Shadowing-Übung: FREE English Listening Practice Seminar - Englisch Sprechen Lernen mit Video
Lektion wird erstellt...
1
Hey everybody, I'm Connor from Polyglossa .com.
2
Welcome to this free listening practice seminar.
3
At Polyglossa .com we have $1 seminars every week.
4
We have seminars for listening, for pronunciation, and for other subjects, too.
5
today you get to see a free listening practice seminar.
6
So, Let's get started.
7
At the beginning of every listening practice seminar,
8
we always review the four essential elements of English listening comprehension.
9
Those elements our stress, reduced speech, linking and phoneme distinction.
10
So, If you want to improve your listening skills in English,
11
you need to improve in these four areas.
12
Okay?
13
So let me show you an example of each one.
14
Alright.
15
I'm going to show you an example sentence.
16
My parents make an effort.
17
Okay, so first let's look at the stress in this sentence.
18
In English, stress refers to how long and loud we say each syllable or word, right?
19
So if a word or a syllable is stressed, We say it longer louder.
20
So listen as I say this sentence, and try to identify the stress.
21
You ready?
22
My parents make an effort.
23
My parents make an effort.
24
Listen again and watch my hand.
25
My parents make an effort.
26
My parents make an effort.
27
you hear the stress, We have stress in this word, "my parents." In this word,
28
make, and in this word, effort.
29
However, these two words do not receive stress.
30
So we don't say them very loudly or we don't say them for a long time.
31
Right?
32
Listen again.
33
My parents make an effort.
34
So that is an example of stress.
35
Reduced speech is what happens when the words that are unstressed become reduced.
36
They become shorter. and faster.
37
their pronunciation changes.
38
We have one example of that in this sentence.
39
This word right here is Ann is not pronounced an It's reduced.
40
This word is unstressed.
41
so it's reduced.
42
It sounds kind of like this word. in. in.
43
Listen again.
44
My parents make an effort.
45
Make an effort.
46
"Make an effort." Do you hear that word?
47
It sounds like "in," right?
48
"Makin." Make an effort.
49
I'm going to go.
50
We don't say "make an effort".
51
No native speaker says that.
52
We say: Make an effort.
53
"M -M," make an effort.
54
Right?
55
That's an example of reduced speech.
56
You have to expect that when you're listening.
57
Next, we have linking.
58
Linking is what happens when we have a word that ends with a consonant sound, and the next word starts with a vowel sound.
59
For example, Here we have a word that ends with a consonant sound.
60
"K", right?
61
"Make".
62
The E is silent, right?
63
Make.
64
The next word starts with a vowel sound. in in.
65
So what happens?
66
The consonant.. from the end of this word goes to the vowel at the beginning of the next word.
67
So, We don't say make in effort we say: kin effort.
68
We carry the consonant to the next vowel.
69
not make in May kin "Make an effort." Here we have the same thing.
70
that N the consonant, goes to the next vowel.
71
in effort The n goes to the next vowel.
72
That is linking.
73
Lastly, phoneme distinction.
74
A phoneme is a sound.
75
A sound is a phoneme.
76
So when I say phoneme distinction, I mean that you need to be able to distinguish between different sounds.
77
So, for example, in the word "parents," we have this sound Air.
78
Right?
79
Most students, when they're at a beginner level or maybe an intermediate level,
80
they pronounce this word as "parents." Par.
81
Right?
82
Like the word hard They see "ar" and they say "ar".
83
parents That's not correct.
84
Native speakers do not say "parance." We say parents.
85
air like this word air so
86
if you're expecting to hear this sound par parents you're not gonna understand this word
87
when we say it with the correct sound air parents right
88
so that's an example of phoneme distinction so these are the four essential elements that you need to improve
89
want to improve your listening skills.
90
So now, we're going to look at a target paragraph.
91
I'm going to write a paragraph here and we're going to analyze
92
that paragraph for these four elements to see why it's difficult for you to understand the paragraph When you hear it, Okay?
93
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.
94
You ready?
95
Only adults enjoy espresso and other types of coffee.
96
I'll see if we have any so that you can taste it, but you won't like it.
97
I tasted it at the age of 4 and it was an utter disaster.
98
Alright, how was that?
99
Did you understand it?
100
That's okay if you didn't.
101
That's why we're here, to practice your listening.
102
So, I'm going to say it one more time and this time you can read it.
103
Ready?
104
Only adults enjoy espresso and other types of coffee.
105
I'll see if we have any so that you can taste it, but you won't like it.
106
I tasted it at the age of four and it was an utter disaster.
107
Okay, how was that?
108
Was that a little bit easier?
109
Maybe a little bit, right?
110
Well, now we're going to analyze this paragraph for those four essential elements
111
that we talked about to see why it's difficult for you to understand these sentences.
112
when a native speaker says them.
113
So let's get started looking at it phrase by phrase.
114
So firstly, the first two words, only adults.
115
Only adults.
116
So, notice here in this second word where the stress is.
117
Listen again.
118
adults Adults.
119
It's obviously in the second syllable.
120
Right?
121
adults.
122
adults So this first syllable here,
123
this A at the beginning, is not pronounced normally.
124
It's reduced because it's unstressed.
125
So, instead of saying adults we say, adults.
126
this /ʌ / sound is what we call the schwa sound.
127
This is the most important sound in English because it's the most common vowel sound.
128
Listen again.
129
B.
130
- Yeah.
131
- Ö.
132
For example: when we have the word about about or the word occur.
133
occur.
134
Do you hear that schwa sound? about occur.
135
adults This sound happens when a syllable is unstressed and reduced.
136
It doesn't matter which vowel we have.
137
A, O, E, I, U.
138
It doesn't matter.
139
Any vowel can become the schwa sound when it's unstressed.
140
So you need to be careful when you're listening because many students of mine when I say this word adults
141
They say to me, What's adults?
142
"What does dolts mean?" And I say, "No, not dolts.
143
adults That sound is said so fast that they can't hear it.
144
They think I'm saying dolts.
145
But I'm not.
146
I'm saying "uh".
147
adults.
148
adults.
149
That's why it's very important to identify this schwa sound when you're listening.
150
So, only adults.
151
only adults.
152
We don't say adults, we say adults.
153
Same thing with this next word here.
154
With this word, Which syllable is stressed?
155
Enjoy!
156
Enjoy.
157
The second syllable, right?
158
The first syllable is unstressed, and it's reduced.
159
We don't say enjoy.
160
We say, "Enjoy." "I enjoyed it." It sounds more like "in," not "en." Right?
161
"Enjoy." "Enjoy." It's very, very fast.
162
It's reduced.
163
Okay, so adults enjoy and the next word, espresso.
164
We don't say ESPRESSO We say: Espresso uh, uh.
165
that same schwa sound, right?
166
Espresso.
167
ESPRESSO because this syllable is unstressed and reduced right so All three of those words have the same pattern.
168
Adults enjoy espresso.
169
Only adults enjoy espresso.
170
If you listen to a native speaker and you hear that phrase, you might only hear the second syllable.
171
Enjoy espresso.
172
So you have to be really careful and listen for that schwa sound.
173
Okay?
174
So next we have and other.
175
Thank you.
176
So, When a native speaker speaks English, they almost never stress this word.
177
The word "and" is usually not stressed.
178
right?
179
It becomes unstressed and reduced.
180
So we say it kind of like this.
181
in right only adults enjoy espresso in other another another.
182
We don't say "and other." because this word is not stressed.
183
another.
184
Another.
185
So it becomes the schwa sound, reduced.
186
/ɪn / /ɪ / /ɪn / another, another.
187
We don't try to make this sound as native speakers.
188
it comes out naturally because it helps us get the right stress on the next word.
189
another If we say: and other you can't hear where the stress is.
190
And in English, the stress is the most important element of the pronunciation system.
191
So we always want to get the correct stress.
192
That's why the schwa sound occurs so much because we reduce the unstressed syllables and unstressed words.
193
Another You need to be careful because this sounds like this word.
194
Another.
195
It's pronounced the same way.
196
Another.
197
Another.
198
So, if you're not aware of this, when I say this phrase, you might hear this word.
199
Right?
200
So, you've got to be careful.
201
You have to remember that this word, and, is always reduced.
202
another.
203
another.
204
Okay, so only adults Only adults enjoy espresso and other types of coffee.
205
Types of coffee, other types of coffee.
206
So when native speakers say this phrase at normal speed, They don't say types of coffee.
207
right?
208
The stress only on these two words.
209
types of coffee.
210
types of coffee.
211
types of coffee.
212
You hear that?
213
This word is unstressed.
214
right?
215
And In certain phrases, when the word "of" is unstressed, it just becomes the schwa sound.
216
It just becomes "uh" or kind of like the word 'a', right?
217
Listen again types of coffee typesa We don't even say the F.
218
types of coffee.
219
Right?
220
If we say this phrase, right here.
221
This would be said cup of coffee.
222
We don't say cup of coffee.
223
We say "Capa" Cup of coffee.
224
I want a cup of coffee.
225
different types of coffee.
226
You hear that?
227
The word "of" becomes reduced to the schwa sound.
228
Type that.
229
kappa and notice our linking here right the ending s goes to the beginning vowel right typesa
230
Type 'sa' So the "s" becomes,
231
or the "s" goes to the next word and it becomes Saa typesa Ka -ba -ka -ba.
232
We don't say cup a, Ka -ba.
233
Thai Psa.
234
Type 'sah' You hear that?
235
That's linking.
236
Alright?
237
Okay, and other types of coffee.
238
Let's go ahead with the next sentence.
239
So next we have this contraction.
240
All.
241
This contraction is not pronounced I'll.
242
No native speaker says this.
243
Listen again as I say it.
244
I'll see.
245
I'll see.
246
I'll see.
247
It becomes this sound.
248
All.
249
All.
250
I'll see.
251
I'll go.
252
I'll do.
253
I'll try.
254
You hear that?
255
We don't say "I'll." we say all because these contractions are not stressed they're unstressed and reduced.
256
Right?
257
So we don't say "I'll see." we say "I'll see." I'll see you.
258
I'll do, I'll try.
259
It's unstressed, right?
260
You need to be careful because when we say this word it sounds like this word So if you're not expecting that,
261
you're gonna think that I'm saying this word.
262
All.
263
all like a -l -l, but no, I'm saying I'll, right?
264
I don't say that at normal speed.
265
I say "alt" I'll see.
266
Okay?
267
I'll see if we have any.
268
I'll see if we have any.
269
Let's look at this next part. if we have any.
270
I'll see if we have any.
271
First, let's look at the stress.
272
I'll see if we have any.
273
I'll see if we have any.
274
So C have are stressed, right?
275
So that means the other words are have the possibility to be unstressed and reduced.
276
See if we.
277
These words are pronounced relatively the same way you would think.
278
I'll see if we, I'll see if we, see if we have any.
279
But what happens with this word here?
280
We don't pronounce it as any.
281
right?
282
It kind of becomes like this. In here.
283
"imi".
284
So listen again.
285
Have an Ian.
286
"Have any." I'll see if we have any.
287
This "a" becomes reduced, right? "in -li".
288
Not any, inni.
289
The schwa sound: ø, ø, ø.
290
"Any, have any." So sometimes when I say this phrase, My students think I'm saying this word, or this.
291
contraction. Have it.
292
I say, "Have any." They think I'm saying haven't.
293
Listen to the difference.
294
Haven't. Have any.
295
You need to be careful because they sound similar except for this last "why".
296
Right?
297
Haven't Have any.
298
you need to expect this word to be reduced.
299
We don't say any day Say any day.
300
I can go any day, any, any.
301
It sounds much faster, right?
302
So at the end of this word, it becomes even faster and we say "haveny, haveny".
303
I'll see if we have any happening.
304
You've got to be careful with that because it kind of sounds like this contraction.
305
So I'll see if we have any so that you can taste it.
306
So that you can taste it.
307
So that you can, I'll write it here, taste it.
308
Alright so that you can taste it.
309
This phrase or this group of words is pronounced very fast, right?
310
So let's look at why that happens.
311
First, let's look at the stress.
312
so that you can taste it, so that you can taste it, so that you can taste it.
313
Right?
314
We have a little stress here, and we have stress here, so that you can taste it, so that you can taste it.
315
So the other words can become reduced, possibly.
316
Right?
317
This word is fine, so.
318
But what happens with this word?
319
We don't say that.
320
so that it becomes reduced to the I know that I know that he's here.
321
I don't say, "I know that he's here." I know that I know that he's here.
322
I know that you're mad.
323
I know that you're mad.
324
That.. that.. we don't stress this word in this structure.
325
If you say that, you are indicating something.
326
That light, that clock, that wall.
327
But here we're not doing that.
328
We're introducing other information.
329
So this word is not stressed.
330
We don't say, "So that you can." So the so that you can Notice here,
331
that the word "can" is also not pronounced Can, right?
332
It's pronounced /kən /, /kən /, right?
333
This is very important because can and can't are pronounced very differently in our sentences.
334
I don't say, "I can go." I say, "I can go." "Can" is not stressed in our sentences.
335
We say "I can." I can.
336
Icon.
337
Hicken You can We can go, he can go, I can go.
338
You hear that?
339
However, this word right here, "can't," is stressed.
340
So, I can't go.
341
He can't go.
342
We can't go.
343
Big difference, right?
344
I can go.
345
I can't go.
346
Big difference.
347
So don't expect to hear native speakers say "can." We don't say that.
348
We say "knknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknkn he can, I can, you can, right?
349
So that you can go.
350
I forgot to mention this right here.
351
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.
353
so that you can do so that you can see.
354
so that you can taste the chew I know what you did.
355
What do we have?
356
A CH sound.
357
This is reduction.
358
right?
359
The "choo".
360
so that you can The Chuken.
361
We don't say that you can.
362
The CHU the "chuken".
363
This happens all the time in English, okay?
364
I know the "chew", I know what "chew", what "chew", the "chew".
365
Okay?
366
So that you can taste it.
367
Notice here that this combination of words might sound a little bit like this.
368
for some students.
369
taste it tasted The difference is that here we have a T sound and it's just /ɪt / it like this.
370
There's no vocal cord activation.
371
Here, There is d, d, d, d.
372
Tasted d, d, d.
373
I'm activating my vocal chords.
374
Here, I'm not.
375
So listen again.
376
Taste it.
377
Tasted.
378
"NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN because here later we're going to see the other word, "tasted." Okay, so that you can taste it.
379
So that you can taste it.
380
Let's go ahead with our next phrase here.
381
but you won't like it. But you.
382
We just saw this.
383
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.
386
We don't say but you.
387
We say but you.
388
but you won't like it But you'll have to wait.
389
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.
394
Really notice that when you're listening, okay?
395
Alright, but you won't like it.
396
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.
📺 Gleicher Kanal
A1551
A1 English Listening Practice - Transportation
American AccentTravel EnglishTeensDaily Conversation
A12,192
A1 English Listening Practice - Money
American AccentKidsTravel EnglishTeens
A14,464
A1 English Listening Practice - Language Learning
American AccentDaily Conversation
B194
B1 English Listening Practice - Immigration
American AccentTravel EnglishDaily ConversationHigh School Students
A22,306
A2 English Listening Practice - Travel
American AccentTravel EnglishTeensUniversity Students
A1160
A1 English Listening Practice - Winter
American AccentKidsTravel EnglishTeens
A1110
A1 English Listening Practice - Productivity
American AccentKidsTeensDaily Conversation
A12,549
A1 English Listening Practice - Cooking
American AccentKidsTravel EnglishTeens
A274
A2 English Listening Practice - Learning
American AccentTeensDaily ConversationHigh School Students
A11,145
A1 English Listening Practice - Supermarket
American AccentKidsTravel EnglishTeens
A2112
A2 English Listening Practice - Manners
American AccentTravel EnglishTeensDaily Conversation
A2182
A2 English Listening Practice - Road Trips
American AccentKidsTravel EnglishTeens
B255
B2 English Listening Practice - Airplanes and Flying
American AccentTravel EnglishDaily ConversationHigh School Students
B121
B1 English Listening Practice - American Culture
American AccentBusiness EnglishDaily ConversationHigh School Students
A2745
A2 English Listening Practice - Reading and Books
American AccentDaily Conversation
A11,257
A1 English Listening Practice - Daily Routine
American AccentKidsTeensDaily Conversation
B229
B2 English Listening Practice - Extreme Sports
American AccentTeensDaily ConversationHigh School Students
A296
A2 English Listening Practice- Communication
American AccentKidsTeensDaily Conversation
B2208
B2 English Listening Practice - Living Abroad
American AccentTravel EnglishDaily Conversation
A166
A1 English Listening Practice - The English Language
American AccentKidsTravel EnglishTeens
✨ Empfohlenes Video
B24
249 Sätze
English Listening Practice Podcast - Discipline
American AccentBusiness EnglishDaily ConversationUniversity Students
B23
338 Sätze
FAST ENGLISH—Everything You Need To Speak Fast English Like a Native Speaker
American AccentBusiness EnglishDaily ConversationUniversity Students
B21
100 Sätze
Train Your Ear to Hear English Rhythm and Melody
Business EnglishDaily ConversationUniversity Students
B21
563 Sätze
Speak With Me: 30 Minute English Speaking Practice
American AccentBusiness EnglishDaily ConversationHigh School Students
B25
73 Sätze
Listen & Shadow: Listening to English and SHADOWING
American AccentBusiness EnglishDaily ConversationHigh School Students
B124
78 Sätze
B1 English Listening Practice - Procrastination
American AccentBusiness EnglishDaily ConversationHigh School Students
B224
6 Sätze
How to Improve Spoken American English - Sound like a Native Speaker
American AccentBusiness EnglishDaily ConversationUniversity Students
B1456 Sätze
Improve Your English Listening Skills IN 30 MINUTES!
Business EnglishDaily ConversationHigh School Students
B24
348 Sätze
Real English Conversation: Advanced English Lesson
American AccentBusiness EnglishDaily ConversationUniversity Students
B21
152 Sätze
Transform Your English Listening Ears: The 'Native Speed' Audio Protocol!
Business EnglishDaily ConversationUniversity Students
B23
88 Sätze
Secrets to Understand Fast-talking Americans : English Listening Practice
Business EnglishDaily ConversationUniversity Students
B11
170 Sätze
Learn English Conversation | Shadowing English Speaking Practice 🎧
Business EnglishDaily ConversationHigh School Students
Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung auf Niveau B2 basiert auf dem Video „FREE English Listening Practice Seminar“. Diese Wörter kommen am häufigsten vor: word, sound, reduced, tasted, adults. Dieses Video enthält 571 Sätze und 4040 Wörter zum Nachsprechen. Der gesprochene Teil dauert 34:59. Der Sprecher spricht gleichmäßig mit etwa 115 Wörtern pro Minute – ein angenehmes Tempo fürs Shadowing. 85 % der Wörter gehören zu den 3.000 häufigsten im Englischen; den Rest solltest du dir vor dem Üben ansehen. 87 der 571 Sätze sind Fragen – gut, um Frageintonation und kurze Antworten zu üben.
Wichtiger Wortschatz in diesem Video
Die 15 anspruchsvollsten Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| distress Substantiv | /dɪˈstɹɛs/ | Bedrängnis, Elend |
| pronounce Verb | /pɹəˈnaʊns/ | verkünden |
| utter Verb | /ˈʌtəɹ/ | äußern, ausstoßen |
| unstressed Adjektiv | /ʌnˈstɹɛst/ | unbetont |
| vowel Substantiv | /ˈvaʊ.əl/ | Vokal, Vokallaut |
| espresso Substantiv | /ɛˈspɹɛsoʊ/ | Espresso |
| phoneme Substantiv | /ˈfoʊ.nim/ | Phonem |
| syllable Substantiv | /ˈsɪl.ə.bəl/ | Silbe |
| seminar Substantiv | /ˈsɛmɪnɑɹ/ | Seminar |
| paragraph Substantiv | /ˈpæɹəɡɹæf/ | Absatz, Paragraph |
| consonant Substantiv | /ˈkɑn.sə.nənt/ | Konsonant, Mitlaut |
| contraction Substantiv | /kənˈtɹækʃ(ə)n/ | Annahme, Erwerb |
| chew Verb | /tʃuː/ | kauen |
| distinction Substantiv | /dɪˈstɪŋkʃən/ | Unterschied |
| pronunciation Substantiv | /pɹəˌnʌn.siˈeɪ.ʃən/ | Aussprache |
Phrasal Verbs, die du hören wirst
| Wort | Aussprache | Bedeutung |
|---|---|---|
| point out Verb | hinweisen | |
| come out Verb | /ˌkʌm ˈaʊt/ | herauskommen |
Sätze zum Wiederholen
Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:
- 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?
Aussprache, auf die du achten solltest
Der Sprecher verwendet 154 Kurzformen und abgeschwächte Formen, zum Beispiel don't, I'll, I'm. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die Laute „sh“ und „zh“: schwa /ʃwɑ/, contraction /kənˈtɹækʃ(ə)n/, distinction /dɪˈstɪŋkʃən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/
- Lange Wörter – auf die Betonung achten: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, misinterpret /ˌmɪs.ɪnˈtɜː.pɹɪt/, activation /ˌæktəˈveɪʃən/, intermediate /ɪn.tə(ɹ)ˈmi.di.ət/, practically /ˈpɹæk.tɪ.k(ə.)li/
Laute, die Deutschsprachigen schwerfallen:
- /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): schwa /ʃwɑ/, distinguish /dɪˈstɪŋ.ɡwɪʃ/
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: analyze /ˈæn.əˌlaɪz/, cord /ˈkoɹd/, chord /kɔɹd/
- /æ/ — offener als „ä“: paragraph /ˈpæɹəɡɹæf/, contraction /kənˈtɹækʃ(ə)n/, analyze /ˈæn.əˌlaɪz/, lastly /ˈlæstli/, activate /ˈæktɪˌveɪt/
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 distress, pronounce, utter.
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.