Shadowing Practice: 1-Les Enfants Elus - Learn English Speaking with Video
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1
This is the soul.
2
A very different school, where freedom was all.
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I have many warm memories of my time in Solvik.
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But my view of school would be to be a challenge.
5
The whole thing started with a Facebook group.
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To get in contact with other people who went to school.
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The group exploded in just a few days.
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Hundreds of members wrote.
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You thought you would have a whole world in your knees?
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I decided to contact the people who wrote.
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What was I, 15?
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You were still young.
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What a project you started.
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What a drama you wrote.
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It's so difficult to tell this story to someone else.
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It's so strange, Jasper.
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It's true.
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I've been called my man.
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They've had so many questions in me that I couldn't let them out.
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You're a deep-duty.
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It's a bit cold.
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It's really the best and worst place on the same place.
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It's so gross.
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It felt like an experiment.
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I felt very experimented.
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And then the teacher is clear.
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There was no one interested in hearing that there were things that happened there.
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There is a really beautiful wall.
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And under the bubble there was some kind of grass.
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Look at what she said, look at what he said, what he was talking about.
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He was with me and looked at a paper bag.
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I have to know the truth.
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It's like you puncture something when you say this.
34
It's like a ballon.
35
Where there is a lot of light, there is a dark sky.
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What were we actually been with?
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We who were children at Solvik School.
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Hen over the jordes in the wind of the fire
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Morgenens drottning with the rosy gasp Vinkar us out in the dark world
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The Many
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of you may even know your own school.
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School as a storage place.
43
A place where dreams are falling.
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And then the girl here.
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The end of the class who looks out through the window and dreams about something else.
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I am telling myself that my school, Solviks school, was created for this girl.
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They have started schools.
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In many countries they call it Paltor schools.
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It's obvious that there is an increased interest for this type of alternative thinking.
50
It was 1984.
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I was one of the first students who got the chance to go to Solvik School.
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Everything was fun, fun, and art.
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Art and chaos, an incredibly creative place,
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creates a lot of creative people both in the art world and in the higher environment.
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And it's a very different place.
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I don't think it's a school that went there.
57
I think it's a little bit of a house.
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The school is known to give the students more.
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It's so unique and unique.
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It's like a different planet.
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It's like a different planet.
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It's like a different planet.
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It's up to us and we'll see what it will be.
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The School of Solvik is called a Waldorf School.
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The Waldorf school is known for giving them more freedom and for setting the art in the center.
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But the Solvik school took it much, much more than that.
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We had no books, we didn't read any books under the whole school year.
68
The lessons could be like, now we're going out to the forest and talk about history.
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Or now we're going to write flowers.
70
Undervisning?
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No, it wasn't so much.
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It was actually the most fun.
73
God, all right.
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Draakleken.
75
Talk about live-spel.
76
The dance.
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You didn't know what would happen when you came to school.
78
You could start with, but the other fall off, we're going to the mat every morning.
79
All the class starts to putt out each other.
80
It went a lot of balance-loss, forward and back.
81
It was just like a school that could look like.
82
Brottning.
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And then go on the tree.
84
I've always had the feeling of what we were talking about was a big part.
85
Something important.
86
The question is just what?
87
It's like you went to school and didn't ask what the idea was.
88
I've never really asked what the idea was.
89
Hey, Asper.
90
Hey, do you remember me?
91
Yes, it was a bit easy.
92
It was a long time ago.
93
My memory was for a while.
94
I'm on the way to Eric Norlin.
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One of the few teachers from my school time.
96
He was with the discussion on Facebook.
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I've said that you've been asking me to go to school.
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Are you with the group?
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Yes.
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Hi, what are you doing?
101
Hello?
102
School is a total slöser with life-time.
103
All of a whole.
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A normal school is about 12 000 hours under school.
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It says that 6500 hours will wait for the teacher.
106
Should we take the cat-rack?
107
Eric was not only one of the teachers.
108
He was actually one of the students who founded the school.
109
It was a very strong initiative to create a more experimental, and prerive pedagogic.
110
There was a whole group of young teachers who wanted to try the limits.
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And they saw and saw that the normal school didn't take any potential to be able to do their own artistic skills.
112
If you let the children dance a hour every day, sing a hour every day, and make intelligent and play a hour every day,
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They will definitely win all the other things they will get.
114
Of course, they won't lose any knowledge.
115
We knew that.
116
Solvik School was a fascinating alternative.
117
Many were looking for the same time.
118
Teachers and parents were engaged together.
119
Many children had a family who worked at school, and the same for me.
120
We were like a single family.
121
I would like to see it as a continuation of 1968-rural.
122
All the old borger-legal system was in with something more anarchistic.
123
It was about to break out of a form that was a challenge in the old school system.
124
To find new ways for how you are together and how you learn.
125
What they get in this school, they don't get anywhere else.
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At Solvik school there was no rector and no hierarchy.
127
Here everyone's voice would be as valuable.
128
That it was different and not all like any other school I had supported.
129
I understood as soon as I came here.
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I came to the place and there was not much to place
131
and there were not many houses that were in the time.
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But in one of the houses that were in the same place, there was a music lesson.
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In a room sat and sat children from the whole school,
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and each other sang the allegretto from Beethoven's 7th, five-stammish.
135
There.
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It's very light.
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Up through the air, down over the sea,
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over the earth in the wind.
139
I was like, blown away from that.
140
It was an incredible experience.
141
It was magical.
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And then I decided to go to my children.
143
Then everything else comes in.
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The upper stem goes even darker.
145
The thought of the school of Solvik was that- You,
146
through art and art, open a landscape that makes you want to seek knowledge.
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This is something we really want together.
148
It was wonderful.
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Think about the same things in the usual school, but on a much more fun way.
150
We know that students don't go to school until 7-8 years old.
151
They learned everything on two years ago.
152
They had hunger.
153
My colleagues didn't know what we did.
154
What you can do on the old days...
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I can't dream about anything like this.
156
When Solvik school started, it was still something very unusual.
157
Just so, 1982.
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and the politicians want to see what happened in the forest.
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On the stage of the school district,
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I would like to follow the training at the Waldorf schools in Järna. That was my task.
161
The social democrats didn't love the school.
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All would learn the same.
163
Two pancakes each other for all of the children in the whole of Sweden.
164
It was a very strange world that I had to be in.
165
Schoolverket came here for several times.
166
We had no books in school.
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So we have to do a good try.
168
I understood that otherwise, school can't go out.
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And that's why you will have a book tomorrow.
170
And you will have pennies.
171
We will just play school. And...
172
We all have to play the game.
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And then we will play the game.
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So it became a bit patriotic for school.
175
They wanted to stand on the side of the school's side against the people who came.
176
So then it wasn't right to be lured.
177
We were rebellers, and we loved it.
178
But the authorities saw bluffing.
179
If you mean a place where the students are underrated, So you get a bit of a doubt about what you think.
180
The style doesn't fit me.
181
You can listen to the leks.
182
The children didn't have the same pli for the young people.
183
They had no learning plan.
184
They were talking about the year-old and the year-old.
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Nothing so was.
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The children need to learn things.
187
You can't just do it like this and think it works.
188
It was a little dumb.
189
It was without a doubt.
190
For over-the-art, the school was forced to move on to more advanced maneuvers.
191
They wrote every year a report to the school.
192
It said that this was what we did.
193
It came to say, a scared angel once a year and fixed the paper.
194
That's what I said.
195
Can you say that?
196
Yes, I can say that.
197
But it's important to be able to be able to be
198
able to be able to be able to be able to be able to find this way.
199
And to God, what he needed.
200
We were able to get rid of the people.
201
Eric and the other in school were a victory.
202
They could continue to fight for their vision.
203
I think that the idea is fine, and I think it's a lot of it.
204
But if you don't have a book to read in high school, it's still difficult.
205
You can't just take it through the air.
206
It's still something.
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Everything was very individual.
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For some of them worked well in the free school. And others worked well.
209
It resulted in a lot of children who didn't pass anywhere and didn't learn much.
210
I didn't understand that it was so bad until I started to search for jobs and training.
211
It was very difficult.
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I couldn't write.
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If I was in the office for a job, it would work hard for me.
214
On the letter says that I have VG in the math.
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Which doesn't work, because I can't do math.
216
There is an opportunity to learn the things that are in the normal school.
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I would have had them very much.
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And it's a lot of missing my life.
219
I'll always end up.
220
Nemi and Eduna are far from the experience of their experience.
221
The Facebook group is full of stories.
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I felt like I was feeling stressed on an education.
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It felt like I had to learn anything.
224
It's always so that if you can't read and write, you're handicapped.
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It's a risk they had taken the school that had taken.
226
I'm most interested in how your thoughts went when you created a so radical school.
227
Yes, it was so radical, but we were looking for new ways.
228
There was no course plan.
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There was a creative space for a creative space.
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You have to think about a chaos, a creative chaos that is set up so slowly.
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There was no plan.
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Okay.
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We can see.
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I'll just let you know.
235
If you need to pause...
236
So there was no plan?
237
Yes, or what?
238
It's a little bit scary.
239
It was so-called gräv mark.
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It was the plan, that there was no plan. Can I do it?
241
A little bit.
242
It's a heartbreaking thought.
243
Had everything been an experiment with our future as an effort?
244
There's only one way to take care of it.
245
So here we went by bus 7-8-4.
246
I have to go back to my old school.
247
There is a person who should be able to answer my questions.
248
Have I understood that it was you, Ivar and Per, who were the new ones?
249
It was Per Ahlbom.
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I have to meet Per Ahlbom.
251
What?
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Per is a person.
253
How do you describe charisma?
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I would say Per was more a spiritual leader.
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Or a little guru.
256
A magician?
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He's a crazy guy.
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He's a crazy guy.
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He's a crazy guy.
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He's a crazy guy.
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He's a crazy guy.
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He's a crazy guy.
263
Pera's words have been a lot of law.
264
But he did this in all of a sudden.
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If someone can describe the school's vision and what we had been with as a child, it's Per.
266
Here's Per.
267
Hello.
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Hey.
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It wasn't yesterday.
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It wasn't yesterday.
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Do you remember me?
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We'll see what this will be.
273
Yes.
274
It's a normal training, it's a life-sar It's a lot of data, at least under the war and so on, that I learned from school.
275
Full of shit.
276
What the fuck should I have?
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I have a lot of years, I can count up.
278
Hallands floders in a row.
279
Eat an, viska, nissan, lagan, eat an, blah, blah, blah.
280
It's like a dog.
281
The dog knows that he's going to come and not go.
282
And he says, oh, so he feels like it's dressy for hell.
283
For a child is so insane that he can't even understand it.
284
What was the vision at the beginning?
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Because it doesn't go to school, so you can do school and then take it off.
286
Why do you want to do that?
287
What did you think about it?
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To not moralize, not to convince.
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I've never met a child that doesn't want to.
290
I've just met a child who wants to learn more than what I can learn.
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Per lives just near the school.
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He has no longer the same role, but he is still mentor to several teachers in Solvik.
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I've been 50 years old.
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It's just a bit of a sun.
295
I've never met a single child who wants what they do.
296
In, out, in, out, in, out, in, out.
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They want to live and change things.
298
And then 20 years later they have been drinking coffee and talking shit.
299
What do I call it?
300
They have been a joke.
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They have been a joke in the way they have been out of the house and the ground gets a damage.
302
It's fun to see.
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It's something about Per.
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I understand how he could troll-bind people.
305
Children don't live in a futtish life and learn to become futtish.
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They don't need to adapt to society, they change.
307
What he says is controversial.
308
It sounds like a self-sacrifice.
309
Dance, sing, dance, play.
310
Don't play anything else.
311
It comes back to mat, geography and the right.
312
You can run it slowly.
313
In 25 years, you would see him on the farm.
314
It was a plan, despite all.
315
We had never thought we would learn the same things in the normal school.
316
The line has been meaning a lot.
317
But my old man can't be able to do a plan with consequences.
318
If you do this, is the risk that the students don't learn anything at all?
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The risk is not on the chart.
320
But it's something else I want to learn.
321
It's something else.
322
The first 3-4 years of Solvik's school spent my first year in nature.
323
I was in the forest, caught the huggorm and played pyrimal.
324
I have a very nice and nice memory of you.
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A little busy, a little grubb and a little bit of a little bit.
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but we were all together.
327
We were in the same class, so we had a project we had on with.
328
When we tried to build the water.
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I remember when it was completely wet and it was like, wow.
330
It could go sometimes sometimes, but how should you learn it?
331
I think it's good.
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The reason why being used to be a person is not understanding.
333
We should not be futtious.
334
I think that the world would change radically.
335
That it was the dream.
336
We wouldn't adapt to society.
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We would change the society.
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I have definitely been positively from it.
339
But I can see how negatively it has caused many others.
340
It was a mess, it was a lot of fun, it was a lot of fun.
341
I would not want to have a school day.
342
But it was still a hard atmosphere.
343
In everything that's beautiful, there was always a back side.
344
The difference between being left in peace and being left in the stick The dress is really beautiful.
345
It can look like the students give freedom, and it's really a joke.
346
Children need to be strong.
347
When they came in a class, they had to set the rules and make the structure.
348
How was it going on?
349
It was like a lot of fur and a lot of mobbing.
350
A lot of outspoken.
351
In between the children of the child was a lot of war.
352
My first three years were a year that many have disappeared.
353
Many have been in the glänse, many have been in the dark.
354
I have some memories of being locked in a room.
355
Maybe slain, I don't know.
356
You get into a form of freedom.
357
The strong one of the most wins.
358
And then it's the strongest, the strongest and the strongest.
359
You could just choose yourself if you could not manage yourself.
360
I want to remind you that I was going through the forest and always tried to come first in the classroom to help me.
361
My house was the highest on the road.
362
I could put the small bags up and put them up on the back of the bus.
363
There was no one who could come.
364
I could have been sitting there all day.
365
Those who wanted to mobb me had a free-women season.
366
All of them could do what they wanted.
367
So a whole lot of days sat in the woods and waited for school days to go home again.
368
The This is a big one.
369
Here comes less mobb than on the other side.
370
So it's a bit of a shit talk.
371
Let's see.
372
This is a different clip.
373
This is...
374
...I'm Solvik.
375
This is a school that doesn't exist in mobbing.
376
It's called that we don't have mobbing.
377
Mobbing?
378
We don't have any mobbing.
379
It's called it all the time.
380
Here is no mobbing.
381
This is the mobbing-fee school.
382
It was so.
383
I and absolutely others were mobbed in many years.
384
Now!
385
Shh!
386
You can better and better.
387
We've been on the same place in the same time.
388
We still have completely different experiences of what has happened.
389
Some of them say that they believe that there was more mobbing in Solvik than other schools.
390
The people who were wise, they were just standing there and jumped down.
391
It was like a jump.
392
Many describe that there was one way to take out the wrong place.
393
Yes, I've seen the start.
394
In our class, you were 100 times better if you were able to jump between trees, climb up or do very bad things.
395
It was good to try the boundaries.
396
The most important thing for a human being is patience and courage.
397
The person who is physically mad in their childhood is also self-sufficient in their life.
398
I was a kid in the first three years.
399
It was the four that I had to jump from the tree.
400
I had a great feeling of feeling that I died after my first three years.
401
The teachers saw me more.
402
I was more shocked to jump from the tree because I felt sad.
403
I loved to go on the bus.
404
I loved to throw out from the bus.
405
I loved to do everything.
406
I got so much fame for it.
407
To lift a child in a form of light, it was an incredible scene.
408
There were incredible opportunities to die.
409
I had done tricks 100 times.
410
And then I go out and I go out and do a volt in the air to go up and down.
411
And it was fantastic in the air.
412
It was like a fly.
413
I loved it. So didn't get there.
414
And then I fell on the ground.
415
I've crossed my whole body of my body.
416
I've crossed my body a whole lot.
417
It changed my life quite a bit.
418
I've been the devil-tjej to not even able to swim.
419
Absolutely not to climb. So, that's.
420
When I was little, the children were thrown out of the gate.
421
Many of them were able to walk into the ambulance.
422
The children have been doing ill for themselves.
423
Has it been worth it?
424
Yes, it was the same thing that has been doing ill for themselves.
425
They run and run and run and run and run and run and run and run and run and run.
426
You may know what you want to remember.
427
I'm not sure what I'm talking about.
428
But could it have been a mobbing culture in my school?
429
Some students would have been able to move themselves to become sad.
430
And if it was really so, why did I not see this?
431
Merete Hello, is it Merete?
432
Yes.
433
Hi, it's Jasper Leik.
434
No, but hi!
435
It's mainly a symbol for what Solvik has meant for me.
436
My first teacher Merete.
437
Her impact has been huge.
438
She was not only my teacher, but also one of the school's leaders.
439
She must help me understand how these two worlds are together.
440
Here is her.
441
Hey!
442
It was long from what you thought, right?
443
Yes.
444
How cool did you see it?
445
The same?
446
Yes.
447
Please, someone else.
448
Here you have become a big man.
449
Yes, yes.
450
Come in.
451
Thanks.
452
Hey, hey, hey.
453
It's so nice to see you.
454
It's very special. Are you?
455
You're so important for me.
456
I know.
457
I remember...
458
My best picture of you was when you came home over the island.
459
You went over the island and it was just a little bit of a problem.
460
I saw you like a black brick.
461
Why?
462
It was so dramatic.
463
It was just a lot of fun.
464
It was just what it was.
465
It's so fun to get a book of a book of a book of a book, something that has been in their life as a child.
466
Yeah.
467
You didn't really know what it was.
468
No. The whole thing with the teacher,
469
It's to get to a life where you can feel that it's a fun thing for the children.
470
To go to school.
471
For me, it's always been a school where you should become a capable person.
472
I've never been a teacher for education.
473
We had talked about the school we had been with, how sad it had been.
474
And then we thought, we didn't do that.
475
All these thoughts must fall and fall when they are osams.
476
Yes.
477
Yes.
478
If you fall and fall, you get a plaster.
479
It's a loving love to meet Merete after all the years.
480
Oh, hello!
481
But at the same time, it's something that bothers me.
482
The words that were so important and big were suddenly very soft.
483
Without the parents, they were so positive and happy.
484
They came home with children who were happy.
485
They thought that life was fun.
486
But it was a grown-up, a teacher, and she just had positive memories of school.
487
Can she really miss everything that happened?
488
Everything that was not good?
489
You can talk about Sigrids situation.
490
Yes, her situation in school.
491
Yes, I need to take a little water.
492
One of my daughters was gravely mobbed.
493
One of the most special people I've ever met.
494
She was extremely intelligent, And they were so incredibly aware of the world.
495
Some didn't feel that they were valuable.
496
There were some who had no relationship with people.
497
And then they could drive with them.
498
And it was often on the initiative of the teachers.
499
Sigrid has been robbed for many years.
500
But not only by the students, but also by the teacher.
501
She attacked the group in the same group.
502
When she took over the class Sigrid took over, she attacked her.
503
We took structure.
504
She got in with the structure.
505
We got to learn things.
506
It was cool.
507
She also came in with mobbing, especially for some of the children.
508
I remember that Sigurd was...
509
I remember that Sigurd was very upset.
510
Instead of helping her, she could come with gliding comments that made her hurt.
511
I was forced to go to the hospital and say, I was forced to go to the hospital and say, I don't want to tell you what it is.
512
And then it came up to the hospital and it was so sad.
513
I called the class-learn and said, she won't come to school because this is loose.
514
One, two, three.
515
Helena is still a teacher at Solvik.
516
I understand that I have to cut into a sour apple.
517
I have to take it, because it's the side of the side.
518
She is aware of the accusations that are directed towards her.
519
But she has decided to meet me for her to give her picture of what happened.
520
I can say things sometimes or it slinks out of me, but it can happen that it's a loss of a risk in your mind.
521
I don't know.
522
It's just a bit of a problem.
523
I can't feel that I had a need to attack her because she didn't stop her.
524
She was one who was afraid of.
525
So I don't know.
526
It's like a syndable book.
527
For that she didn't have a good one.
528
She was special, she had a lot of difficulties with a lot of words.
529
But she had friends.
530
It was not bad for her, what I saw.
531
She had much worse than another school, I think.
532
She had a lot of words, she was a little bit of a problem.
533
And you would be gracious, and beautiful, and be beautiful.
534
That's not her side.
535
But it's really embarrassing, and I didn't understand her.
536
When we talked about it, I was with my colleague, that the consequence of that she would change.
537
It was not that school would take a serious problem.
538
That the burden was on her.
539
Of course, she was mobbed, she was like she was.
540
She has fought for the last three years.
541
I don't think it was fun for her.
542
It's her story.
543
Sigrid died in a traffic-and- -lycka when she was 20 years old.
544
I remember her well, but she was so robbed.
545
It was a bit of a doubt.
546
She never got a confirmation.
547
I'm scared that I didn't see her.
548
It was a very sad.
549
It was a pain.
550
It's hard to fall when it's about Sigrid.
551
According to Kerstin, the burden of Sigrid was like she was.
552
But this is not only about Sigrid.
553
Many of them I've met and written in Facebook-groups have written like experiences with other teachers.
554
It's probably the first-time students who have been ill and who also choose to see it.
555
It's a soapbox.
556
What we look at when we look at what she said, what he said, what he said.
557
It's a paperbox.
558
It's like that.
559
It's a paperbox.
560
Or a garbage box.
561
If the firing should be somewhere.
562
What the fuck?
563
I don't believe in those memories.
564
Mobbing has always taken us seriously.
565
I think they are fake news.
566
Per is fake news.
567
But Eric has a different view of what the previous student told.
568
They said they had already said what I had already had to think about.
569
What I knew was true, and what I didn't want to be true.
570
There is a very beautiful face.
571
And it's the one you see.
572
Under it, just a kind of grot of something else.
573
And how do you...
574
It's almost impossible to understand.
575
What is it there?
576
The more I grieve, the more I understand.
577
How can two so different images run on the same place?
578
How could I have a positive feeling of my school, when so many others have a completely different experience?
579
But your role in class and school was...
580
I felt that you were not so...
581
I felt that you were so...
582
I felt that you had a free position in your class.
583
It was quite socially good for you.
584
Yes, I was a little bit better.
585
She thought that I was...
586
That's right.
587
And that was what I did.
588
I remember you.
589
I remember that it was a lot of you.
590
Now I remember that you were...
591
I mean, in good opinion, a favorite of Merete.
592
She really loved you as an student.
593
It was a lot of Jasper, and you would have the role.
594
Yes, she was interested.
595
Are you brave to jump up high? Can you paint beautiful? Can you sing beautiful?
596
It's like hierarchy.
597
It's important things you should know.
598
You had a great soul.
599
You were so open and flexible.
600
You could show your feelings and express feelings.
601
But she was fascinated by the way you were.
602
I was a child.
603
and I thought with freedom and art and love and feeling of being chosen
604
for that I saw as the right sort of children.
605
It was a scug side, it was one who stood on the other side of the secret.
606
It was the favorite things.
607
That it was more a rule than a rule.
608
Yes.
609
So you saw something about it?
610
Yes, but when you say it, I feel like I'm feeling it.
611
And I think it's weird that I don't think about it more.
612
Because when you say it, I feel like I'm feeling it, but...
613
It's strange that since I was always popular with the young people,
614
I didn't notice the same as much.
615
It's so tragic that it's so, but I think I thought that everyone felt like that.
616
And that feels really crazy.
617
Very crazy.
618
Because it's almost the worst you can do against a child.
619
and to divide them into more popular and that you are good.
620
And the others, according to my values, are not you as much as a favorite.
621
It's a damage.
622
Many described it as if there was an ideal child.
623
Can you experience it?
624
I was with you on that way.
625
I know that it was something, yes.
626
I know that the ideal people were...
627
I know that it was something.
628
It's...
629
And as I said, the school has a very dark side with this ideal.
630
How it should be and how it should change people.
631
What was the real thing. But it was...
632
I was wondering how this whole time was.
633
For me it was...
634
This school is for everyone.
635
But I felt that everyone was not with it.
636
It was like that.
637
But for me it was always for everyone.
638
All the children.
639
I was not mobbed, but I didn't understand.
640
Did you talk about it in college?
641
Yes, you could go on the way.
642
Yeah, I was...
643
I don't know if I was a good kid, I don't know.
644
I don't know.
645
You can breathe in a deep deep.
646
You do it.
647
But it does nothing.
648
It's a bit cold.
649
It's a bit cold.
650
Is that for you?
651
Yes, it is.
652
It is because you are sitting in the history.
653
You are sitting in the same way.
654
You don't come from it.
655
It should be up.
656
Yes.
657
It should be looked upon.
658
It should be left.
659
Menode.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B1 se basa en el vídeo “1-Les Enfants Elus”. Este vídeo tiene 659 frases y 5330 palabras para practicar shadowing. La parte hablada dura 58:05. El hablante habla despacio, unas 92 palabras por minuto, así que hay tiempo para imitar cada sonido. El 87 % de las palabras está entre las 3.000 más comunes del inglés, por lo que el vocabulario es fácil de seguir.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| mob sustantivo | /mɑb/ | turba, tropel |
| chaos sustantivo | /ˈkeɪˌɑs/ | caos |
| fascinate verbo | /ˈfæsɪneɪt/ | fascinar |
| hierarchy sustantivo | /ˈhaɪ.ə.ɹɑː(ɹ).ki/ | jerarquía, hierarquía (disused) |
| colleague sustantivo | /ˈkɒliːɡ/ | colega, compañero |
| adapt verbo | /əˈdæpt/ | adaptar, ajustar |
| scare verbo | /skɛɚ/ | asustar, atemorizar |
| consequence sustantivo | /ˈkɑn.sɪ.kwəns/ | consecuencia |
| mathematics sustantivo | /mæθ(.ə)ˈmæt.ɪks/ | matemáticas, matemática |
| climb verbo | /ˈklaɪ̯m/ | escalar, subir |
| burden sustantivo | /ˈbɝdn̩/ | carga, lastre |
| intelligent adjetivo | /ɪnˈtɛlɪd͡ʒənt/ | inteligente |
| charisma sustantivo | /kəˈɹɪzmə/ | carisma |
| embarrass verbo | /ɪmˈbæɹəs/ | avergonzar, abochornar |
| gravelly adjetivo | /ˈɡɹævəli/ | cascajoso |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| go out verbo | salir |
| take over verbo | apoderarse, enseñorearse |
| end up verbo | terminar, ir a parar |
| fall off verbo | caer |
| go over verbo | sentar, pasar |
| go through verbo | atravesar |
| go up verbo | subir |
| grow up verbo | crecer |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- What were we actually been with?
- Hey, do you remember me?
- Are you with the group?
- Hi, what are you doing?
- Should we take the cat-rack?
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Present perfect continuous have/has been + -ing — una acción que empezó antes y continúa | you've been asking · have been drinking · have been doing |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | I've been called · They've had · have started |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | I've been called · was created · is known |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | people who went · people who wrote · students who got |
Pronunciación a tener en cuenta
El hablante usa 101 contracciones y formas reducidas, como didn't, don't, I've. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: mathematics /mæθ(.ə)ˈmæt.ɪks/, breathe /bɹiːð/
- Los sonidos de “sh” y “zh”: gracious /ˈɡɹeɪʃəs/, accusation /ˌæk.jʊˈzeɪ.ʃ(ə)n/, continuation /kənˌtɪnjʊˈeɪʃ(ə)n/, socially /ˈsoʊʃəli/, confirmation /ˌkɑn.fəɹˈmeɪ.ʃən/
- Palabras largas — cuida el acento: hierarchy /ˈhaɪ.ə.ɹɑː(ɹ).ki/, mathematics /mæθ(.ə)ˈmæt.ɪks/, intelligent /ɪnˈtɛlɪd͡ʒənt/, anarchistic /ˌænəɹˈkɪstɪk/, pedagogic /ˌpɛdəˈɡɑd͡ʒɪk/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: scare /skɛɚ/, swim /swɪm/, stem /stɛm/
- /v/ — no es /b/: los dientes tocan el labio inferior: gravelly /ˈɡɹævəli/, grieve /ɡɹiːv/, maneuver /məˈnuvɚ/, positively /ˈpɑ.zɪ.tɪv.li/, divide /dɪˈvaɪd/
- /z/ — sonora, no /s/: charisma /kəˈɹɪzmə/, moralize /ˈmɒ.ɹə.laɪz/, accusation /ˌæk.jʊˈzeɪ.ʃ(ə)n/, positively /ˈpɑ.zɪ.tɪv.li/, pause /pɔːz/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
- Grábate y compara con el original, prestando atención a palabras como mob, chaos, fascinate.
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.