تدريب Shadowing: My 5-Minute At-Home Speech Delay Activity for Parents - تعلم التحدث بالإنجليزية عبر الفيديو
اختر وضع التدريب
كل وضع يفتح غرفة تدريب بملء الشاشة.
161 جمل
إذا كانت الجمل قصيرة أو طويلة جدًا، انقر على Edit لتعديلها.
1
Five minutes of your time is all you need to get your child to start talking to you.
2
Doesn't matter if they're on a spectrum, if they're just speech delayed, or there's a language delay or disorder, whatever it is.
3
I can assure you, if you go through these steps, five minutes is all you need to get substantial results.
4
Now, I don't mean that the generic advice that you go down to your child's level, narrate everything, talk about this and that, no questions, play and being child-led.
5
follow their lead and all that.
6
By all means, those are really good suggestions, but it's all over the internet.
7
Your therapist would have already told you about this.
8
In fact, you might have read a book called It Takes Two to Talk.
9
I love that book.
10
It's right behind me.
11
It's great.
12
What I'm trying to tell you is five minutes of structured learning.
13
Now, before I lose you, okay, structured learning doesn't mean that we're forcing a child to want to work with us,
14
In fact, if you force a child to do something, what happens is that they start not to trust you.
15
I'll get to the more theory-based stuff afterwards, but I just want to tell you what the structured task means.
16
It means you sit your child at a table.
17
There's a chair.
18
You're sitting next to each other.
19
You have one thing that your child has to finish, and then he or she will be rewarded.
20
Now, the reward could be something intangible, like a praise, like a high five, or it could be very well a tangible thing such as a snack,
21
some screen time even.
22
All right, I'm going to get lost stick for saying this.
23
It could be anything that is rewarding, actually rewarding for the child.
24
So within the five minutes, what we have to do is to define what goal we want to do, teach it, make sure the child doesn't fail, make it successful for them.
25
every time they do it reward within those five minutes don't
26
reward at the end of five minutes what's going to teach them teach your child is
27
that all i got to do is to wait until the session ends
28
and it doesn't matter what i do what he
29
or she does in terms of their capabilities and abilities
30
and performance so we want the child to finish a task get rewarded multiple times within
31
that five-minute task now i just spoke to a parent who
32
was within our parent coaching she's she was a little bit frustrated
33
and she was like hey i mean i've been in this
34
coaching with you guys for an extended period of time
35
and i'm still stuck so then i looked at what she was doing the mother was doing
36
and the the videos that she was sending to her coach
37
and when i saw it i was a little bit disappointed and I pointed out that the child was on a sofa,
38
sometimes the child was on the floor, sometimes he was jumping around and the mother was trying to get a vowel sound out of the child.
39
And other than the vowel sound, the child would be very compliant to do everything.
40
But then when it came to the harder task, what he would do is that he would be really cute, he would jump, he would hug,
41
he would kiss mommy, and all this is great relationship building.
42
but that's the wrong relationship.
43
Okay.
44
So why do we need the child to sit with us?
45
It's because if talking is the hardest thing that your child is experiencing currently,
46
you don't want him to be practicing talking or language or listening,
47
whatever the hardest thing currently whilst he's out and about on the floor and not at the chair.
48
So why do I say this?
49
Because let's say if I am, let's say that I'm a Westerner and I'm learning how to use chopsticks, right?
50
Would you rather, would I rather learn chopsticks whilst I'm sitting at a table with a proper posture
51
and I know what I'm supposed to do?
52
I'm supposed to take this and put it there with my chopsticks, right?
53
Would I rather do that or would I rather be on the floor and trying to experiment it by myself, right?
54
So anyone who is going through any skills, learning any skill, like playing piano,
55
learn guitar, would you much rather be all over the sofa trying to play guitar and memorize the chords and, you know, like instantly play a song?
56
No, you don't want to.
57
You want to have this structured time where it's part of your practice.
58
I'm not saying all of it is supposed to be like this
59
because then all the speech therapists are going to come after me
60
and say it's not evidence-based how dare you talk about something that's not child-led uh it's traumatizing what
61
and I'm sure that it's uh
62
that there's a lot of research about why child-led is the
63
best therapy out there don't get me wrong I do agree
64
but then it's not the best for the parent
65
because the parent doesn't know what to do what we need to do is within
66
that five minutes we have to separate and isolate a certain number of repetitions and goals to do
67
when the child is focused with us.
68
And the biggest problem with parents trying to teach delayed children at home is
69
that there isn't a clear goal and that the relationship between the child and the mother or the father, like 90% of you guys are women,
70
so I'm guessing mothers, they don't have a proper working relationship.
71
And to fix this, the only way to do it is the five minutes every day.
72
Now, if you're already a veteran, you learned a lot more about this and you're willing to, you can go to agentsofspeech.com slash course and we have all the courses
73
that you need to learn about structured tasks at each different language level
74
so all you're going to do is start up with five minutes
75
and slowly move on to 15
76
and 15 to 20 minutes is all you need every day in order to teach new language goals
77
or speech goals for that matter
78
so let's get back to the working relationship this relationship is very important because I went to church last Sunday,
79
as I always do, and the pastor talked about something that really hit me.
80
He said that the relationship is the root and the thing that we're trying to do is the fruit, right?
81
So this could be your relationship with God, your relationship with your child, but everything stems from, literally,
82
from the roots, which is your relationship with that child.
83
Now, when the pastor said this, it really hit me because when I see children in real life, which I don't really anymore,
84
I focus 100% on online coaching.
85
I believe that's the best way to help you and your child.
86
I realized the reason why I made a shift was because my relationship with their child had the roots of work.
87
When the child didn't know how to say something
88
or do something they would ask for me for help
89
and you could see this in everything even
90
when he couldn't open a bottle he would ask me to prompt him
91
when he couldn't say something he asked me to prompt him
92
but when he needed comfort he went to the parents so
93
when he wanted comfort he wouldn't come to me right
94
when he wanted comfort he would go to the parents instead
95
so what this told me is
96
that the nature of the relationship it creates different fruits
97
that creates different things
98
that we're hoping to get out of the relationship okay the roots is the relationship
99
so that's why in the five minutes every day what you want to do is to create
100
that time you want to make sure
101
that it's the highest success rate possible for the child therefore you have to set the correct goals right
102
and then you have to give the correct prompt so
103
that you won't get a failure okay
104
so the parent i was talking about one of our clients um what happened was
105
that she asked the the child to say seven times without any any prompts
106
or decrease in goals what that taught her son was
107
that I can actually ignore my mom
108
because after seven times my mom's gonna do something easier
109
or give up right so then the relationship is that
110
when I need something from mom I just need to wait
111
and I'll get it so therefore I don't need to talk I don't need to work hard.
112
Right.
113
So I'm not telling, I'm not telling everyone in the world to have like discipline and, you know, like drill or whip, no children.
114
I don't mean that.
115
I mean is that
116
when you have a good relationship a working relationship like a lot of therapists do with their clients is that
117
when they're trying to do something they know the therapist the
118
person in front of them are going to help are going
119
to reward are going to teach them what to say what to do at
120
that certain place in time so when you create a structured environment where it's always that table,
121
always that chair, always a reward and a reinforcement that they only get during that structured five minutes of time,
122
any child will be very willing to sit down and work with you.
123
And within that work, as long as you keep the failure rate as low as possible.
124
Now, we talk about this, about prompting and queuing inside the micro course.
125
And you can go to, again, agentsofsqueech.com slash course.
126
The link is in the description below.
127
And you can learn about these things.
128
Okay?
129
So after we have this five minutes every day, you will be a lot clearer about where your child is at, how you prompt them.
130
You build a better relationship with your child so that when they need something or they don't know what to do, they will come to you.
131
All these three things will make it much easier for you to communicate, for you to talk to your child, for them to catch up.
132
Because every day when they don't know what to say, they're going to look for you.
133
You give them a framework.
134
They give them an escape plan when they don't know what to do.
135
They come to you so that you can prompt them.
136
And a lot of therapists, this is my last point, I swear.
137
A lot of therapists will say, oh, what's the point of them talking if they didn't want to talk?
138
We want them to want to talk.
139
That's why we're doing the naturalistic things.
140
But the problem is when the parent is doing the therapy, there's a lot of things going into doing naturalistic child-led therapy.
141
You need to think about the activity.
142
You need to think about how to make it fun, even though the child is leading the play.
143
You need to think about how to prompt.
144
You need to think about how to react and what to say.
145
All these things are going inside their mind.
146
So why are we doing structured for parents like yourself?
147
And if you're a therapist, don't do this.
148
Obviously, do whatever that you were taught and your master's degree.
149
What you need to do is to focus on these five minutes so that you, the parent, can build up the expertise and prompting and praising
150
and rewarding and building a relationship where if a child doesn't know what to do, they'll come to you.
151
Right.
152
So that's all I wanted to share with you.
153
If you want to work with us or you want to take the free courses, all the links are in the description.
154
Go check it out.
155
And if you have other questions, why not put in the comments as well.
156
Okay.
157
So that's it for today.
158
And you want to see this next video here.
159
All right.
160
See you.
161
Bye.
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
FOR YOU
فيديو موصى به
B22
64 جمل
The First Five Years Are Gone Before You Know It. Here Is What The Science Says To Do.
Daily ConversationWorking Adults
B23
14 جمل
3-minute fluency practice
Daily ConversationWorking Adults
B24
19 جمل
Top 5 Communication Skills Lessons
Daily ConversationWorking Adults
B22
126 جمل
Child Not Listening? Stop Yelling. Do This Instead
Daily ConversationWorking Adults
B21
159 جمل
This 10-Minute Video Will Save You 10,000 Hours Of Language Learning
Daily ConversationWorking Adults
B12
423 جمل
Practice Shadowing in English for 30 Days | Day 5 Podcast Conversation Challenge
Daily ConversationWorking Adults
B23
34 جمل
Communicating with Your Child
Daily ConversationWorking Adults
B25
22 جمل
How to improve your articulation FAST
Daily ConversationWorking Adults
B27
73 جمل
How to Never Run Out of Things to Say
Business EnglishDaily ConversationUniversity Students
B11
158 جمل
Speak With Me | 12 Mins English Speaking Practice
Daily ConversationWorking Adults
B24
178 جمل
"Give me 13 Minutes, and I'll Improve Your Communication Skills by 88%..." - Jim Rohn
Daily ConversationWorking Adults
المفردات وملاحظات التحدث لهذا الدرس
هذا الدرس في المحادثة بمستوى B2 مبني على الفيديو “My 5-Minute At-Home Speech Delay Activity for Parents”. أكثر الكلمات تكرارًا في الفيديو: relationship, parent, structured. يحتوي هذا الفيديو على 161 جملة و2057 كلمة للتدرب على الترديد. مدة الكلام 10:50. يتكلم المتحدث بسرعة، نحو 190 كلمة في الدقيقة، لذا ستسمع كثيرًا من وصل الكلمات واختزال الأصوات. 88% من الكلمات ضمن أكثر 3,000 كلمة شيوعًا في الإنجليزية، فالمفردات سهلة المتابعة.
أهم المفردات في هذا الفيديو
أصعب 15 كلمة في الفيديو، مع النطق والمعنى:
| الكلمة | النطق | المعنى |
|---|---|---|
| vowel اسم | /ˈvaʊ.əl/ | صَائِت, مُصَوِّت |
| sofa اسم | /ˈsoʊ̯fə/ | أَرِيكَة, كَنَبَة |
| pastor اسم | /ˈpæs.tɚ/ | قِسِّيس |
| frustrate فعل | /ˈfɹʌsˌtɹeɪt/ | فَشَّلَ |
| intangible صفة | /ɪnˈtæn.d͡ʒə.bəl/ | غَيْر مَلْمُوس, مَعْنَوِيّ |
| memorize فعل | /ˈmɛm.əˌɹaɪ̯z/ | حَفِظَ |
| narrate فعل | /ˈnæɹeɪt/ | حَكَى, رَوَى |
| repetition اسم | /ˌɹɛp.əˈtɪʃ.ən/ | تَكْرَار, إِعَادَة |
| isolate فعل | /ˈaɪ.sə.leɪt/ | عَزَلَ |
| chord اسم | /kɔɹd/ | وَتَر, اِئْتِلَاف نَغَمَات |
| tangible صفة | /ˈtæn.d͡ʒə.bəl/ | مَلْمُوْس |
| queue اسم | /kju/ | طابُور, صَفّ |
| microwave اسم | /ˈmaɪkɹoʊˌweɪv/ | مَوْجَة الْمَيْكْرُووِيف, مَوْجَة دَقِيقَة |
| snack اسم | /snæk/ | وَجْبَة خَفِيفَة, لُمْجَة |
| whip اسم | /ˈwɪp/ | سَوْط, كِرْبَاج |
الأفعال المركبة التي ستسمعها
| الكلمة | المعنى |
|---|---|
| give up فعل | تَنَازَلَ, تَخَلَّى |
| point out فعل | أَشَارَ |
| sit down فعل | جَلَسَ, قَعَدَ |
جمل تستحق التكرار
جمل قصيرة وكاملة من الفيديو يمكنك استخدامها في الحديث اليومي:
- You're sitting next to each other.
- No, you don't want to.
- That's why we're doing the naturalistic things.
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 | will be rewarded · were taught |
| جمل الوصل who / which + جملة — معلومة إضافية عن شخص أو شيء | anyone who is · roots, which is |
نطق يحتاج إلى انتباه
يستخدم المتحدث 58 من الصيغ المختصرة، مثل don't, I'm, doesn't. انطقها بصيغتها القصيرة كما تسمعها.
- أصوات “sh” و“zh”: repetition /ˌɹɛp.əˈtɪʃ.ən/, assure /əˈʃʊɹ/
- الكلمات الطويلة — انتبه لموضع النبر: intangible /ɪnˈtæn.d͡ʒə.bəl/, reinforcement /ˌɹiːɪnˈfɔːsmənt/, repetition /ˌɹɛp.əˈtɪʃ.ən/, capability /ˌkeɪ.pəˈbɪl.ɪ.ti/
أصوات يجدها متحدثو العربية صعبة:
- /p/ — ليس /b/: انطقه مع نفخة هواء: prompt /pɹɑmpt/, therapist /ˈθɛɹəpɪst/, pastor /ˈpæs.tɚ/, compliant /kəmˈplaɪənt/, repetition /ˌɹɛp.əˈtɪʃ.ən/
- /v/ — ليس /f/: مع اهتزاز الأوتار الصوتية: vowel /ˈvaʊ.əl/, microwave /ˈmaɪkɹoʊˌweɪv/
- تتابع الصوامت — لا تضف حركة بينها: prompt /pɹɑmpt/, therapist /ˈθɛɹəpɪst/, compliant /kəmˈplaɪənt/, frustrate /ˈfɹʌsˌtɹeɪt/, reinforcement /ˌɹiːɪnˈfɔːsmənt/
كيف تتدرب بهذا الفيديو
- استمع إلى الفيديو كاملًا مرة واحدة دون أن تتكلم، ودوّن الكلمات التي لا تعرفها.
- ابدأ بسرعة 0.75×، وردّد جملة جملة، ثم عُد إلى السرعة العادية عندما يصبح الأمر سهلًا.
- سجّل صوتك وقارنه بالأصل، مع الانتباه إلى كلمات مثل vowel, sofa, pastor.
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.