Shadowing-Übung: سطح B2 قسمت 1 | دوره جامع زبان انگلیسی - Englisch Sprechen Lernen mit Video

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Hi everyone!

My name is Mehna Ziegaini.

I'm an English teacher at ExoWest Online Institute.

In this course, we're going to work on the book American English File 3,

which will help you to speak more fluently and choose the correct grammar.

It's better if you buy the physical copy but

if you can't you can just simply download the pdf file we work on the student book together

but you do the workbook as a part of your homework it's very important to do your homework each session

and you should also have a piece of paper to take notes

and write down the answers let's begin hi everyone it's mehnaz

i'm an english teacher in exo west institute today we're going to cover the first lesson of book American English File 3.

What we are going to learn?

Talk about daily habits and routine.

Use the present simple and continuous correctly.

Get familiar with action and non -action verbs.

And describe food and cooking.

Eating in and out.

It starts with vocabulary.

First exercise says, look at some quotes about food from Pinterest complete the quotes with a word

or phrase from the list

so in these kind of exercises we always go for the list first cake cookie fruit salad onions pasta pear

and tomato now read the quotes by yourself and try to do it then come back and we can check together

now let's check together number one there are only 10 minutes in the life of a pear

when it is perfect to eat number two life is a combination of magic

and pasta number three one day i'm going to make the onions cry number four knowledge is knowing

that a tomato is a fruit wisdom is not putting

it in a fruit salad number five a party without cake

is just a meeting number six a balanced diet is a cookie in each hand a point to be add

that you may already know is when you are putting the before a word

that starts with a vowel you should pronounce it the not the okay just don't forget about it.

For example, the onions, not the onions.

Now we can go for vocabulary page 152, vocabulary bank, part one, food.

As you can see, you have some foods in the picture and they are numbered.

You have to match the numbers with the words.

I mean, with the name of those specific foods.

As an example that you have, number one is crab.

Now pause and try to do it.

Then come back and pause and check.

1 .2.

Food and cooking.

1. Food.

Fish and seafood.

1. Crab.

7. Lobster.

5. Mussels 2.

Salmon 6.

Shrimp 3.

Squid 4.

Tuna Meat 11.

Beef 12.

Chicken.

9. Duck.

10. Lamb.

8. Pork.

Fruits and vegetables.

14. Avocado.

25. 25 beet 13 cabbage 24 cherries

18 cucumber 20 eggplant 23 grapes 27.

Green beans 26.

Lemon

19 mango 15

melon 21 peach

16 pear 28

raspberries 17 red pepper 22.

Zucchini Some of these words may be new to you.

For example, muscles.

As you've already checked, it's number five.

It's an edible sea creature with a hard shell.

Between meats, you have to pay attention to the difference of beef and lamb.

Lamb is from the sheep and beef comes from the cow.

Next part is the cooking part which you can see different cooking methods.

Again try to do it by yourself then unpause and check.

Now listen to the audio 1 .3 and let's check together.

If there was any word that sounded unfamiliar to you,

you can check with dictionaries like Oxford or Longman and try to remember the meaning of them.

2. Grilled.

4. Roasted.

3. Steamed.

Let's go back to page 7, the reading part.

Exercise A says, talk to a partner what time do you usually get up, have breakfast, exercise, have a coffee,

have lunch, have dinner, or go to bed?

For example, I usually get up at 7 o 'clock.

You can answer to the rest of it by yourself.

Now let's go for exercise B and C.

Exercise B says read the article once.

Do you or your partner do any of the things in A at the times the article recommends?

And exercise C says read the article again, answer the questions with a partner.

Since both of these exercises are based on the text, you can do them all together and at once.

So let's go for the questions.

Take your time and read questions from number one to six.

Now that you've read the questions by yourself, go for the text and try to find the answers to exercises b

and c while reading the text have a pen or pencil

or highlighter or whatever that you feel better with and underline

or circle around the words that sound new

and unfamiliar to you it's really important

that you don't go straight for the meaning try to guess

them try to answer the questions without searching the meaning of the words after

that you figured out the answers we come back and try to check the new words together.

If there was any other words left out, check it by yourself.

100

So now pause the video and answer the questions.

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Here are some new words that you may not know the meaning of.

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Conducted by means how something is organized or how something is done.

103

Disrupting means stopping something from working normally.

104

Digest means to break food into smaller parts that your body can take in and absorb.

105

For example, when you eat something sweet like honey, your body digests it and breaks it to smaller parts called glucose.

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Another meaning of digest, which is not our aim here, is to understand something fully.

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You may think who a nutritionist is a nutritionist is someone who advises you about your health and food.

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For example, when you want to have a diet for gaining weight or losing it, you can go to a nutritionist.

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Now, check any other words that I may have not mentioned and then we go for the answer.

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Let's check the answers to question C.

111

Number one, why is it important to have breakfast every day

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when you're a teenager? because you are less likely to be at risk of heart disease as an adult.

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Number two, what effect does caffeine have on us?

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if we drink it between 2 and 5 p .m.

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It can make us more mentally alert.

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Number three, what's the difference between having steak and french fries for lunch and having it for dinner?

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Having steak and french fries for lunch means that we can digest it better,

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but having it for dinner means that our blood glucose levels will go higher.

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Number four, why should an early evening meal be delicious? because our sense of taste and smell are the best.

120

Number five, what's the best physical activity to do?

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A. Early in the morning and B.

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In the afternoon.

123

The answer to A would be yoga or a long walk and the answer to B would be running or bike riding.

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Number six, why does the body produce melatonin?

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Because it helps us go to sleep.

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Let's go for exercise D.

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Search the text and find six parts of the body

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which do we have one of two of

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or more than two of pause and do it yourself then unpause and let's check together

130

let's check together now number one heart

131

which we only have one of it number two stomach again

132

we only have one of it number three brain one and only number four muscles which we have more than two of.

133

And number five, lungs, which we have a pair of them.

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Now go for page eight and nine, the listening part.

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Exercise A, read the text about Mariana, then look at the five photos and extracts from an interview with her.

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With a partner, say how you think she finishes each sentence.

137

Now pause and try to do it by yourself, then unpause and check together.

138

Before taking the answers, let me clarify something for you.

139

You must have noticed that here we have mom with a U, which you haven't seen before.

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You've seen mom with O, which is used in American English, and we write mom with U in British English.

141

Both of them are correct.

142

Now listen to the audio and check.

143

1 .8 Part 1

144

With me today I have Mariana Liva Ditaki, head chef of Morito Restaurant in London.

145

Mariana, what was your favourite food when you were a child?

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Well, at home we ate a funny mixture, because of my parents.

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Fresh fish, bacon and eggs for breakfast on Sundays, and traditional apple pies.

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But my favourite was fish.

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We ate fish every day, which my dad caught.

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In fact, my dad still goes fishing every night.

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Wow.

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Yeah, we were really lucky because not all families could do that, could eat fish every day.

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Even on an island, fish is expensive, unfortunately.

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Did your dad catch fish for the family or for the restaurant?

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For both, except for lobsters.

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When he caught a lobster, he never sold it.

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It was always for us.

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We boiled it and ate it with lemon and olive oil.

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You don't need anything except lemon and olive oil when fish and seafood is really fresh.

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That's how I cook lobsters nowadays in the restaurant, in Morito.

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Were you interested in cooking when you were a child?

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Oh, yes.

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I spent every evening in our restaurant, and instead of playing with the other children, I usually helped in the kitchen.

164

I wrote down recipes which I wanted to cook for the family in a small blue notebook.

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So your love of food and cooking came from your parents?

166

From my parents and also from my aunt, and from many inspiring ladies who surrounded me when I was growing up.

167

My aunt, Thea Kula, had animals, a garden, olive trees and grapes.

168

In the summer, I often spent all day with her.

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She knew everything about wild food in Crete.

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She only ate what she had grown or found or made herself.

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Such a beautiful way to eat.

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Did you ever eat out as a child?

173

Never in the evening, because our restaurant was open for dinner seven days a week.

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But occasionally my mum used to buy me and my brother souvlaki for lunch, a sort of Greek sandwich with pita bread.

175

Inside it has pork, tomato, red onion and lots of thick yogurt.

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Number one, we ate fish every day which my dad caught.

177

Number two, we boiled it and ate it with lemon and olive oil.

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Number three, I wrote down recipes which I wanted to cook for the family in a small blue notebook.

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Number four.

180

My aunt Thea Cola had animals, a garden, olive trees.

181

and grapes number five occasionally my mom used to buy me

182

and my brother suvolaki for lunch a sort of greek sandwich with pita bread

183

now let's go for page 132 the grammar bank this grammar is about simple present present continuous us

184

and action non -action verbs let's start with simple present take a look at examples

185

we have two groups of examples here first group

186

i live in new york she works in a restaurant

187

we don't eat meat jack doesn't wear glasses where do you live does the supermarket open on sundays

188

so this is the way that we work with a simple present verb.

189

If you want to use it with subjects like I, you, we, they, we don't add anything to it.

190

We just use the base form of the verb.

191

But if the pronoun comes in third person, we need to add third person S to the end of our verb.

192

For example, i work in a restaurant you work in a restaurant

193

but she works in a restaurant he works in a restaurant how do we make

194

it negative as you've already learned in aef2

195

if i have a be verb

196

or a modal verb in my sentence i don't need help

197

so i don't go for auxiliaries but here i look at my positive sentence.

198

For example, I live in New York.

199

Do you see any B verbs there?

200

Can you say any modals like can?

201

No, you can't.

202

So here we need help to make our sentence negative.

203

So we go for auxiliaries.

204

Since our sentence is simple present, we have two auxiliaries, do or does.

205

If I have a third person pronoun, I use does and for other persons, I use do.

206

If you want to make your sentence negative, the negativity goes with the auxiliary.

207

Auxiliary means which comes to help you when you want to make a negative sentence or a question.

208

For example, She plays basketball.

209

She doesn't play basketball.

210

As you could see, when I want to make my sentence negative, I use the base form of the verb.

211

It's because of doesn't.

212

It makes my sentence negative and it shows the third person's presence.

213

So I don't need to make it third person again.

214

We never do the same thing to a sentence twice.

215

Wherever does or doesn't goes, we will delete the third person S.

216

As you could say, does dozde, is omi dozde.

217

So with third person, we use does or doesn't.

218

And with other pronouns, we use do or don't.

219

For example, I don't play basketball.

220

How do we make a question in simple present?

221

Again, if you look at your original positive sentence, you can find no moodles or no beavers.

222

So, you need help.

223

Then you go for help.

224

فِيْلِكُمَاكِي Auxiliary Since the tense is simple present, we have do or does.

225

How do we choose between them?

226

Depending on the pronoun.

227

For third -person pronouns, we use does, and with other pronouns, we use do.

228

Do goes at the beginning of the sentence.

229

For example, I play basketball.

230

Do you play basketball?

231

She plays basketball.

232

Does she play basketball?

233

Again, here pay attention that verb goes in its base form because of does.

234

If you start your question with do or does, this is a yes -no question.

235

It means your answer will start with yes or no. Do you play basketball?

236

Yes, I do.

237

No, I don't.

238

Does she play basketball?

239

Yes, she does.

240

No, she doesn't.

241

But you can also turn these questions to information question.

242

What is an information question?

243

An information question is a question that you answer not with yes or no, but with some piece of information.

244

For example, what do you do?

245

I play basketball.

246

So when we want to make an information question, we use wh words or wh question phrases.

247

Now, let's see where and when do we use this tense.

248

When we want to talk about our routine or habits.

249

Or when we want to state some facts, we can use simple present.

250

For example, I brush my teeth every night.

251

For example, I play basketball.

252

This is a fact about me.

253

I teach English.

254

I'm stating a fact about myself.

255

For example, water boils at 100 degrees or sun rises from east.

256

You can also use simple present with adverbs or expressions of frequency.

257

For example, she brushes her teeth every night.

258

I use expression of frequency.

259

Or, she always talks to her friend.

260

I'm using adverbs of frequency.

261

How do I add adverbs of frequency to my sentence?

262

I look at my sentence, find the verb, and put the adverb of frequency right before that.

263

For example, she plays basketball.

264

Which one is the verb?

265

Plays.

266

So adverbs of frequency go right before that.

267

She always plays basketball.

268

What if my sentence is a negative sentence? again going right before the main verb is

269

so important that adverbal frequency comes

270

and separates two parts of the verb it'll be she doesn't usually play basketball

271

but with the beaver it's not the same story

272

because the negative part of the verb is not some auxiliary helping part it's the same word

273

that we already had are are not not is part of our negative verb

274

so we cannot separate it the adverbs of frequency go after the beaver no matter

275

if it's negative

276

or positive for example she is usually tired she isn't usually tired we don't separate two parts of the verb

277

and it's easier to work with expressions of frequency

278

because they always go at the end of the sentence no matter

279

if it's beaver or another verb that's for the simple present let's go for present continuous now

280

when do we use a present continuous sentence we already said

281

that we use simple present with facts routine habits

282

and these kind of stuff but what

283

if an action is in progress it means the action is going on

284

and on and it's not finished yet for example right now i'm talking

285

and you're listening we're sitting so it's just going on

286

and it's not done or finished yet for example

287

if it's five o 'clock right now i am talking

288

and i'll keep on talking until who knows

289

when six seven we don't know

290

it's not done yet we make these kind of sentences by

291

using a be verb plus base form of the verb

292

and then goes the ing so you may have heard of this uh tense as ing form of the verb to.

293

It's present continuous.

294

Let's check the examples right now.

295

A. Is your sister still going out with Adam?

296

B. No, they broke up.

297

She isn't going out with anyone now.

298

The phone's ringing.

299

Can you answer it?

300

House prices are going up very fast right now.

301

In all of these examples, we were talking about something which was going on right now.

302

But what if it's not right now?

303

Can we still use present continuous?

304

The answer is yes.

305

For example, I say I'm talking, you're listening.

306

We are explaining and describing something that is happening and going on right now.

307

But when I say I'm watching

308

Vampire Diaries, what does it mean?

309

Am I watching it right now in the class?

310

No, it means that I've been busy watching this series around now, nowadays, these days.

311

So we can use present continuous to talk about something that is happening right now,

312

at the moment, or no, around now.

313

It doesn't need to be precise.

314

We can also use present continuous to describe a temporary situation.

315

For example, I'm doing the housework because my mom is on vacation.

316

It means when she comes back, I won't be doing it anymore so it's situation

317

that is not permanent it means it's not going to stick for long there's another use to present continuous too

318

when we want to describe a future arrangement we will talk about it later in future lessons now

319

that you've came along with present simple and continuous let's go

320

and see what are action and non -action verbs

321

when we have an action verb like sit talk walk play

322

and a lot of other words we have a choice to choose between simple present

323

or present progressive or present continuous but

324

when it comes to non -action verbs you don't have any choice

325

they cannot fit in present continuous tense take a look at

326

the examples what are you looking for my car keys

327

so here we have look

328

and it's ing form it's an action verb it's in progress

329

it can be in progress for example i talked i talk

330

i'm talking it can fit in all these tenses i'll help you in a minute but i need them now.

331

Need.

332

When it comes to a non -action verb, there's nothing in between.

333

It's zero or 100, black or white, no grays in between.

334

For example, I talk.

335

I'm talking.

336

It's going on but when it comes to need you do need a new phone

337

or you don't need it you want pizza for lunch

338

or you don't want you like comedy movies

339

or you don't there's nothing in between this is the difference between action

340

and non -action verbs non -action verbs cannot be in progress non -action verbs usually describe a state or feeling.

341

For example, want, need, forget.

342

You remember something or you forgot it.

343

You can't say, I'm forgetting my keys.

344

No, you forgot it or you remembered it.

345

Nothing in between.

346

You can see a group of non -action verbs in the grammar part.

347

Let me add something which is not mentioned here you may hear

348

or see that somewhere they say for example i'm liking it

349

or i'm forgetting about it what is this like

350

and forget are non -action verbs how are we using them with ing forms

351

it's another context for example you didn't want to watch a movie

352

but i encouraged to you i told you and recommended it

353

and said go watch it i'm sure that you'll like it you went

354

and started first five minutes you're not that into it

355

but i ask for your opinion after a quarter

356

or some you say i think i'm liking it it means i'm growing to like it

357

so grammatically like is a non -action verb.

358

It cannot be used in ing form, but here it goes as I'm growing to like it.

359

There goes a box about verbs which are both action and non -action.

360

So let's read it together.

361

A few verbs have an action and a non -action meaning, for example, have and think.

362

I can't talk now.

363

I'm having lunch here the verb is action what does it mean

364

it means to have lunch i have a cat now it's not an action

365

because it's about possession it shows possessing something what are you thinking about it's action

366

it means to think about something what

367

if i say i think this music's great it's not an action

368

because i'm giving my opinion

369

if you have any more questions make sure to check with

370

ai look at three sentences from the interview circle the correct form number one you don't need

371

or you aren't needing anything except lemon and olive oil

372

when fish and seafood is really fresh which one is true don't need

373

or aren't needing try to answer yourself this week for example I make or I'm making a tacos,

374

a Cretan salad.

375

I go or I'm going to create maybe four or five times a year.

376

now

377

if you've done it by yourself let's check together the correct answer to number one is don't need number two

378

i'm making because of this week it gives the cue of a temporary situation

379

and number three i go to greet maybe four or five times a year because it's stating a fact

380

Now on page 9 we have a speaking part.

381

It says read statements from 1 to 6 and decide if you agree or disagree.

382

Think of reasons and examples.

383

You have 6 statements.

384

Read them by yourself.

385

Now that you've read, take a piece of paper and try to give some reasons.

386

For example, it says do you agree the best chefs are usually men? down there we have a box

387

which can help you give reasons.

388

Let's read it together.

389

Agreeing and disagreeing.

390

I agree with that.

391

I don't agree with that or with you.

392

I disagree with that or with you.

393

I think that's true or I think you're right.

394

I don't think that's true or I don't think you're right and I think it depends.

395

What does it mean?

396

It means that you're going to give some reasons for each of your answers to be agree or to disagree.

397

One common mistake that a lot of students may make is using a be verb before agree or disagree.

398

You don't say I'm agree with.

399

You say I agree with.

400

You don't say I'm not agree with.

401

You say I don't agree with.

402

You use auxiliaries to make it negative, not a be verb.

403

so we came to an end with lesson 1a this is your homework grammar bank 1a

404

which is on student book page 132 workbook pages 4 5

405

and 6 and vocabulary bank page 152 you should also practice all the new words that you've highlighted or circled around.

406

If you had free time, you can make sentences with them too.

407

It'll help your writing skill.

408

As you can see, this is your AI prompt, which will help you to make a partner out of it.

409

It means that you can give this general prompt in the beginning,

410

and then you'll go one by one with each of the bullets.

411

You make the conversation

412

when you're done with it you'll go for the next prompt

413

that's it for this video see you on the next one

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Wortschatz und Sprechhinweise zu dieser Lektion

Diese Sprechübung basiert auf dem Video „سطح B2 قسمت 1“. Diese Wörter kommen am häufigsten vor: verb, example, action, present, sentence. Dieses Video enthält 412 Sätze und 4116 Wörter zum Nachsprechen. Der gesprochene Teil dauert 32:46. Der Sprecher spricht gleichmäßig mit etwa 126 Wörtern pro Minute – ein angenehmes Tempo fürs Shadowing. 84 % der Wörter gehören zu den 3.000 häufigsten im Englischen; den Rest solltest du dir vor dem Üben ansehen.

Wichtiger Wortschatz in diesem Video

15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:

Wort	Aussprache	Bedeutung
verb Substantiv	/vɝb/	Verb, Verbum
continuous Adjektiv	/kənˈtɪn.juː.əs/	kontinuierlich, stetig
frequency Substantiv	/ˈfɹiːkwənsi/	Häufigkeit, Frequenz
auxiliary Adjektiv	/ɔɡˈzɪl.(jə).ɹi/	helfend, unterstützend
olive Substantiv	/ˈɑ.lɪv/	Olive
grammar Substantiv	/ˈɡɹæm.ə(ɹ)/	Grammatik, Grammatiktheorie
lemon Substantiv	/ˈlɛmən/	Zitrone
disagree Verb	/dɪsəˈɡɹi/	anderer Meinung sein, widersprechen
pause Substantiv	/pɔːz/	Pause
tense Substantiv	/tɛns/	Zeit, Tempus
onion Substantiv	/ˈʌn.jən/	Zwiebel, Bölle
vocabulary Substantiv	/vəˈkæb.jə.lə.ɹi/	Wortschatz, Vokabular
digest Verb	/daɪˈd͡ʒɛst/	ordnen
lobster Substantiv	/ˈlɑb.stɚ/	Hummer
beaver Substantiv	/ˈbivɚ/	Biber

Phrasal Verbs, die du hören wirst

Wort	Bedeutung
come back Verb	zurückkommen, zurückkehren
write down Verb	aufschreiben
figure out Verb	herausfinden
get up Verb	aufstehen
go up Verb	hinaufgehen, steigen
grow up Verb	aufwachsen, erwachsen werden

Sätze zum Wiederholen

Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:

What we are going to learn?
Number two, what effect does caffeine have on us?
Did you ever eat out as a child?
Can you say any modals like can?
How do we make a question in simple present?

Grammatik in diesem Video

Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:

Struktur	Im Video
„Used to“ used to + Verb – eine frühere Gewohnheit oder ein Zustand, der nicht mehr gilt	used to buy
Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist	you've already checked · you've read · haven't seen
Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache	digest, which is · someone who advises · something which was
Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut	are based · is organized · is not mentioned

Aussprache, auf die du achten solltest

Der Sprecher verwendet 97 Kurzformen und abgeschwächte Formen, zum Beispiel don't, I'm, doesn't. Sprich sie in der kurzen Form, so wie du sie hörst.

Die Laute „sh“ und „zh“: occasionally /əˈkeɪʒənəli/, brush /bɹʌʃ/, chef /ʃɛf/, vacation /veɪˈkeɪ.ʃən/, shell /ʃɛl/
Lange Wörter – auf die Betonung achten: continuous /kənˈtɪn.juː.əs/, auxiliary /ɔɡˈzɪl.(jə).ɹi/, vocabulary /vəˈkæb.jə.lə.ɹi/, temporary /ˈtɛmp(əˌɹ)ɛɹi/, occasionally /əˈkeɪʒənəli/

Laute, die Deutschsprachigen schwerfallen:

/w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): frequency /ˈfɹiːkwənsi/, homework /ˈhoʊmˌwɝk/, sandwich /ˈsæn(d).wɪd͡ʒ/, wisdom /ˈwɪzdəm/, wherever /(h)wɛɹˈɛvɚ/
Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: verb /vɝb/, olive /ˈɑ.lɪv/, pause /pɔːz/, salad /ˈsæl.əd/, seafood /ˈsiːfuːd/
/æ/ — offener als „ä“: grammar /ˈɡɹæm.ə(ɹ)/, vocabulary /vəˈkæb.jə.lə.ɹi/, habit /ˈhæb.ɪt/, salad /ˈsæl.əd/, lamb /ˈlæm/

So übst du mit diesem Video

Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie verb, continuous, frequency.

Was ist die Shadowing-Technik?

Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.

Shadowing-Technik: die vollständige Schritt-für-Schritt-Anleitung lesen →

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