Transcript of AE 1084 - 10 Advanced English Words to Sound More Fluent | Part 1

If you want to sound vastly more fluent when speaking English, it's crucial to learn and utilise advanced words instead of simple ones. In today's video, you're going to learn 10 advanced words that you can use instead of the word "very".

And don't forget to stay around to the end because we're going to practise using these words in sentences while focussing on the rules of linking and stress in order to improve your English pronunciation and accent. Also, the lesson is going to be way easier to follow if you download today's worksheet, so pause the video, click the link in the description, grab the worksheet, and now let's go.

To begin with, let's turn the simple words into more advanced words, very shy. "Timid or bashful". Very bad. "Awful, atrocious, unacceptable". Very angry. "Furious, outraged". Don't forget, we'll practise these words at the very end of the video, so be sure to stick around. Very clear. "Spotless, immaculate". Very powerful. "Compelling, dominant, mighty". Very quick. "Rapid, speedy". Very short. "Brief, precise".

Very long. "Drawn out, lengthy". Very dangerous. "Precarious, perilous". And very complete. "Comprehensive, thorough, extensive". Great work. Before we continue, guys, don't forget to give that like button a little boop if you find this video helpful. It'll help the channel by giving the video a cheeky boost in the algorithm, and that'll allow other people learning English just like you to see this video as well.

All right. Now it's time for the most important part of today's lesson, using what you've learnt. I've created sentences using today's 10 advanced words, so you can learn them in context. Listen to me, say these sentences, and then repeat them after me in order to practise your pronunciation and accent. Remember focus on how I link these words and stress them in each sentence.

Are you ready? Let's go. "My son can be a little timid. My son can be a little timid." You'll notice there the words "son and timid" are the words that are stressed, and there's a link between "be-a, be-a", this is the /y/ sound that links those two vowels. "Be-a". "My son can be a little timid. The movie we saw was atrocious. The movie we saw was atrocious." So, "movie, saw and atrocious" are the words that we're stressing, right.

The important words in the sentence, the nouns, the verbs and the adjectives. And there's an interesting link between the word "was-atrocious", we're linking the consonant /s/ sound at the end of the word "was" to the vowel sound at the start of the word "atrocious".

"The movie we saw was atrocious." Can you hear how those words are being stressed as well? "The movie we saw was atrocious. The movie we saw was atrocious. His boss gets furious if he arrives late to work. His boss gets furious if he arrives late to work." Oh, there's a few interesting things going on there.

So, first, which words are being stressed? "His boss gets furious if he arrives late to work." "Boss, furious, arrives late and work", they're all the important words that come to the surface and get stressed, and you'll hear a lot of linking here.

"His boss gets furious if he arrives late to work." So, we're linking the consonants to the vowels in that little part, "furious if he arrives, furious if he arrives" and then "late and to", because "late" ends with a /t/ sound and "to" begins with a /t/ sound, we fuse these together and just use one /t/ sound to link these words, "late to, late to".

"His boss gets furious if he arrives late to work. She keeps her kitchen spotless. She keeps her kitchen spotless." So, which words are being stressed? "Keeps, kitchen, spotless". "She keeps her kitchen spotless." And you may also notice what's called H-deletion happen with the word "her". So, instead of the /h/ at the start of the word "her", it just gets deleted and it links to the previous consonant in the word "keeps".

So, you'll hear "keeps 'er, keeps 'er". "She keeps her kitchen spotless. The actor has a dominant voice. The actor has a dominant voice." So, there's some linking going on here between "the-actor" instead of saying "thuh", because "actor" starts with a vowel, we say "thee" and link with a /y/ sound, "the-actor, the-actor".

"Has-a, has-a", you're going to link "has" and the word "a" with the /z/ sound at the end of the word "has, haz-a, haz-a". "The actor has a dominant voice." And you could even do H-deletion here if you wanted. "The actor 'as a dominant voice."

"The country has seen a rapid economic decline. The country has seen a rapid economic decline." So, which of the words that are getting stressed? "The country has seen a rapid economic decline." "Country, seen, rapid economic decline". We're also doing some linking here. H-deletion with "has" after "country", "the country 'as or the country 'as, the country 'as seen".

We then link "seen-a, seen-a, seen-a" and "rapid economic, rapid economic". The "D" turns into a T-flap, actually, "rapi/t/ economic". "The country has seen a rapid economic decline. We gave a brief account of what happened. We gave a brief account of what happened." Which are the words being stressed? "We gave a brief account of what happened." "Gave, brief, account and happened".

And where's the linking here? "We gave a brief account of what happened." "Gave-a brief account, accoun'". The interesting thing here we have T-deletion at the end of the word "account". The "T" disappears, and we use the /n/ sound at the end of this word to link to "of", "accoun' of, accoun' of". "We gave a brief account of what happened.

The court case ended up being drawn out. The court case ended up being drawn out. The court case ended up being drawn out." So, we've got linking between the words "case and ended, ended and up, case ende/t/ up", T-flap there at the end of the word "ended", the "D" turns into a T-flap because it's got vowels either side of it.

"Case ende/t/ up, case ende/t/ up". And then "drawn-out, drawn-out" that gets linked together as well with the "N" at the end of the word "drawn". "The court case ended up being drawn out."

"They went on a precarious hike up the mountain. They went on a precarious hike up the mountain." So, which of the words being stressed? We've got the words "went, precarious, hike and mountain". "They went on a precarious hike up the mountain. They went on a precarious hike up the mountain."

And there's loads of linking in this phrase, "went-on-a, went-on-a". We see T-deletion there with the word "went" because it ends in "nt", "wen'-on, wen'-on-a, wen'-on-a". And then "hike-up, hike-up". "They went on a precarious hike up the mountain." And the very last one, guys, "he gave the restaurant a thorough review. He gave the restaurant a thorough review."

Which are the stressed words? "Gave, restaurant, thorough and review". "He gave the restaurant a thorough review." And there's linking between "restaurant and a". "He gave the restaurant-a thorough review. He gave the restaurant-a thorough review." T-deletion again because the word "restaurant" ends in "nt", "restauran'-a". "He gave the restauran'-a thorough review."

Great work, guys. Now don't forget to learn new vocab, create your own sentences with target vocab and think about which words are connected and stressing the key words, and you'll feel much more confident about your English. Don't forget to grab the worksheet below, guys, and if you want to keep learning English with me today, check out this video over here. See ya!