تدريب Shadowing: FREE English Listening Practice Seminar - تعلم التحدث بالإنجليزية عبر الفيديو
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1
Hey everybody, I'm Connor from Polyglossa .com.
مرحباً بالجميع، أنا كونور من موقع Polyglossa.com.
2
Welcome to this free listening practice seminar.
أهلاً بكم في هذه الندوة المجانية للتدريب على الاستماع.
3
At Polyglossa .com we have $1 seminars every week.
في Polyglossa .com لدينا ندوات بقيمة 1 دولار كل أسبوع.
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We have seminars for listening, for pronunciation, and for other subjects, too.
لدينا ندوات للاستماع، وللنطق، ولمواد أخرى أيضاً.
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today you get to see a free listening practice seminar.
اليوم ستتاح لك الفرصة لحضور ندوة تدريبية مجانية على الاستماع.
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So, Let's get started.
إذًا، لنبدأ.
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At the beginning of every listening practice seminar,
في بداية كل ندوة تدريبية على الاستماع،
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we always review the four essential elements of English listening comprehension.
نراجع دائمًا العناصر الأساسية الأربعة لفهم الاستماع باللغة الإنجليزية.
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Those elements our stress, reduced speech, linking and phoneme distinction.
تلك العناصر تشمل التشديد، والكلام المختزل، والربط، والتمييز بين الفونيمات.
10
So, If you want to improve your listening skills in English,
لذا، إذا كنت ترغب في تحسين مهارات الاستماع لديك باللغة الإنجليزية،
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you need to improve in these four areas.
تحتاج إلى التحسين في هذه المجالات الأربعة.
12
Okay?
حسناً؟
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So let me show you an example of each one.
لذا اسمحوا لي أن أريكم مثالاً على كل منها.
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Alright.
حسناً.
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I'm going to show you an example sentence.
سأعرض لك جملة كمثال.
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My parents make an effort.
والدي يبذلان جهدًا.
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Okay, so first let's look at the stress in this sentence.
حسنًا، إذًا أولاً دعونا نلقي نظرة على التشديد في هذه الجملة.
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In English, stress refers to how long and loud we say each syllable or word, right?
في اللغة الإنجليزية، يشير مصطلح stress إلى المدة والصوت الذي ننطق به كل مقطع لفظي أو كلمة، أليس كذلك؟
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So if a word or a syllable is stressed, We say it longer louder.
لذا إذا كانت كلمة أو مقطع لفظي مشدداً، فإننا ننطقه أطول وأعلى صوتاً.
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So listen as I say this sentence, and try to identify the stress.
لذا استمع وأنا أقول هذه الجملة، وحاول تحديد موضع التوكيد.
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You ready?
أنت جاهز؟
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My parents make an effort.
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My parents make an effort.
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Listen again and watch my hand.
استمع مرة أخرى وانظر إلى يدي.
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My parents make an effort.
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My parents make an effort.
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you hear the stress, We have stress in this word, "my parents." In this word,
تسمع التشديد، لدينا تشديد في هذه الكلمة، "والديّ". في هذه الكلمة،
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make, and in this word, effort.
اصنع، وفي هذه الكلمة، جهد.
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However, these two words do not receive stress.
ومع ذلك، لا تتلقى هاتين الكلمتين أي ضغط لفظي.
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So we don't say them very loudly or we don't say them for a long time.
لذا فإننا لا ننطقها بصوت عالٍ جدًا ولا ننطقها لفترة طويلة.
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Right?
أليس كذلك؟
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Listen again.
استمع مرة أخرى.
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My parents make an effort.
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So that is an example of stress.
إذن هذا مثال على الإجهاد.
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Reduced speech is what happens when the words that are unstressed become reduced.
الكلام المختزل هو ما يحدث عندما تُختزل الكلمات غير المشددة.
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They become shorter. and faster.
تصبح أقصر وأسرع.
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their pronunciation changes.
تتغير نطقهم.
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We have one example of that in this sentence.
لدينا مثال واحد على ذلك في هذه الجملة.
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This word right here is Ann is not pronounced an It's reduced.
هذه الكلمة هنا وهي Ann لا تُنطق "an"، بل هي مُختزلة.
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This word is unstressed.
هذه الكلمة غير مشددة.
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so it's reduced.
إذًا فهو مخفض.
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It sounds kind of like this word. in. in.
يبدو أن نطقها يشبه هذه الكلمة نوعًا ما. داخل. داخل.
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Listen again.
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My parents make an effort.
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Make an effort.
ابذل جهدًا.
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"Make an effort." Do you hear that word?
"ابذل جهدًا." هل تسمع هذه الكلمة؟
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It sounds like "in," right?
يبدو أنها تنطق "in"، أليس كذلك؟
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"Makin." Make an effort.
ماكين. بذل جهداً.
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I'm going to go.
سأذهب الآن.
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We don't say "make an effort".
نحن لا نقول "ابذل جهداً".
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No native speaker says that.
لا يوجد متحدث أصلي يقول ذلك.
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We say: Make an effort.
نقول: بذل جهدًا.
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"M -M," make an effort.
"مـ م"، بذل جهداً.
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Right?
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That's an example of reduced speech.
هذا مثال على الكلام المختزل.
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You have to expect that when you're listening.
يجب أن تتوقع ذلك عندما تكون مستمعًا.
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Next, we have linking.
بعد ذلك، لدينا الربط.
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Linking is what happens when we have a word that ends with a consonant sound, and the next word starts with a vowel sound.
الربط هو ما يحدث عندما يكون لدينا كلمة تنتهي بصوت ساكن، والكلمة التالية تبدأ بصوت علة.
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For example, Here we have a word that ends with a consonant sound.
على سبيل المثال، لدينا هنا كلمة تنتهي بصوت ساكن.
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"K", right?
"ك"، أليس كذلك؟
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"Make".
صنع
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The E is silent, right?
الحرف E صامت، أليس كذلك؟
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Make.
اصنع.
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The next word starts with a vowel sound. in in.
الكلمة التالية تبدأ بصوت علة. in in.
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So what happens?
إذن ماذا يحدث؟
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The consonant.. from the end of this word goes to the vowel at the beginning of the next word.
الحرف الساكن.. من نهاية هذه الكلمة ينتقل إلى الحرف المتحرك في بداية الكلمة التالية.
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So, We don't say make in effort we say: kin effort.
لذا، نحن لا نقول "بذل جهد" بل نقول: "كين جهد".
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We carry the consonant to the next vowel.
ننقل الحرف الساكن إلى العلة التالية.
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not make in May kin "Make an effort." Here we have the same thing.
لا تضع في اعتبارك عبارة "ابذل جهداً". هنا لدينا نفس الشيء.
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that N the consonant, goes to the next vowel.
أن الحرف الساكن N ينتقل إلى الحرف المتحرك التالي.
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in effort The n goes to the next vowel.
في الجهد، ينتقل الحرف n إلى العلة التالية.
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That is linking.
هذا هو الربط.
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Lastly, phoneme distinction.
أخيراً، التمييز بين الفونيمات.
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A phoneme is a sound.
الصوت اللغوي هو صوت.
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A sound is a phoneme.
الصوت هو فونيم.
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So when I say phoneme distinction, I mean that you need to be able to distinguish between different sounds.
لذا عندما أقول التمييز بين الفونيمات، فأنا أقصد أنك تحتاج إلى أن تكون قادرًا على التمييز بين الأصوات المختلفة.
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So, for example, in the word "parents," we have this sound Air.
لذلك، على سبيل المثال، في كلمة "parents"، لدينا هذا الصوت Air.
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Right?
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Most students, when they're at a beginner level or maybe an intermediate level,
معظم الطلاب، عندما يكونون في المستوى المبتدئ أو ربما المستوى المتوسط،
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they pronounce this word as "parents." Par.
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Right?
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Like the word hard They see "ar" and they say "ar".
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parents That's not correct.
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Native speakers do not say "parance." We say parents.
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air like this word air so
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if you're expecting to hear this sound par parents you're not gonna understand this word
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when we say it with the correct sound air parents right
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so that's an example of phoneme distinction so these are the four essential elements that you need to improve
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want to improve your listening skills.
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So now, we're going to look at a target paragraph.
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I'm going to write a paragraph here and we're going to analyze
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that paragraph for these four elements to see why it's difficult for you to understand the paragraph When you hear it, Okay?
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But before I write our paragraph on the board, I'm going to read it first and we'll see how much you can understand.
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You ready?
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Only adults enjoy espresso and other types of coffee.
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I'll see if we have any so that you can taste it, but you won't like it.
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I tasted it at the age of 4 and it was an utter disaster.
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Alright, how was that?
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Did you understand it?
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That's okay if you didn't.
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That's why we're here, to practice your listening.
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So, I'm going to say it one more time and this time you can read it.
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Ready?
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Only adults enjoy espresso and other types of coffee.
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I'll see if we have any so that you can taste it, but you won't like it.
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I tasted it at the age of four and it was an utter disaster.
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Okay, how was that?
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Was that a little bit easier?
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Maybe a little bit, right?
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Well, now we're going to analyze this paragraph for those four essential elements
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that we talked about to see why it's difficult for you to understand these sentences.
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when a native speaker says them.
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So let's get started looking at it phrase by phrase.
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So firstly, the first two words, only adults.
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Only adults.
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So, notice here in this second word where the stress is.
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Listen again.
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adults Adults.
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It's obviously in the second syllable.
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Right?
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adults.
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adults So this first syllable here,
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this A at the beginning, is not pronounced normally.
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It's reduced because it's unstressed.
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So, instead of saying adults we say, adults.
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this /ʌ / sound is what we call the schwa sound.
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This is the most important sound in English because it's the most common vowel sound.
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Listen again.
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B.
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- Yeah.
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- Ö.
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For example: when we have the word about about or the word occur.
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occur.
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Do you hear that schwa sound? about occur.
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adults This sound happens when a syllable is unstressed and reduced.
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It doesn't matter which vowel we have.
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A, O, E, I, U.
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It doesn't matter.
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Any vowel can become the schwa sound when it's unstressed.
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So you need to be careful when you're listening because many students of mine when I say this word adults
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They say to me, What's adults?
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"What does dolts mean?" And I say, "No, not dolts.
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adults That sound is said so fast that they can't hear it.
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They think I'm saying dolts.
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But I'm not.
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I'm saying "uh".
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adults.
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adults.
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That's why it's very important to identify this schwa sound when you're listening.
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So, only adults.
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only adults.
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We don't say adults, we say adults.
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Same thing with this next word here.
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With this word, Which syllable is stressed?
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Enjoy!
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Enjoy.
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The second syllable, right?
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The first syllable is unstressed, and it's reduced.
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We don't say enjoy.
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We say, "Enjoy." "I enjoyed it." It sounds more like "in," not "en." Right?
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"Enjoy." "Enjoy." It's very, very fast.
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It's reduced.
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Okay, so adults enjoy and the next word, espresso.
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We don't say ESPRESSO We say: Espresso uh, uh.
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that same schwa sound, right?
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Espresso.
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ESPRESSO because this syllable is unstressed and reduced right so All three of those words have the same pattern.
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Adults enjoy espresso.
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Only adults enjoy espresso.
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If you listen to a native speaker and you hear that phrase, you might only hear the second syllable.
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Enjoy espresso.
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So you have to be really careful and listen for that schwa sound.
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Okay?
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So next we have and other.
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Thank you.
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So, When a native speaker speaks English, they almost never stress this word.
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The word "and" is usually not stressed.
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right?
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It becomes unstressed and reduced.
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So we say it kind of like this.
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in right only adults enjoy espresso in other another another.
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We don't say "and other." because this word is not stressed.
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another.
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Another.
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So it becomes the schwa sound, reduced.
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/ɪn / /ɪ / /ɪn / another, another.
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We don't try to make this sound as native speakers.
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it comes out naturally because it helps us get the right stress on the next word.
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another If we say: and other you can't hear where the stress is.
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And in English, the stress is the most important element of the pronunciation system.
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So we always want to get the correct stress.
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That's why the schwa sound occurs so much because we reduce the unstressed syllables and unstressed words.
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Another You need to be careful because this sounds like this word.
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Another.
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It's pronounced the same way.
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Another.
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Another.
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So, if you're not aware of this, when I say this phrase, you might hear this word.
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Right?
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So, you've got to be careful.
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You have to remember that this word, and, is always reduced.
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another.
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another.
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Okay, so only adults Only adults enjoy espresso and other types of coffee.
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Types of coffee, other types of coffee.
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So when native speakers say this phrase at normal speed, They don't say types of coffee.
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right?
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The stress only on these two words.
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types of coffee.
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types of coffee.
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types of coffee.
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You hear that?
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This word is unstressed.
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right?
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And In certain phrases, when the word "of" is unstressed, it just becomes the schwa sound.
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It just becomes "uh" or kind of like the word 'a', right?
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Listen again types of coffee typesa We don't even say the F.
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types of coffee.
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Right?
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If we say this phrase, right here.
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This would be said cup of coffee.
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We don't say cup of coffee.
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We say "Capa" Cup of coffee.
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I want a cup of coffee.
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different types of coffee.
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You hear that?
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The word "of" becomes reduced to the schwa sound.
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Type that.
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kappa and notice our linking here right the ending s goes to the beginning vowel right typesa
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Type 'sa' So the "s" becomes,
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or the "s" goes to the next word and it becomes Saa typesa Ka -ba -ka -ba.
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We don't say cup a, Ka -ba.
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Thai Psa.
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Type 'sah' You hear that?
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That's linking.
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Alright?
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Okay, and other types of coffee.
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Let's go ahead with the next sentence.
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So next we have this contraction.
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All.
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This contraction is not pronounced I'll.
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No native speaker says this.
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Listen again as I say it.
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I'll see.
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I'll see.
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I'll see.
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It becomes this sound.
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All.
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All.
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I'll see.
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I'll go.
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I'll do.
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I'll try.
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You hear that?
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We don't say "I'll." we say all because these contractions are not stressed they're unstressed and reduced.
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Right?
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So we don't say "I'll see." we say "I'll see." I'll see you.
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I'll do, I'll try.
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It's unstressed, right?
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You need to be careful because when we say this word it sounds like this word So if you're not expecting that,
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you're gonna think that I'm saying this word.
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All.
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all like a -l -l, but no, I'm saying I'll, right?
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I don't say that at normal speed.
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I say "alt" I'll see.
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Okay?
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I'll see if we have any.
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I'll see if we have any.
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Let's look at this next part. if we have any.
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I'll see if we have any.
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First, let's look at the stress.
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I'll see if we have any.
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I'll see if we have any.
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So C have are stressed, right?
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So that means the other words are have the possibility to be unstressed and reduced.
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See if we.
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These words are pronounced relatively the same way you would think.
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I'll see if we, I'll see if we, see if we have any.
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But what happens with this word here?
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We don't pronounce it as any.
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right?
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It kind of becomes like this. In here.
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"imi".
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So listen again.
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Have an Ian.
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"Have any." I'll see if we have any.
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This "a" becomes reduced, right? "in -li".
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Not any, inni.
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The schwa sound: ø, ø, ø.
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"Any, have any." So sometimes when I say this phrase, My students think I'm saying this word, or this.
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contraction. Have it.
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I say, "Have any." They think I'm saying haven't.
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Listen to the difference.
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Haven't. Have any.
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You need to be careful because they sound similar except for this last "why".
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Right?
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Haven't Have any.
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you need to expect this word to be reduced.
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We don't say any day Say any day.
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I can go any day, any, any.
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It sounds much faster, right?
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So at the end of this word, it becomes even faster and we say "haveny, haveny".
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I'll see if we have any happening.
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You've got to be careful with that because it kind of sounds like this contraction.
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So I'll see if we have any so that you can taste it.
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So that you can taste it.
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So that you can, I'll write it here, taste it.
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Alright so that you can taste it.
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This phrase or this group of words is pronounced very fast, right?
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So let's look at why that happens.
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First, let's look at the stress.
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so that you can taste it, so that you can taste it, so that you can taste it.
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Right?
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We have a little stress here, and we have stress here, so that you can taste it, so that you can taste it.
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So the other words can become reduced, possibly.
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Right?
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This word is fine, so.
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But what happens with this word?
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We don't say that.
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so that it becomes reduced to the I know that I know that he's here.
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I don't say, "I know that he's here." I know that I know that he's here.
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I know that you're mad.
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I know that you're mad.
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That.. that.. we don't stress this word in this structure.
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If you say that, you are indicating something.
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That light, that clock, that wall.
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But here we're not doing that.
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We're introducing other information.
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So this word is not stressed.
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We don't say, "So that you can." So the so that you can Notice here,
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that the word "can" is also not pronounced Can, right?
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It's pronounced /kən /, /kən /, right?
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This is very important because can and can't are pronounced very differently in our sentences.
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I don't say, "I can go." I say, "I can go." "Can" is not stressed in our sentences.
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We say "I can." I can.
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Icon.
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Hicken You can We can go, he can go, I can go.
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You hear that?
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However, this word right here, "can't," is stressed.
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So, I can't go.
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He can't go.
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We can't go.
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Big difference, right?
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I can go.
345
I can't go.
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Big difference.
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So don't expect to hear native speakers say "can." We don't say that.
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We say "knknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknkn he can, I can, you can, right?
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So that you can go.
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I forgot to mention this right here.
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What happens when a word ends with a T And the next words is you, your, your, yours.
352
Listen again so that you so that you can go.
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so that you can do so that you can see.
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so that you can taste the chew I know what you did.
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What do we have?
356
A CH sound.
357
This is reduction.
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right?
359
The "choo".
360
so that you can The Chuken.
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We don't say that you can.
362
The CHU the "chuken".
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This happens all the time in English, okay?
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I know the "chew", I know what "chew", what "chew", the "chew".
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Okay?
366
So that you can taste it.
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Notice here that this combination of words might sound a little bit like this.
368
for some students.
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taste it tasted The difference is that here we have a T sound and it's just /ɪt / it like this.
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There's no vocal cord activation.
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Here, There is d, d, d, d.
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Tasted d, d, d.
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I'm activating my vocal chords.
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Here, I'm not.
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So listen again.
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Taste it.
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Tasted.
378
"NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN because here later we're going to see the other word, "tasted." Okay, so that you can taste it.
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So that you can taste it.
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Let's go ahead with our next phrase here.
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but you won't like it. But you.
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We just saw this.
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When a word ends with a T and the next word is you, your, yours, you'll, etc. This becomes a CH.
384
So it becomes like this.
385
But you But you.
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We don't say but you.
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We say but you.
388
but you won't like it But you'll have to wait.
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but you're not going to see it.
390
Butchoo, Butcher, Butchol.
391
So make sure you expect to hear that.
392
Don't expect to hear that you, but you.
393
Really notice when you listen to native speakers that we combine these letters to make a CH, but you.
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Really notice that when you're listening, okay?
395
Alright, but you won't like it.
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You won't like it.
397
This is fairly easy to understand, I think, but I just want to point out the linking.
398
Like it.
399
Like it.
400
All right.
401
So the K is the final sound here.
402
It's a consonant like And the next word starts with a vowel.
403
Right?
404
Like it.
405
Like it.
406
So here we don't say like it, we say like it.
407
So, some students, they might think I'm saying liked because they think that this word It's pronounced like -id.
408
And they'll think like it, like it.
409
No, this word is not pronounced like it.
410
It's liked liked.
411
This phrase is like it.
412
Like it.
413
You hear that?
414
Alright.
415
But you won't like it.
416
Let's move on here.
417
I tasted it.
418
Remember I showed you
419
that we don't we don't pronounce these two the same way even though it might sound like that for you.
420
This is tasted and this is tasted it.
421
No vocal cords there.
422
It's silent.
423
So taste it.
424
Tasted.
425
I tasted it.
426
The next word, it.
427
So the final consonant goes to the next vowel.
428
Tasted it tasted, dit, dit, tasted it, tasted it, right?
429
That might be a little weird for you to hear, but that's how we say it.
430
Tasted it.
431
Tasted it.
432
I tasted it.
433
I tasted it at the age of four.
434
So here, this next word, is also reduced.
435
I tasted it at the age of four.
436
I tasted it at the age of four.
437
So this word has stress.
438
This word has stress and this word has stress.
439
but the other words don't have that same stress so they can be reduced.
440
This is a good example of that.
441
This word is pronounced exactly like this word.
442
So I tasted it.
443
It the age.
444
Eat the age.
445
If I say this phrase right here, I don't say at the mall, I say at the mall.
446
I'm at the mall.
447
He's at the mall.
448
it the A becomes reduced, right?
449
because of the schwa sound, right? at the mall.
450
I tasted it at the age.
451
Tasted it.
452
It.
453
It.. it...
454
Same thing practically, right?
455
"It the mall." at the age.
456
So this word is stressed, this word is not, right?
457
At the mall, at the age.
458
I tasted it at the age of four, the age of four.
459
So let's look at this next.
460
phrase here, the age of four.
461
So notice that here we have the number, right?
462
Four, the age of four.
463
However, when it comes to this word right here, We do not stress this word.
464
So some students they might get confused with the difference between four and four There should be no confusion.
465
because this word is stressed four I have four brothers.
466
have four dogs.
467
This word is not stressed.
468
So this, let me write this phrase, this is Oops, wrong word.
469
This is for you.
470
I don't say this is for you.
471
Nope.
472
We don't say for.
473
This is for For...
474
This is for you.
475
This is for me.
476
This is for him.
477
It's pronounced like this: for.
478
first.
479
It's reduced.
480
It's said very fast.
481
So you need to identify the difference in those sounds.
482
four, right?
483
Four versus Fur.
484
four Fer.
485
I'm four years old.
486
This is for you.
487
So you should never get confused between those words.
488
Okay?
489
They're different phonemes.
490
Alright?
491
So I tasted at the age of four.
492
at the age of four.
493
And it was an utter disaster.
494
So here we have, and it was.
495
Thank you.
496
Remember with the word "and" did we see that?
497
Yeah, up here.
498
the word "and" becomes reduced, right?
499
Mm.
500
and And it was.. and it was...
501
We don't say "and it was." And it And it.. and it was.
502
We have linking here.
503
The "n" goes to the next vowel.
504
We don't say in it In it. In it.
505
So it sounds like we're saying this phrase, right?
506
"in it." Be careful because you shouldn't interpret it as this phrase if we say this phrase: "in it was."
507
We're not saying "in it," we're saying "and it." And it was an utter disaster.
508
was in Notice here we also reduce the word "an" to "in".
509
And it was in It was -in.
510
And we have linking, right?
511
The final consonant goes to the beginning vowel. Was -in. Was -in.
512
And it was -in. Was -in.
513
So this word sorry, this word,
514
this word, and this word are all pronounced the same in English in, in, in Same.
515
Right?
516
And it was in It wasn't and it wasn't and it was an utter disaster.
517
So we're almost done here.
518
Let me just show you this last phrase.
519
"an utter disaster." So, "an utter disaster." "Utter" just means complete.
520
It was a complete disaster, a total disaster.
521
So here I want to point out first the linking.
522
The final N with the beginning vowel.
523
another, another, right?
524
And notice that this word might be misinterpreted And you might think I'm saying this word.
525
Another.
526
and utter another.
527
Many students might think I'm saying another disaster, but I'm not.
528
Listen again an utter disaster.
529
What's the difference?
530
We have a different phoneme here.
531
Okay?
532
This is "duh" A D sound, utter, water, bottle, utter, d, d.
533
This is that voiced TH sound, th, th the vibrated th /ð / like the,
534
these, this, right?
535
Be careful because if you're a speaker of a certain language,
536
maybe you don't have both of these sounds in your language and you hear them the same way.
537
But they're not the same sound.
538
Utter Other.
539
Notice my tongue.
540
Utter.
541
Other.
542
There.
543
A different phoneme.
544
An utter disaster.
545
An utter disaster.
546
Okay, so we finished analyzing our target paragraph here.
547
So just to review, let's say it one more time
548
and let's see if it sounds a little bit easier for you to understand.
549
You ready?
550
Only adults enjoy espresso and other types of coffee.
551
I'll see if we have any so that you can taste it, but you won't like it.
552
I tasted it at the age of four and it was an utter disaster.
553
Thank you.
554
How was that?
555
Was that a little bit easier this time?
556
it might still be hard for you and that's okay.
557
The point of these seminars is not for you to understand the paragraph perfectly.
558
I'm trying to help you identify those four essential elements: the stress, the reduced speech, the linking,
559
and the phoneme distinction, when you're listening.
560
So, I want you to take those elements those patterns and apply them to your own listening practice.
561
Really listen for the stress, listen for the reduced speech, for the linking and the different phonemes, right?
562
For example, When you hear this word now, You shouldn't expect to hear "and." You should expect 'in'.
563
Same with this one.
564
N in orange an apple.
565
You should expect to hear that correct reduced sound.
566
So that's just one example.
567
You can take many examples from this paragraph.
568
So if you liked this seminar,
569
please consider joining our $1 listening practice seminars at polyglossa .com.
570
We have seminars every week and each one is only We practice.
571
just like we practice in this free seminar.
572
So I hope you'll join us for our next one dollar listening practice seminar at polyglasa .com.
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
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المفردات وملاحظات التحدث لهذا الدرس
هذا الدرس في المحادثة بمستوى B2 مبني على الفيديو “FREE English Listening Practice Seminar”. أكثر الكلمات تكرارًا في الفيديو: word, sound, reduced, tasted, adults. يحتوي هذا الفيديو على 571 جملة و4040 كلمة للتدرب على الترديد. مدة الكلام 34:59. يتكلم المتحدث بسرعة ثابتة، نحو 115 كلمة في الدقيقة، وهي سرعة مريحة للترديد. 85% من الكلمات ضمن أكثر 3,000 كلمة شيوعًا في الإنجليزية، ويُستحسن مراجعة الباقي قبل البدء. 87 من أصل 571 جملة هي أسئلة، لذلك يناسب التدرب على نبرة السؤال والإجابات القصيرة.
أهم المفردات في هذا الفيديو
أصعب 15 كلمة في الفيديو، مع النطق والمعنى:
| الكلمة | النطق | المعنى |
|---|---|---|
| distress اسم | /dɪˈstɹɛs/ | مِحْنَة |
| utter فعل | /ˈʌtəɹ/ | نَطَقَ بِ |
| vowel اسم | /ˈvaʊ.əl/ | صَائِت, مُصَوِّت |
| espresso اسم | /ɛˈspɹɛsoʊ/ | إِسْبْرِسُّو |
| phoneme اسم | /ˈfoʊ.nim/ | فُونِيم, صَوْت لُغَوِيّ |
| syllable اسم | /ˈsɪl.ə.bəl/ | مَقْطَع لَفْظِيّ, مَقْطَع |
| seminar اسم | /ˈsɛmɪnɑɹ/ | نَدْوَة |
| paragraph اسم | /ˈpæɹəɡɹæf/ | فِقْرَة, بَنْد |
| consonant اسم | /ˈkɑn.sə.nənt/ | صَامِت |
| chew فعل | /tʃuː/ | مَضَغَ |
| distinction اسم | /dɪˈstɪŋkʃən/ | تَمْيِيْز |
| pronunciation اسم | /pɹəˌnʌn.siˈeɪ.ʃən/ | نُطْق, لَفْظ |
| analyze فعل | /ˈæn.əˌlaɪz/ | حَلَّلَ |
| vocal صفة | /ˈvoʊ̯.kəl/ | صَوْتِيّ |
| cord اسم | /ˈkoɹd/ | خَيْط, حَبْل |
الأفعال المركبة التي ستسمعها
| الكلمة | النطق | المعنى |
|---|---|---|
| point out فعل | أَشَارَ | |
| come out فعل | /ˌkʌm ˈaʊt/ | خَرَجَ, غَادَرَ |
جمل تستحق التكرار
جمل قصيرة وكاملة من الفيديو يمكنك استخدامها في الحديث اليومي:
- I'm going to show you an example sentence.
- We don't say "make an effort".
- You have to expect that when you're listening.
- Do you hear that schwa sound?
- Remember with the word "and" did we see that?
نطق يحتاج إلى انتباه
يستخدم المتحدث 154 من الصيغ المختصرة، مثل don't, I'll, I'm. انطقها بصيغتها القصيرة كما تسمعها.
- أصوات “sh” و“zh”: schwa /ʃwɑ/, contraction /kənˈtɹækʃ(ə)n/, distinction /dɪˈstɪŋkʃən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/
- الكلمات الطويلة — انتبه لموضع النبر: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, misinterpret /ˌmɪs.ɪnˈtɜː.pɹɪt/, activation /ˌæktəˈveɪʃən/, intermediate /ɪn.tə(ɹ)ˈmi.di.ət/, practically /ˈpɹæk.tɪ.k(ə.)li/
أصوات يجدها متحدثو العربية صعبة:
- /p/ — ليس /b/: انطقه مع نفخة هواء: pronounce /pɹəˈnaʊns/, espresso /ɛˈspɹɛsoʊ/, paragraph /ˈpæɹəɡɹæf/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, misinterpret /ˌmɪs.ɪnˈtɜː.pɹɪt/
- /v/ — ليس /f/: مع اهتزاز الأوتار الصوتية: vowel /ˈvaʊ.əl/, vocal /ˈvoʊ̯.kəl/, vibrate /ˈvaɪ.bɹeɪt/, activate /ˈæktɪˌveɪt/, activation /ˌæktəˈveɪʃən/
- تتابع الصوامت — لا تضف حركة بينها: distress /dɪˈstɹɛs/, pronounce /pɹəˈnaʊns/, unstressed /ʌnˈstɹɛst/, espresso /ɛˈspɹɛsoʊ/, schwa /ʃwɑ/
كيف تتدرب بهذا الفيديو
- استمع إلى الفيديو كاملًا مرة واحدة دون أن تتكلم، ودوّن الكلمات التي لا تعرفها.
- ردّد جملة جملة بالسرعة العادية، وكرّر كل جملة حتى يتطابق إيقاعك مع المتحدث.
- سجّل صوتك وقارنه بالأصل، مع الانتباه إلى كلمات مثل distress, utter, vowel.
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.