تدريب Shadowing: American English Connected Reading | A Painting - تعلم التحدث بالإنجليزية عبر الفيديو
اختر وضع التدريب
كل وضع يفتح غرفة تدريب بملء الشاشة.
175 جمل
إذا كانت الجمل قصيرة أو طويلة جدًا، انقر على Edit لتعديلها.
1
Hey, what's up?
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It's Alex.
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Today I'd like to talk about the connected sounds in a sample answer to the prompt, describe a painting you've seen.
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Let's take a look.
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I remember I was in Boston a couple of years ago.
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I remember.
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When we speak quickly, at the beginning of sentences, sometimes those short, unstressed sounds tend to become even shorter.
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I remember.
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I remember.
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I remember.
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I I remember, I remember, I remember I was in Boston.
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I was in, I was in Boston.
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We're gonna connect I was in into one little phrase and we're gonna reduce that uh in was.
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I was in Boston.
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I remember I was in Boston.
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At the end of in, before the b in Boston, it actually turns into a m sound to connect with the b sound.
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I was in Boston.
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I remember I was in Boston.
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I was in Boston.
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I remember I was in Boston a couple of years ago.
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A couple, a couple of years ago.
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Couple, so we take out the the in of.
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A couple of years ago.
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And I went to, and I went to.
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Almost every time you see and, you're gonna take out the D in connected speech.
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And I, and I went to.
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We're gonna connect the n, t, t here, went to.
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You can see that the NTT turns into just NT.
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Went to.
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Went to.
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I remember I was in Boston a couple of years ago and I went to one of the art museums there.
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One of the art museums.
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So here, the.
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We have the Y sound at the end of the in order to get ready for the AH in art.
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Then we have art museums.
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I'm not saying a T there at the end of the word art.
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I'm saying a glottal stop.
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Art.
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Art.
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museums.
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It's cutting off in my throat instead of finishing the T sound.
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Art museums.
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One of the art museums there.
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And don't forget to take the the out of the word of there.
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One of the art museums there.
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Huge place.
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Tons of paintings.
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We're going to take out the the in of.
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Tons of paintings.
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Tons of.
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And remember we're going to connect these sounds as much as we can.
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Ton zuh, zuh, zuh.
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I'm not adding anything between the z and uh sounds.
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Huge place, tons of paintings, and one I remember in particular, and one and one, take out that d and and,
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one nigh, nigh, we're going to connect one and I.
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One I remember in particular, in particular, in very fast speech, just like in Boston, in particular,
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that N turns into an M.
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In particular, in particular.
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One I remember in particular was a painting from the 1880s, was a painting from the 1880s.
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From the 18, the 18, we have that sound connecting the 18,
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the 1880s, of four young girls, of four.
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So here we have the in of, but it's connected to in four, so of four, of four.
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A painting from the 1880s of four young girls.
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Connect that ng sound at the end of young with g in girls.
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Four young girls.
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A painting from the 1880s of four young girls playing in a huge house.
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In a huge house.
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Connect in a into one little chunk.
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playing in a huge house.
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It's a little hard to describe.
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It's a little hard to connect the d
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and the t there hard to
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and we're going to reduce the vowel in two hard to
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hard to describe describe why describe why you can see
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that at the end of describe gets weakened before a sound hard to describe why it.. why?
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Why?
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Hard to describe why it was so memorable.
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It's kind of a funny sound when I slow down and say it in its connected form.
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Describe why?
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Why?
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Describe why it was so memorable.
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Why it was so.
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Why it?
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So here we have a glottal stop for the t in it.
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Why it was?
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So was, that vowel in the word was gets reduced, why it was so.
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Then we're going to connect the s in so with the z in the word before it was.
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Why it was so.
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Hard to describe why it was so memorable.
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The light was really impressive.
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Again we have a glottal stop for the t in light.
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The light was really impressive.
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Like the foreground was naturally lit that nd in foreground, foreground ones, reduces and it's just kind of like foreground was.
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foreground was naturally lit foreground was naturally lit and the background slowly faded
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so here lit we have a glottal stop there in lit lit lit
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and the background drop the D in and
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and connect the end of the th lit
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and the background slowly faded again we kind of drop
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that D or weaken
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that D at the end of background background slowly faded into darkness kind of showing how large the house was.
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Kinda showing.
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So here, kind of.
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We could connect that to kinda.
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You could also connect it even further to kinda.
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Kinda showing, kinda showing how large the house was.
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And the color was great too.
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And the, and the color.
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Drop the D, connect the end of the TH.
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And the color was great too.
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Great too.
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Connect the two T sounds there, the end of great and the beginning of too.
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and the color was great too.
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It looked very realistic.
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It looked.
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We have a glottal stop there for the T.
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It looked.
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It looked very realistic.
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Now if I say it looked a little faster, that L can kind of even delete the T entirely.
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No glottal stop.
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If I speak it at a regular pace, it looked.
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That's fine.
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But if I say it even faster, it looked.
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It looked.
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This goes to what I was talking about earlier with reducing the sounds at the beginning of sentences.
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ELUKED.
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ELUKED.
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No T.
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No glottal stop.
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ELUKED.
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Now we can't do that in regular speed speech.
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It sounds a little weird if we don't have the glottal stops.
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Don't have the glottal stops.
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We need to have those sounds, but in very fast speech for certain very common phrases, you can take out that T especially at the beginning of sentences like this.
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It looked, it looked very realistic, like a color photo even, color photo even.
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We add a little wha sound to connect these two vowels, like a color photo even, color photo even.
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I think the main thing, main thing, connect the N and TH, I think the main thing was its size, its size.
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Connect these two S sounds here.
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Its size.
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I think the main thing was its size.
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It was like seven feet tall.
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Here, it was, is another example.
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At the beginning of a sentence, we can take out that T and not even have a glottal stop.
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It was, it was like seven feet tall, seven feet tall.
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So here that N and F blend together, and it's almost more of an M sound.
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Seven feet tall, seven feet tall.
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We connect these two T sounds at the end too.
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Feet tall.
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It was like seven feet tall.
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It was like seven feet tall.
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It completely dominated the room.
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It completely.
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Glottal stop T before the K incompletely.
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It completely dominated the room.
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Connect the D and the TH here.
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It completely dominated the.
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Dominated the.
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Dominated the room.
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I wish I could remember its name.
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I wish I could remember.
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So that D before the R gets a little bit weaker.
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Could remember, could remember.
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You can say the full D there if you like too.
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It's totally fine.
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I wish I could remember, could remember, but you can also drop it.
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I wish I could remember its name.
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I remember I was in Boston a couple of years ago and I went to one of the art museums there.
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Huge place, tons of paintings, and what I remember in particular was a painting from the 1880s of four young girls playing in a huge house.
168
It's a little hard to describe why it was so memorable.
169
The light was really impressive, like the foreground was naturally lit and the background slowly faded into darkness, kind of showing how large the house was.
170
And the color was great too.
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It looked very realistic, like a color photo even.
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I think the main thing was its size.
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It was like 7 feet tall.
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It completely dominated the room.
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I wish I could remember its name.
تنزيل التطبيق
كل ما تحتاجه للتحدث بطلاقة
تقييم النطق بالذكاء الاصطناعيتقييم كل جملة
تدريب IPAأتقن كل صوت
المفرداتابنِ رصيدك من الكلمات
لعبة المفرداتتعلّم أثناء اللعب
نفس القناة
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السياق والخلفية
في هذا الفيديو، يتحدث أليكس عن كيفية نطق الجمل في اللغة الإنجليزية الأمريكية، بينما يصف تجربة مشاهدته لعمل فني أثناء وجوده في بوسطن. هذا النوع من التحدث يوفر نظرة ثاقبة على كيفية تداخل الأصوات في المحادثة الطبيعية. ومن خلال فهم هذه الأنماط، يمكن للمتعلمين تحسين النطق باللغة الإنجليزية وتعزيز قدرتهم على التواصل بشكل فعال.
أفضل 5 عبارات للتواصل اليومي
- أذكر أنني كنت في بوسطن. - تعزز هذه العبارة القدرة على التحدث عن التجارب الشخصية.
- كنت في أحد المتاحف الفنية. - مفيدة عند مناقشة الزيارات الثقافية.
- تلك كانت تجربة رائعة. - تعبير عن المشاعر تجاه الأحداث الماضية.
- تخيلت أنني سأرى الكثير من اللوحات. - تشجيع على التعبير عن التوقعات.
- كان هناك الكثير من اللوحات. - تساعد في وصف المواقف بدقة.
دليل خطوة بخطوة لممارسة الظل
لتحسين مهاراتك في الشادو سبيك، يمكنك اتباع الخطوات التالية استنادًا إلى محتوى هذا الفيديو:
- استمع إلى الجمل بعناية، مع التركيز على كيفية تداخل الكلمات والأصوات.
- كرر العبارات بصوت عالٍ، مقلدًا أنماط النطق الخاصة بأليكس. حاول استخدام shadow speech لتقليد الإيقاع والمعنى.
- ركز على كيفية تقليل الأصوات غير المجهدة في بداية ونهاية الكلمات، مثل تقليل "the" في "a couple of years." هذا سيساعدك في تحسين النطق باللغة الإنجليزية.
- قم بتدريب نفسك على استخدام صمت الأوتاد مثل "Art." في "art museums" بدلاً من نطق الـ"T" بشكل واضح.
- مارس التحدث عن تجاربك الخاصة باستخدام العبارات المستخرجة، فهذا سيساعدك في دمج ما تعلمته خلال الممارسة.
استخدم هذه الإرشادات لتصبح أكثر طلاقة في حديثك، واستفد من تقنيات shadowspeaks لتعزيز تجربتك في التعلم. في النهاية، سيساعدك تطبيق هذه الأساليب على تحسين قدرتك في التواصل في الحياة اليومية.
القواعد في هذا الفيديو
أكثر التراكيب التي يستخدمها المتحدث، مع العبارات نفسها من الفيديو:
| التركيب | في الفيديو |
|---|---|
| المبني للمجهول be + اسم المفعول — التركيز على ما يحدث لا على من يفعله | was naturally lit |
| المستقبل بـ “going to” be going to + فعل — خطة أو شيء واضح أنه سيحدث | gonna connect · gonna take · We're going to take |
| المضارع المستمر am/is/are + -ing — شيء يحدث الآن أو في هذه الفترة | I'm not saying · I'm saying · I'm not adding |
ما هي تقنية التظليل الصوتي؟
التظليل الصوتي (Shadowing) تقنية تعلم لغة مدعومة علمياً، طُورت أصلاً لتدريب المترجمين الفوريين المحترفين. الطريقة بسيطة لكنها قوية: تستمع لصوت إنجليزي أصلي وتكرره فوراً بصوت عالٍ — كظل يتبع المتحدث بتأخير 1-2 ثانية. تُظهر الأبحاث تحسناً كبيراً في دقة النطق والتنغيم والإيقاع وربط الأصوات والاستماع والطلاقة.