • The main goal is to activate the English side of your brain.

  • That's why we're starting with a writing exercise.

  • It will force you to actify, act vibe.

  • Activate that side of your brain.

  • So activating the side of your brain that uses English is very important

  • to start off this morning routine.

  • All right, five minutes.

  • Now let's move to part two.

  • You've written in your journal for five minutes, and now it's

  • time to have an input session.

  • Now, I love this.

  • An input session.

  • So let me explain what this is all about.

  • You've done your five minute writing session.

  • Now we have part two, the 10 minute input session.

  • So what you're gonna do is find a YouTube video or other online video

  • about a topic that you are interested in.

  • Notice I didn't say an English lesson.

  • I said a video about a topic you are interested in making sure

  • that they're speaking in English.

  • You can find a video about cooking, a video about sports,

  • a video about technology.

  • It doesn't matter as long as they are speaking English.

  • All right?

  • As you watch the video, you are going to learn new words.

  • You should write down.

  • Remember, you have your journal.

  • Write down the things that you don't already know.

  • As you're watching the video and enjoying it, if something pops up, maybe a new

  • word or expression, write it down.

  • This is an important step.

  • Why?

  • Because you are now inputting new information into your brain.

  • Step one, we activated your brain, right, the English side.

  • Now, step two, we are putting new information into your brain.

  • In other words, you are increasing the English you will be able to

  • use in real life conversations.

  • Listen, this morning routine is going to help you speak English fluently

  • if you simply follow each step.

  • So how do you do this?

  • Exactly?

  • Let's get the steps.

  • Here we go.

  • Step one for this part.

  • Find a YouTube video about a topic that you were interested in, right?

  • We talked about that.

  • Next again, get your notebook and pen ready.

  • You have it right next to your bed still because you just finished

  • the five minute writing session.

  • And as you watch the video again, write down five to 10 new expressions,

  • words, and or sentence patterns.

  • That's right in a 10 minute video where native English speakers are speaking

  • about a topic that you're interested in, you are going to hear a lot of

  • new words, a lot of new expressions.

  • So I want you to write down, don't look them up.

  • Just write down the words, expressions, or patterns that you hear.

  • As you watch the video, write them down in your journal.

  • All right.

  • Now I need you to remember this.

  • Don't worry about looking up the definitions of the words or expressions.

  • The main goal of this part right here, the 10 minute input session, is to listen well

  • and recognize new terms, so we activated.

  • Your English side of the brain.

  • Now we are inputting and improving your listing skills for part two or step two.

  • All right, 10 minutes.

  • So now we have five minutes and 10 minutes, only 15 minutes so far.

  • Let's jump into part number three.

  • Part number three is all about research, a 10 minute research.

  • Session.

  • Now, this is very important.

  • Let me explain how this works.

  • You're gonna find the definitions for all the words and expressions.

  • This is an important step.

  • Why?

  • Because it will help you understand why the words and expressions were

  • used in the video you just watched.

  • The video was about a topic that you're interested in, so you're

  • already glued to it, right?

  • Maybe you watch the video on your phone, you're laying in bed

  • and you're watching the video.

  • But now when you go in this part to look up the words and expressions,

  • things start making sense.

  • Ah, that's why they used that word.

  • Ah, that's why they used that expression in the video.

  • So in other words, you will have a better understanding.

  • Of the words and expressions that Native English speakers use in real

  • life, this step is extremely important.

  • Remember, this morning routine is going to change your English

  • fluency, activating the brain.

  • To help you understand things in English, inputting things into your brain to

  • help you understand in English now helping you actually learn the meaning

  • so you can use them in real life.

  • So here are the steps once again.

  • Here we go.

  • Get your notebook and pen ready.

  • Two.

  • Search for the words and expressions online.

  • Three, write the definition and one example sentence for

  • each word and expression.

  • This is very important.

  • You've learned the definition of each word.

  • But now you need to see how the words are used in a sentence.

  • You've heard it while watching the video on YouTube or whatever platform

  • you found the video on, and now you're seeing other ways to use the word or

  • expression in a real life situation.

  • All right?

  • Very important.

  • I also want you to remember something as well.

  • Don't worry about creating your own sentences yet.

  • Once again, don't worry about creating your own sentences just yet.

  • You're not gonna do that yet.

  • The main goal for you is to understand how the words and

  • expressions are used in real life.

  • We haven't gotten to the part where you will actually use them yet.

  • You're just understanding how other Native English speakers use the

  • word or expression in real life.

  • Makes sense, right?

  • Yeah, you with me?

  • Okay, so we have part one.

  • Again, activated the English part of your brain five minutes.

  • Part two, we input information watching the YouTube video.

  • 10 minutes, part three.

  • Now we've looked up things we've researched, and now we're

  • moving on to part number four.

  • Of your morning routine.

  • Part four, the application session.

  • That's right.

  • Now it's time to apply what you've learned during this morning session.

  • So here we go.

  • First, you're gonna rewrite your journal entry using three to five

  • of the words you just learned.

  • Woo.

  • This is when it gets exciting.

  • All right?

  • This is an important step because it will help you create triggers.

  • In your brain.

  • In other words, you will find it easier to use the new words in real

  • conversations because you already applied them to your daily life.

  • Woo.

  • I love this step.

  • Okay, now I'm gonna give you the clear steps again, but let me break this down.

  • Think about what we've been doing so far for this morning routine.

  • We activated the English side of your brain where you wrote about your day.

  • You already started to organize your thoughts about your day.

  • Then we paused and we input new information.

  • Enjoyed it.

  • Woo, about whatever topic you chose.

  • Then we looked up the information we researched.

  • Now it's time to connect the dots to apply what you learned in part two

  • and part three, and connect the dots by having part one and part four.

  • Be connected by using part two and three.

  • Follow me.

  • Now you're going to rewrite what you wrote in part one in your journal.

  • You're gonna rewrite it using the words you learned from part two and part three.

  • Mm.

  • Here we go.

  • Watch this.

  • Now again, here are the steps once again.

  • First, get your notebook and your pen ready.

  • Review your journal entry from step one.

  • In step one you wrote in your journal, right?

  • Review it.

  • Read what you wrote during that five minute period, choose three

  • to five words that relate to it.

  • Now remember, the words are gonna come from the ones you wrote down in step

  • two when you were watching the video.

  • And then in step three when you wrote down the definitions right

  • of the words and expression.

  • You are gonna choose three to five of those words that relate to

  • what you wrote down in step one.

  • Make sense?

  • Right?

  • You're following, woo.

  • You are smart.

  • Then using the same context and topic, rewrite your entry using the new words.

  • So let's say in step one.

  • You decided you wanted to write about a big meeting you have at work today, right?

  • You wrote it out.

  • I have a meeting at 10:00 AM with my boss and my coworkers.

  • We're talking about a new project and maybe you gave a few details.

  • Then you watched a video that was talking about new technology.

  • Maybe you watched a video about chat, G P T or AI and how AI is getting so popular.

  • Then in step three, you looked up the new words and expressions.

  • You learned that innovative.

  • The word innovative, something that's innovative.

  • I'm gonna let you look that one up.

  • Hey, then you go to four and you're like, wait a minute.

  • I can rewrite what I wrote in step one and say, ah, we're having a meeting today

  • about innovative technology because we want to use chat G P T in our business.

  • You're using what you learned in step two and three.

  • You're putting the pieces together.

  • This is why this morning routine is so amazing, but I

  • want you to remember something.

  • Remember this, you don't have to write a longer entry.

  • Step four part four.

  • Again, five minute application session.

  • It's only for five minutes as well.

  • The main goal is for you to understand how to use new words

  • to talk about your daily life.

  • Listen closely, your daily life.

  • You want to speak English fluently.

  • Part of speaking English fluently is knowing how to speak about your life using

  • words and expressions that you hear or see people using on TV in a regular situation.

  • In a normal situation, you hear them.

  • This is what English fluency is all about, and this morning routine is going to take

  • your English fluency to the next level.

  • Now, I don't wanna stop here.

  • You see, actually, I have started something brand new.

  • Now I have an app, the English with Tiffani app, and the

  • link is in the description.

  • If you want to practice what you've been learning in this lesson, if you

  • want to review to see if you understood everything, and I know you do.

  • I want you to download the English with Tiffani app.

  • Now, this is what my team and I have done in the app.

  • When you download the app again and link it in the description, it will

  • open up and you'll hit courses and you'll see weekly English fluency

  • lessons with teacher Tiffani.

  • Then you'll see the YouTube lessons.

  • That's right, YouTube lessons from my channel.

  • You'll find this YouTube video and you'll be able to watch it through the app.

  • But then after watching it, you can actually go back and have practice lesson.

  • That's right.

  • This is going to be for all of my YouTube videos.

  • Moving forward, you can practice what you're learning and then

  • you'll be able to know for a fact that you have really understood.

  • So again, download the English with Tiffani app.

  • The link is in the description.

  • And moving forward, you'll be able to practice everything

  • that you're learning with me.

  • That's right.

  • Every YouTube lesson will have practice, different practice

  • sessions, different ways for you to make sure you've understood

  • what I've taught you in the lesson.

  • So download the English or Tiffani app.

  • I hope you enjoyed this lesson.

  • I hope you follow this routine and I'll talk to you in the next lesson.

  • You still there?

  • You know what time it is?

  • It's story time.

  • Hey, I said it's story time.

  • Alright.

  • Today's story is a funny one.

  • Um, it's something that always makes me smile.

  • Even now when I think about it.

  • This happened well over 25, almost 30 years ago.

  • So, I have always been a very studious individual.

  • I have always loved learning.

  • I love to study, and I love helping other people.

  • Even in the past, I loved helping other people learn new things, so when I was

  • growing up, The teachers always knew that I loved learning and I loved to study.

  • Now, I was a very active individual.

  • I played sports.

  • I loved hanging with my friends.

  • So I felt like I was a balanced individual.

  • I loved studying, but I also enjoyed spending time with other people.

  • So anyways, in class, whenever our teacher would give us an assignment, she

  • knew, this is a specific teacher, Ms.

  • Howard.

  • She knew that I would.

  • Work hard and probably finish first, right?

  • Myself and a few other students, we'd finish first, right?

  • Our class was very smart, so it wasn't just me.

  • There were many of us that would finish early and we'd kind of look at each

  • other's work just to see if we got the same answers and check each other's

  • answers and help each other out.

  • So one day.

  • Our teacher gave us all an assignment.

  • The entire class.

  • There were about 25 of us in the classroom, and she said,

  • finish your assignment and then sit quietly at your desk.

  • Right?

  • So we got our assignments and we were all sitting down, you know, working on it and

  • maybe we're working on a math problem.

  • I don't remember what subject it was.

  • We were working it out, and so I finished.

  • Then my other friend finished and we all started finishing the assignment again.

  • We were a very smart class, so we all kind of finished the assignment.

  • And my teacher was sitting in the back of the class at her desk.

  • So remember there were 25 of us, I think we were in sixth grade at the time.

  • Sixth or eighth grade at the time.

  • And I want you to imagine you have 10, 12, 15, 20 young people, right?

  • All around say 11 years old.

  • 12 years old, that have finished their assignments and

  • you've told them to be quiet.

  • But they're sitting and they're starting to get restless.

  • We were getting restless.

  • Now remember, I was very studio.

  • I was a good student.

  • I was never disrespectful, but we all liked to talk to fact.

  • So one person looked over at me, I looked over at them, somebody said a

  • joke, somebody, then another person, and then we all busted out laughing, right?

  • We started talking and the teacher said, didn't I tell you guys to be quiet?

  • We were like, yes.

  • We're sorry.

  • We're sorry.

  • She said, no, I'm done.

  • So she said, put your pencils down.

  • We're like Uhoh.

  • She's mad, right?

  • So we all got really quiet.

  • She went to the board, and at that time, years ago, Part of the

  • punishment that children would get was to write lines, right?

  • You had to write lines the same thing over and over and over again.

  • So for example, if you were talking, the teacher would say, I will not talk when

  • the teacher has told me not to talk.

  • That's the sentence.

  • And he or she, depending on who your teacher was, would say, write it

  • 25 times, 50 times a hundred times.

  • Now, this day our teacher was mad, so she said, Uhuh.

  • You guys have to write it 100 times.

  • Now.

  • She was an English teacher.

  • She taught us many different subjects, but her expertise was in the field of English,

  • so she knew how to use semicolons, colons, commas, everything properly.

  • So she wrote on the entire board, it looked like a paragraph, but

  • it was one sentence, and she told us to write it 100 times.

  • So we're all sitting there in disbelief.

  • And then she puts the final period.

  • She says, now write a hundred times.

  • So there was a moment of silence, and I laugh now and then,

  • and I know I was one of them.

  • We were like, okay, let's go y'all.

  • And she was like, what?

  • So we all started writing and we were writing and writing and writing.

  • We were focused.

  • We were writing and writing.

  • So then, Somebody got to the 25th sentence and yelled out, what number are y'all on?

  • Somebody was like, I'm on 23.

  • What number are you on?

  • I'm on 25.

  • And everyone just started yelling out what number they were on.

  • They were like, all right, let's keep going guys.

  • So we kept writing.

  • Now that I'm an adult, I know the thoughts that were going through

  • her head, and I can chuckle.

  • Now.

  • Think about this.

  • The children in the room, including me, at that time, we were receiving

  • a punishment to write line.

  • But we were having a good time doing it together, competing with each other,

  • encouraging each other, and it got to the point where we were calling

  • out the numbers that we were on this.

  • She said, just stop.

  • Just stop.

  • Put your pencils down.

  • She realized it was useless and we kind of chuckled.

  • We were still writing then, and she said, put our pencils down.

  • We put them down.

  • And she said, okay, just stop.

  • Just stop.

  • It's time for recess.

  • And we all went outside for recess.

  • Now this story makes me laugh because.

  • We weren't bad kids, right?

  • But we had to be punished at that moment because we were talking when

  • we shouldn't have been talking.

  • But we were such a close knit class.

  • We were all so tight.

  • We were such close friends that even in punishment, we found

  • a way to enjoy it together.

  • So maybe you're a teacher, maybe you have kids, if you have a class that.

  • Always kind of comes together even when they're in trouble.

  • Don't stress, don't worry.

  • They will be friends for life because I am still friends with my friends back at that

  • time, and it's been about 25 or 30 years.

  • All right.

  • I hope you enjoyed this story, and I'll talk to you in the next lesson.

Hey, one of the biggest challenges that English learners face is not knowing how

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