تدريب Shadowing: Vol 3 - test 10 - section 3 - تعلم التحدث بالإنجليزية عبر الفيديو
جارٍ إنشاء الدرس...
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Part 3.
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You will hear part of a discussion between two drama students called Charles and Lorna about a songwriting course.
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First, you have some time to look at questions 21 to 25.
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Now listen carefully and answer questions 21 to 25.
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Hi Charles, I'm writing my report on the songwriting course for drama students.
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You know, the one-week residential course for drama students from different universities where you learn about writing songs.
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You did that course last year, didn't you?
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Could you give me some tips for the report?
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I'm having a few problems with it.
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Yes, it was great.
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Well, Lorna, you could start by thinking about what you got out of it.
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Hmm, evaluating how useful it was is simple.
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The challenge is not to go over length.
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Referring to published sources might help.
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That would make it more scholarly, too okay i'll go with that
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and saying why you did the songwriting course is important some
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people just do it as another string to their bow to help with auditions for work
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and things i thought it was a good opportunity to try out new techniques for communicating feelings
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and emotions i was already confident about singing before I did it.
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I thought it was the location of the course which made it special, being held in a country house rather than in a university.
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They were doing some building work on part of the house, though, so it wasn't always easy to concentrate.
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I enjoyed the workshop most.
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How about you?
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Well, we were divided into six small groups for the afternoon, each with their own advisor.
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That was the best bit for me, having that discussion with an expert.
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When we got into pairs to start writing our songs, the idea was to combine people with different levels of knowledge and experience.
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But my partner preferred working on her own generally.
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And what did you think of the course content?
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I hadn't realised before how important the structure of a song is to its success.
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Yes.
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We learned it's no use writing the most beautiful words and melodies if there's no shape.
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And we learned about the importance of a chorus in a song.
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I knew about that stuff from my singing classes.
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It's a bit obvious, isn't it?
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I suppose so.
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It was the input on lyrical styles and forms that I found tedious.
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You could always look them up on the web.
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Anyway, how did you get on with writing your song?
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It was tough, and Peggy, my partner, was hard work,
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which wasn't funny, and writing was a slow process as a result of our lack of communication.
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By the time we finished, I was exhausted.
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Writing music from the heart is like that, especially by the end of a course.
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Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
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Now listen and answer questions 26 to 30.
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Well, that's got the report sorted, thanks.
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Have you decided which teachers' workshops you're going to do next term?
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I want to do Bob Lacey's.
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He's got a brilliant reputation for voice coaching.
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You know, getting us to use dialects and different pronunciation and stuff.
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He gets you to do things like weed out a newspaper article in character.
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It's amazing.
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I'm thinking of going to Evelyn Chance's workshop.
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Oh, Evelyn.
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She's quite a character.
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Is she running the stage fights course again?
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Yes, fencing and pretend punches and throwing techniques.
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She really knows how to help actors use the whole of the space available.
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Lots of people like Ted Winter's workshop.
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He knows how to deliver.
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He's keen on actors conveying emotion through their bodies and faces alone.
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It's a great way to reveal complex relationships and situations to an audience without making a speech of any kind.
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I'm definitely going to sign up for that one.
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If you want to understand a director's ideas, Kevin Gray's workshop would be perfect for you.
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He likes telling people what to do, and he's always saying, you can't have a company of actors reading a play any way they want, because they'd end up fighting amongst themselves.
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They must listen to the director.
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What about Dorothy Thomas?
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She's good at activities for getting rid of stress, and, you know, emptying your mind of all thoughts about the past, and that can really help when acting.
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Well, I think I'll put my name down for...
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That is the end of Part 3.
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You now have 30 seconds to check your answers to Part 3.
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Thank you.
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المفردات وملاحظات التحدث لهذا الدرس
هذا الدرس في المحادثة بمستوى B2 مبني على الفيديو “Vol 3 - test 10 - section 3”. أكثر الكلمات تكرارًا في الفيديو: writing, workshop, song, questions, songwriting. يحتوي هذا الفيديو على 71 جملة و760 كلمة للتدرب على الترديد. مدة الكلام 6:16. يتكلم المتحدث بسرعة ثابتة، نحو 121 كلمة في الدقيقة، وهي سرعة مريحة للترديد. 86% من الكلمات ضمن أكثر 3,000 كلمة شيوعًا في الإنجليزية، ويُستحسن مراجعة الباقي قبل البدء.
أهم المفردات في هذا الفيديو
أصعب 12 كلمة في الفيديو، مع النطق والمعنى:
| الكلمة | النطق | المعنى |
|---|---|---|
| workshop اسم | /ˈwɝk.ʃɑp/ | مَشْغَل, وَرْشَة |
| emotion اسم | /ɪˈməʊ.ʃən/ | عَاطِفَة, عَوَاطِف |
| pronunciation اسم | /pɹəˌnʌn.siˈeɪ.ʃən/ | نُطْق, لَفْظ |
| audition اسم | /ɑˈdɪʃən/ | تَجْرِبة أَدَاء |
| melody اسم | /ˈmɛl.ə.di/ | لَحْن, أُغْنِيَّة |
| exhaust فعل | /ɪɡˈzɔst/ | اِسْتَهْلَكَ, اِسْتَنْفَدَ |
| convey فعل | /kənˈveɪ/ | نَقَلَ |
| distress اسم | /dɪˈstɹɛs/ | مِحْنَة |
| advisor اسم | /ædˈvaɪ.zə(ɹ)/ | مُسْتَشَار, مُسْتَشَارَة |
| concentrate فعل | /ˈkɑn.sən.tɹeɪt/ | رَكَّزَ |
| divide فعل | /dɪˈvaɪd/ | قَسَّمَ |
| combine فعل | /kəmˈbaɪn/ | ضَمَّ, جَمَعَ |
الأفعال المركبة التي ستسمعها
| الكلمة | المعنى |
|---|---|
| try out فعل | جَرَّبَ |
جمل تستحق التكرار
جمل قصيرة وكاملة من الفيديو يمكنك استخدامها في الحديث اليومي:
- You did that course last year, didn't you?
- Could you give me some tips for the report?
- I'm having a few problems with it.
- It's a bit obvious, isn't it?
- Have you decided which teachers' workshops you're going to do next term?
نطق يحتاج إلى انتباه
يستخدم المتحدث 14 من الصيغ المختصرة، مثل I'm, I'll, wasn't. انطقها بصيغتها القصيرة كما تسمعها.
- أصوات “sh” و“zh”: workshop /ˈwɝk.ʃɑp/, emotion /ɪˈməʊ.ʃən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, audition /ɑˈdɪʃən/
أصوات يجدها متحدثو العربية صعبة:
- /p/ — ليس /b/: انطقه مع نفخة هواء: workshop /ˈwɝk.ʃɑp/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/
- /v/ — ليس /f/: مع اهتزاز الأوتار الصوتية: convey /kənˈveɪ/, evaluate /ɪˈvaljʊeɪt/, advisor /ædˈvaɪ.zə(ɹ)/, divide /dɪˈvaɪd/
- تتابع الصوامت — لا تضف حركة بينها: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, scholarly /skɒ.lə.li/, exhaust /ɪɡˈzɔst/, distress /dɪˈstɹɛs/, concentrate /ˈkɑn.sən.tɹeɪt/
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 workshop, emotion, pronunciation.
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.