Shadowing-Übung: My 5-Minute At-Home Speech Delay Activity for Parents - Englisch Sprechen Lernen mit Video
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Five minutes of your time is all you need to get your child to start talking to you.
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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.
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I can assure you, if you go through these steps, five minutes is all you need to get substantial results.
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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.
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follow their lead and all that.
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By all means, those are really good suggestions, but it's all over the internet.
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Your therapist would have already told you about this.
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In fact, you might have read a book called It Takes Two to Talk.
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I love that book.
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It's right behind me.
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It's great.
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What I'm trying to tell you is five minutes of structured learning.
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Now, before I lose you, okay, structured learning doesn't mean that we're forcing a child to want to work with us,
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In fact, if you force a child to do something, what happens is that they start not to trust you.
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I'll get to the more theory-based stuff afterwards, but I just want to tell you what the structured task means.
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It means you sit your child at a table.
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There's a chair.
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You're sitting next to each other.
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You have one thing that your child has to finish, and then he or she will be rewarded.
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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,
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some screen time even.
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All right, I'm going to get lost stick for saying this.
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It could be anything that is rewarding, actually rewarding for the child.
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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.
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every time they do it reward within those five minutes don't
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reward at the end of five minutes what's going to teach them teach your child is
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that all i got to do is to wait until the session ends
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and it doesn't matter what i do what he
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or she does in terms of their capabilities and abilities
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and performance so we want the child to finish a task get rewarded multiple times within
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that five-minute task now i just spoke to a parent who
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was within our parent coaching she's she was a little bit frustrated
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and she was like hey i mean i've been in this
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coaching with you guys for an extended period of time
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and i'm still stuck so then i looked at what she was doing the mother was doing
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and the the videos that she was sending to her coach
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and when i saw it i was a little bit disappointed and I pointed out that the child was on a sofa,
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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.
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And other than the vowel sound, the child would be very compliant to do everything.
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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,
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he would kiss mommy, and all this is great relationship building.
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but that's the wrong relationship.
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Okay.
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So why do we need the child to sit with us?
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It's because if talking is the hardest thing that your child is experiencing currently,
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you don't want him to be practicing talking or language or listening,
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whatever the hardest thing currently whilst he's out and about on the floor and not at the chair.
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So why do I say this?
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Because let's say if I am, let's say that I'm a Westerner and I'm learning how to use chopsticks, right?
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Would you rather, would I rather learn chopsticks whilst I'm sitting at a table with a proper posture
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and I know what I'm supposed to do?
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I'm supposed to take this and put it there with my chopsticks, right?
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Would I rather do that or would I rather be on the floor and trying to experiment it by myself, right?
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So anyone who is going through any skills, learning any skill, like playing piano,
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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?
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No, you don't want to.
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You want to have this structured time where it's part of your practice.
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I'm not saying all of it is supposed to be like this
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because then all the speech therapists are going to come after me
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and say it's not evidence-based how dare you talk about something that's not child-led uh it's traumatizing what
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and I'm sure that it's uh
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that there's a lot of research about why child-led is the
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best therapy out there don't get me wrong I do agree
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but then it's not the best for the parent
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because the parent doesn't know what to do what we need to do is within
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that five minutes we have to separate and isolate a certain number of repetitions and goals to do
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when the child is focused with us.
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And the biggest problem with parents trying to teach delayed children at home is
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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,
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so I'm guessing mothers, they don't have a proper working relationship.
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And to fix this, the only way to do it is the five minutes every day.
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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
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that you need to learn about structured tasks at each different language level
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so all you're going to do is start up with five minutes
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and slowly move on to 15
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and 15 to 20 minutes is all you need every day in order to teach new language goals
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or speech goals for that matter
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so let's get back to the working relationship this relationship is very important because I went to church last Sunday,
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as I always do, and the pastor talked about something that really hit me.
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He said that the relationship is the root and the thing that we're trying to do is the fruit, right?
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So this could be your relationship with God, your relationship with your child, but everything stems from, literally,
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from the roots, which is your relationship with that child.
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Now, when the pastor said this, it really hit me because when I see children in real life, which I don't really anymore,
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I focus 100% on online coaching.
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I believe that's the best way to help you and your child.
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I realized the reason why I made a shift was because my relationship with their child had the roots of work.
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When the child didn't know how to say something
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or do something they would ask for me for help
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and you could see this in everything even
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when he couldn't open a bottle he would ask me to prompt him
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when he couldn't say something he asked me to prompt him
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but when he needed comfort he went to the parents so
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when he wanted comfort he wouldn't come to me right
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when he wanted comfort he would go to the parents instead
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so what this told me is
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that the nature of the relationship it creates different fruits
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that creates different things
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that we're hoping to get out of the relationship okay the roots is the relationship
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so that's why in the five minutes every day what you want to do is to create
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that time you want to make sure
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that it's the highest success rate possible for the child therefore you have to set the correct goals right
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and then you have to give the correct prompt so
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that you won't get a failure okay
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so the parent i was talking about one of our clients um what happened was
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that she asked the the child to say seven times without any any prompts
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or decrease in goals what that taught her son was
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that I can actually ignore my mom
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because after seven times my mom's gonna do something easier
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or give up right so then the relationship is that
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when I need something from mom I just need to wait
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and I'll get it so therefore I don't need to talk I don't need to work hard.
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Right.
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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.
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I don't mean that.
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I mean is that
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when you have a good relationship a working relationship like a lot of therapists do with their clients is that
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when they're trying to do something they know the therapist the
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person in front of them are going to help are going
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to reward are going to teach them what to say what to do at
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that certain place in time so when you create a structured environment where it's always that table,
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always that chair, always a reward and a reinforcement that they only get during that structured five minutes of time,
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any child will be very willing to sit down and work with you.
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And within that work, as long as you keep the failure rate as low as possible.
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Now, we talk about this, about prompting and queuing inside the micro course.
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And you can go to, again, agentsofsqueech.com slash course.
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The link is in the description below.
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And you can learn about these things.
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Okay?
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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.
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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.
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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.
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Because every day when they don't know what to say, they're going to look for you.
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You give them a framework.
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They give them an escape plan when they don't know what to do.
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They come to you so that you can prompt them.
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And a lot of therapists, this is my last point, I swear.
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A lot of therapists will say, oh, what's the point of them talking if they didn't want to talk?
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We want them to want to talk.
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That's why we're doing the naturalistic things.
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But the problem is when the parent is doing the therapy, there's a lot of things going into doing naturalistic child-led therapy.
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You need to think about the activity.
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You need to think about how to make it fun, even though the child is leading the play.
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You need to think about how to prompt.
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You need to think about how to react and what to say.
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All these things are going inside their mind.
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So why are we doing structured for parents like yourself?
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And if you're a therapist, don't do this.
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Obviously, do whatever that you were taught and your master's degree.
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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
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and rewarding and building a relationship where if a child doesn't know what to do, they'll come to you.
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Right.
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So that's all I wanted to share with you.
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If you want to work with us or you want to take the free courses, all the links are in the description.
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Go check it out.
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And if you have other questions, why not put in the comments as well.
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Okay.
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So that's it for today.
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And you want to see this next video here.
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All right.
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See you.
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Bye.
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Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung auf Niveau B2 basiert auf dem Video „My 5-Minute At-Home Speech Delay Activity for Parents“. Diese Wörter kommen am häufigsten vor: relationship, parent, structured. Dieses Video enthält 161 Sätze und 2057 Wörter zum Nachsprechen. Der gesprochene Teil dauert 10:50. Der Sprecher spricht schnell, etwa 190 Wörter pro Minute – rechne mit verbundenen und verkürzten Lauten. 88 % der Wörter gehören zu den 3.000 häufigsten im Englischen, der Wortschatz ist also leicht zu verfolgen.
Wichtiger Wortschatz in diesem Video
Die 15 anspruchsvollsten Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| prompt Verb | /pɹɑmpt/ | veranlassen, dazu bringen |
| therapist Substantiv | /ˈθɛɹəpɪst/ | Therapeut, Therapeutin |
| naturalistic Adjektiv | naturgetreu, realitätsnah | |
| vowel Substantiv | /ˈvaʊ.əl/ | Vokal, Vokallaut |
| sofa Substantiv | /ˈsoʊ̯fə/ | Sofa, Couch |
| pastor Substantiv | /ˈpæs.tɚ/ | Pastor, Pastorin |
| compliant Adjektiv | /kəmˈplaɪənt/ | entgegenkommend, fügsam |
| frustrate Verb | /ˈfɹʌsˌtɹeɪt/ | frustrieren |
| intangible Adjektiv | /ɪnˈtæn.d͡ʒə.bəl/ | abstrakt, ungreifbar |
| memorize Verb | /ˈmɛm.əˌɹaɪ̯z/ | auswendig lernen, memorieren |
| narrate Verb | /ˈnæɹeɪt/ | erzählen |
| reinforcement Substantiv | /ˌɹiːɪnˈfɔːsmənt/ | Verstärkung |
| repetition Substantiv | /ˌɹɛp.əˈtɪʃ.ən/ | Wiederholung, Repetition |
| traumatize Verb | /ˈtɹɔ.mə.taɪz/ | traumatisieren |
| isolate Verb | /ˈaɪ.sə.leɪt/ | isolieren, absondern |
Phrasal Verbs, die du hören wirst
| Wort | Bedeutung |
|---|---|
| build up Verb | sich ansammeln, sich türmen |
| get back to Verb | sich melden |
| give up Verb | aufgeben, sich ergeben |
| point out Verb | hinweisen |
| sit down Verb | sich setzen |
Sätze zum Wiederholen
Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:
- You're sitting next to each other.
- No, you don't want to.
- That's why we're doing the naturalistic things.
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | will be rewarded · were taught |
| Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache | anyone who is · roots, which is |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 58 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“: repetition /ˌɹɛp.əˈtɪʃ.ən/, assure /əˈʃʊɹ/
- Lange Wörter – auf die Betonung achten: intangible /ɪnˈtæn.d͡ʒə.bəl/, reinforcement /ˌɹiːɪnˈfɔːsmənt/, repetition /ˌɹɛp.əˈtɪʃ.ən/, capability /ˌkeɪ.pəˈbɪl.ɪ.ti/
Laute, die Deutschsprachigen schwerfallen:
- /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): microwave /ˈmaɪkɹoʊˌweɪv/, whip /ˈwɪp/
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: memorize /ˈmɛm.əˌɹaɪ̯z/, traumatize /ˈtɹɔ.mə.taɪz/, chord /kɔɹd/, microwave /ˈmaɪkɹoʊˌweɪv/, expertise /ˌɛkspɜːˈtiːz/
- /æ/ — offener als „ä“: pastor /ˈpæs.tɚ/, intangible /ɪnˈtæn.d͡ʒə.bəl/, narrate /ˈnæɹeɪt/, tangible /ˈtæn.d͡ʒə.bəl/, snack /snæk/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Beginne mit 0,75-facher Geschwindigkeit, sprich Satz für Satz nach und wechsle zur normalen Geschwindigkeit, sobald es leichtfällt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie prompt, therapist, naturalistic.
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.