Shadowing Practice: A little princess chapter 4 - Learn English Speaking with Video
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A Little Princess.
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Chapter 4.
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Lottie's Mother.
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Miss Minchin disliked Sarah.
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But the headmistress didn't want to make Sarah unhappy.
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If that happened, Sarah's rich father might take Sarah out of the school.
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So the headmistress always praised Sarah for her good manners and kindness to the other girls.
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She always let Sarah do whatever she liked.
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And quiet Sarah never did anything to break the rules.
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Lots of things just happened by accident, Sarah said to Ermengarde one day.
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I'm just lucky that my father is kind and rich.
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I'm also lucky that I learn new things easily.
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Maybe, she went on thoughtfully, I'm really an awful child.
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But I'll never know because I don't have any problems.
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Lavinia doesn't have any problems and she's horrid, said Ermengarde.
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Sarah rubbed her nose as she considered this.
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Then she tried to be kind by repeating something she'd heard Miss Amelia say.
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Maybe Lavinia is horrid because she's growing so fast.
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But Sarah had to admit that Lavinia was indeed horrid.
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Lavinia was also jealous of Sarah.
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Before Sarah came, Lavinia had been the best dressed girl at school and Miss Minchin's favorite.
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She ruled over the older girls and scared the younger ones.
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All the girls followed her because they were afraid not to.
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But then Sarah arrived.
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Although Sarah was rich, she was friendly.
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And as time went on, the other girls began to follow her because they liked her.
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The youngest girls adored her because she was kind to them.
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She hosted tea parties in her room and introduced them to Emily.
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Unlike Sarah, Lavinia was rarely kind to the younger girls.
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One morning, Sarah heard Lottie crying and shouting in the main sitting room.
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Lottie was four years old, the youngest girl at school.
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Lottie's father had spoiled her after her mother died.
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If Lottie wanted something, she cried until she got it.
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If she didn't want to do something, she threw a tantrum.
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Miss Minchin and Miss Amelia were trying to calm Lottie down.
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Why is she upset now?
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Miss Minchin yelled over the noise.
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Sobbed Lottie.
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I don't have a mama!
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Don't cry, darling, said Miss Amelia.
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Haven't got a mama, howled Lottie.
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You only say that when you can't have your way, said Miss Minchin.
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You really should be whipped, you naughty child.
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Lottie wailed louder than ever.
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Miss Amelia began to cry.
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Miss Minchin got so angry, she stormed out of the room and left her sister to deal with the problem.
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Sarah was standing in the hallway.
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Oh, Sarah!
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Miss Minchin forced herself to give Sarah a nice smile.
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I stopped because I heard Lottie, said Sarah.
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Perhaps I could help her?
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Miss Minchin's expression changed slightly.
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You are a clever child, she said in a sharp tone.
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Then she softened her voice.
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Go ahead.
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You can't do any worse than my sister is doing.
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Sarah entered the room and found Lottie kicking and screaming on the floor.
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Miss Amelia was bending over her, looking hot and tired.
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Poor darling, murmured Miss Amelia a few times.
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Then she said in quite a different tone, Stop it, Lottie, you're a wicked child!
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Miss Amelia, Sarah said quietly, Miss Minchin says I may try to make her stop.
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Miss Amelia turned and looked at her.
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Oh, do you think you can?
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She gasped.
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Lottie is such a dreadful child.
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If you'll quietly leave the room, I'll see what I can do, promised Sarah.
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Miss Amelia slipped out, leaving the two girls alone.
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Sarah said nothing, and she did nothing.
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She simply sat quietly on the floor next to Lottie.
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Lottie didn't know what was going on.
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She looked up at Sarah.
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I.. haven't.. got a.. mama!
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She tried to wail.
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Neither do I, said Sarah.
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This was so surprising that Lottie sat up.
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Where is your mama?
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Both our mamas are angels in heaven, Sarah answered.
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Should I tell you about heaven?
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Lottie dried her tears.
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Yes, please.
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Sarah told her a story of a beautiful place filled with happy angels and fields of flowers.
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But I don't have a mama here at this school, said Lottie.
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Sarah reached for Lottie's hand.
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I'll be your mama, she said.
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And Emily will be your sister.
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Lottie smiled happily.
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Let's go tell Emily.
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Yes, and then I'll brush your hair for you, added Sarah.
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Lottie happily agreed and trotted upstairs after Sarah.
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By now, Lottie had completely forgotten what had first upset her.
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Miss Amelia had tried to brush her hair.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel A2 se basa en el vídeo “A little princess chapter 4”. Las palabras que más se repiten: Sarah, Lottie, Miss, Amelia, Minchin. Este vídeo tiene 92 frases y 756 palabras para practicar shadowing. La parte hablada dura 6:13. El hablante mantiene un ritmo constante de unas 122 palabras por minuto, cómodo para el shadowing. El 74 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
15 palabras del vídeo que vale la pena aprender, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| quietly adverbio | /ˈkwaɪ.ɪt.li/ | mansamente, despacio |
| tone sustantivo | /ˈtəʊn/ | tono |
| angel sustantivo | /ˈeɪ̯n.d͡ʒəl/ | ángel |
| brush sustantivo | /bɹʌʃ/ | pincel, cepillo |
| happily adverbio | /ˈhæp.ə.li/ | felizmente, alegremente |
| darling sustantivo | /ˈdɑɹlɪŋ/ | amado, amada |
| youngest adjetivo | /ˈjʌŋ.ɡɪst/ | más joven, jovencisímo |
| sharp adjetivo | /ʃɑɹp/ | agudo, afilado |
| awful adjetivo | /ˈɔːfʊl/ | infumable, malísimo |
| flower sustantivo | /ˈfloʊɚ/ | flor |
| rarely adverbio | /ˈɹɛəɹli/ | rara vez, raramente |
| arrive verbo | /əˈɹaɪv/ | llegar, arribar |
| introduce verbo | /ˌɪntɹəˈdus/ | presentar |
| tear verbo | /tɛɹ/ | rasgar, desgarrar |
| praise verbo | /pɹeɪz/ | alabar, elogiar |
Phrasal verbs que vas a escuchar
| Palabra | Pronunciación | Significado |
|---|---|---|
| go ahead verbo | /ˌɡoʊ əˈhɛd/ | venga, adelante |
| sit up verbo | sentarse |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- I'm also lucky that I learn new things easily.
- I don't have a mama!
- Perhaps I could help her?
- Where is your mama?
- Should I tell you about heaven?
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | was indeed · should be whipped |
| Past continuous was/were + -ing — una acción en curso en un momento del pasado | were trying · was standing · was bending |
| Superlativos the -est / the most … — lo más alto o lo más bajo de un grupo | the best · The youngest |
| Consejo con “should” should + verbo — decir qué es buena idea | should be · Should I tell |
Pronunciación a tener en cuenta
El hablante usa 22 contracciones y formas reducidas, como don't, I'll, didn't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: brush /bɹʌʃ/, sharp /ʃɑɹp/, shout /ʃaʊt/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: slip /ˈslɪp/, scream /skɹiːm/, scare /skɛɚ/, spoil /spɔɪl/
- /v/ — no es /b/: los dientes tocan el labio inferior: arrive /əˈɹaɪv/, clever /ˈklɛv.ɚ/
- /z/ — sonora, no /s/: praise /pɹeɪz/, upstairs /ˌʌpˈstɛɹz/
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 quietly, tone, angel.
¿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.