Shadowing Practice: Day 18 of 100 days shadowing challenge - Learn English Speaking with Video
Creando lección...
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Hello, this is 6 minutes English from BBC Learning English.
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I'm Neil.
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And I'm Pekka.
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Neil, I noticed that you were checking your phone before you came into the studio to record this program.
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Yes, I probably was.
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You know, Pekka, I spend too much time looking at my phone.
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And I really don't like it.
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How are you?
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I don't think you are alone.
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I also spend way too much time looking at my phone.
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Well, Pekka, we are both others.
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But today, we are talking about screen time and children's screen time.
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That's how much time you spend using devices like smartphones, tablets and laptops.
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Yes, and it's a particular worry of many people that they shouldn't spend too much time on this device.
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At the end of last year, Australia passed a set to choose a major IELTS for under 16.
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And countries like the UK are considering similar measures.
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So why did this?
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In this episode, we will hear from a clinical psychologist
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and researcher at the University of Cambridge talking about screen time and children.
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As usual, we will be learning some useful new words and phrases.
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And remember, you will find all these episodes vocabulary along with the screen on our website bbclearningenglish.com.
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But first, Neil, I have a question for you.
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According to the UK media regulator,
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how many children 8, 3 to 4 have a smartphone? Is it A.
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1 in 20, B.
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1 in 10, or C.
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1 in 5?
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Wow, well, I'm gonna guess 1 in 20, but I think it's probably more than that.
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Well, we will find out the answer later.
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Dr. Emily Good-Arch is a research associate at the University of Cambridge.
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Here she tells Simon M.
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Carlton Brister of BBC World Service Program Test Live,
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he heard her thoughts on whether we should take away a children's screen device completely.
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Yeah, I think it's not as much as getting them away from technology,
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but being really intentional about how we use technology with children.
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For me, the board absolutely needs to be hired
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and therefore I think about how to design products that think about children first.
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and really think about how children at different stages learn and develop,
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and then see if there's a way that technology can enable that.
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And Emily highlights how rather than stopping children from using technology,
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parents need to be more intentional about how the children use it.
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An intention is a plan or reason to do something,
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so to be intentional is to act with that plan or reason in mind.
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This may take you act more carefully as a result.
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Emily O says the board needs to be higher.
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The idiom the board is low means that the standard expectations or requirements are minimal and very easy to meet.
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Therefore, she believes that board needs to be higher.
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Parents need to make their expectations higher.
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They need to think or ask more carefully when considering how much time children spend with technology.
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You might also hear people say set the board higher or lower.
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Emily believes that being more intentional and setting the bar higher will enable children to learn and develop alongside technology.
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If you enable something, you encourage somebody's ability to do something or to make something possible.
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Now let's hear Dr. Becky Kennedy, a clinical faculty and founder of online parenting platform,
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talking about how parents should have a teacher and children.
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From BBC at World Service Program, Tech Life, I find parents are very, very eager to understand what really happening.
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Around technology in kids and then have practical,
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realistic things they can do in their home to make little self that feel better.
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Becky has found that many parents are eager to understand their children's use of technology.
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Eager is an adjective that describes wanting to do or have something very much.
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Becky also talk about making little self.
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Becky share has an example on a sheet that can help parents reduce.
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Children screen time moving the device somewhere it can't be seen.
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You can even say to a kid, you know why I'm moving?
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It's actually
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because it's a really hard time for me to spot the
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best from you to see a screen in a room
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and not once I wasn't setting you up for success then
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explain how it's difficult for children to be expected to reduce their screen time if they can see their device.
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Having the device is built doesn't set them up for success.
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It says someone else for something you prepare them for it.
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Yes, for example, earlier I said Neil for a job when I asked him a question about screen time.
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Neil, I asked you, according to the UK media regulator, how many children in 3 to 4 have a smartphone?
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And I said 1 in 20.
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Well, it seems in fact C, what in FI?
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Wow, I thought it may be more than I said.
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Now let's recap the vocabulary we have learned.
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Start with intentional.
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It's an adjective to describe acting with a plan or reason in mind.
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We have the expression the board needs to be higher.
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To set the bar higher is to make your expectation higher.
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We also had in the book, this is to increase someone's ability or to make something possible.
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To be eager is to want to do or have something very much.
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A shift is a small change.
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You can also use it as a verb to mean changing something slightly.
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And if you say someone else for something, you prepare them for it.
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Once again, our 6 minutes are up.
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If you enjoyed this episode, you will find a quiz and a free workshop to practice the vocabulary you have learned on our website.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B1 se basa en el vídeo “Day 18 of 100 days shadowing challenge”. Las palabras que más se repiten: screen, technology, higher, device, parents. Este vídeo tiene 87 frases y 954 palabras para practicar shadowing. La parte hablada dura 8:36. El hablante mantiene un ritmo constante de unas 111 palabras por minuto, cómodo para el shadowing. El 85 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| intentional adjetivo | /ɪnˈtɛnʃənəl/ | intencional |
| eager adjetivo | /ˈiɡɚ/ | ilusionado, anhelante |
| vocabulary sustantivo | /vəˈkæb.jə.lə.ɹi/ | vocabulario |
| expectation sustantivo | /ˌɛk.spɛkˈteɪ.ʃən/ | expectación |
| smartphone sustantivo | /ˈsmɑɹtfoʊn/ | teléfono inteligente |
| enable verbo | /ɪˈneɪ.bəl/ | habilitar, posibilitar |
| adjective sustantivo | /ˈæd͡ʒ.ɪk.tɪv/ | adjetivo |
| regulator sustantivo | /ˈɹɛɡ.ju.leɪ.tɚ/ | regulador |
| verb sustantivo | /vɝb/ | verbo |
| psychologist sustantivo | /ˌsaɪˈkɑl.ə.d͡ʒɪst/ | psicólogo, psicóloga |
| quiz sustantivo | /kwɪz/ | prueba, cuestionario |
| researcher sustantivo | /ˈɹiˌsɝ.t͡ʃɚ/ | investigador, investigadora |
| tablet sustantivo | /ˈtæblət/ | placa |
| minimal adjetivo | /ˈmɪn.ə.məl/ | mínimo |
| workshop sustantivo | /ˈwɝk.ʃɑp/ | taller |
Phrasal verbs que vas a escuchar
| Palabra | Pronunciación | Significado |
|---|---|---|
| find out verbo | averiguar, anoticiarse | |
| take away verbo | /ˌteɪk əˈweɪ/ | quitar |
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 | be hired · can't be seen · be expected |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | has found · have learned |
| Consejo con “should” should + verbo — decir qué es buena idea | shouldn't spend · should take · should have |
| Posibilidad con “might / may” might/may + verbo — algo posible pero no seguro | may take · might also hear · may be |
Pronunciación a tener en cuenta
El hablante usa 11 contracciones y formas reducidas, como I'm, don't, can't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: intentional /ɪnˈtɛnʃənəl/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, workshop /ˈwɝk.ʃɑp/
- Palabras largas — cuida el acento: intentional /ɪnˈtɛnʃənəl/, vocabulary /vəˈkæb.jə.lə.ɹi/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, regulator /ˈɹɛɡ.ju.leɪ.tɚ/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/
Sonidos difíciles para hispanohablantes:
- /v/ — no es /b/: los dientes tocan el labio inferior: vocabulary /vəˈkæb.jə.lə.ɹi/, adjective /ˈæd͡ʒ.ɪk.tɪv/, verb /vɝb/
- /z/ — sonora, no /s/: quiz /kwɪz/, phrase /ˈfɹeɪ̯z/
- /dʒ/ — no es la “y” ni la “ch”: adjective /ˈæd͡ʒ.ɪk.tɪv/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/
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 intentional, eager, vocabulary.
¿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.