Shadowing Practice: How to Build an Argument with Argument Alice (Ep 01) - Learn English Speaking with Video
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Hello everybody, Dr. David here.
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We will begin your debate training today with the most crucial thing in a debate: making an argument.
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To guide you through the first step of your training, I will introduce Argument Alice.
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Alice's superpower is making arguments.
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She'll show you how to do it.
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Good luck.
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Hello everyone, my name is Argument Alice and my goal is to train you all how to be expert argument builders.
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What is an argument exactly?
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An argument has three main building blocks.
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Building an argument is like building a house.
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A house needs a floor or foundation, walls, and a roof.
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We can't build a house without a roof, without a floor or walls.
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Similarly, we can't build an argument without claims, reasoning, or evidence.
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We can remember this with the letters CRE.
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These are the pieces of our arguments.
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We begin with a claim.
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We support the claim with reasoning and we prove our claim with evidence and examples.
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First, let's look at what a claim is.
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A claim is an assertion.
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It is one single sentence that states our point.
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A claim is different from a fact.
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A fact is not something we can debate about, but a claim is something debatable.
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We have to try to prove that it is true.
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Let's look at the difference between a fact and a claim.
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Here is a fact.
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2 plus 2 equals 4.
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We can't debate this.
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Here is a claim.
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Most students love to take math classes.
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This claim is something we can debate.
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So the first step of any argument is making a clear claim.
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Second, we need to follow our claim with reasoning.
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Reasons explain our point.
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Reasons are simply the explanation for why our claims are valid.
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To deliver reasons, we just need to ask ourselves: Why?
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Why is this true?
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How does this work?
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Sometimes our claims seem obvious, and it looks like we don't need to explain.
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In the debate, however, we need to explain as much as we can.
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Third and finally, to complete our argument, we need evidence.
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Evidence is what proves our claim is valid and convinces the audience that it is true.
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Evidence can be statements from experts, research reports, or articles, or specific examples.
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We can find evidence from articles, books, videos, podcasts, and other sources of information.
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We can also provide examples from our everyday life and experiences.
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What is important is that we have specific evidence and examples to complete our arguments.
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So, in summary, arguments have three main components: Claim,
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state our point, Explain our point.
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Evidence: Prove our point.
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Now, let's look at an example of what this looks like in a real debate.
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If our debate topic is, kids should not be allowed to have mobile phones.
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There are several possible claims we can make to support the topic.
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One claim we could make is that mobile phones will be harmful to kids' eyes.
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If we want to provide reasons for the claim that mobile phones will be harmful to kids' eyes, we need to ask ourselves: why is this true?
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Let's come up with as many reasons as we can why it is true.
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Reason 1: Mobile phones have a light called a blue light.
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That's what allows us to see the screen.
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If kids look at this light too much, it will hurt their eyes.
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Mobile phones have so many bright colors and images that are too bright for kids' eyes.
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Reason 2: Most kids cannot stop looking at their mobile phones.
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Mobile phones have lots of games and videos that kids like to watch.
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These games and videos are fun and exciting and kids can't stop watching them.
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The bright colors and images are very attractive to kids.
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Reason 3: Sometimes use.
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Parents and teachers cannot watch their kids at all times because they are busy.
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This means kids can look at their mobile phones all day, which is bad for their eyes.
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So these reasons explain why phones are harmful to kids
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and why it is difficult for kids to stop looking at their phones
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and why parents and teachers cannot easily control the phones.
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Now our argument is taking shape.
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There is only one more thing we need: evidence.
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How do we know that these arguments are true?
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Is there any evidence or examples we can provide that prove our claim is true?
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We can find evidence and examples from articles, books, podcasts, and videos.
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I read an article from a newspaper called the Washington Post from August 2018, and I found this evidence.
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A new study says that smartphones may ruin your eyesight.
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Researchers at the University of Toledo in Ohio have found that exposure to blue light, the glow emitted from most smartphones,
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tablets and laptops, promotes the growth of poisonous molecules in your eyes, leading to macular degeneration.
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There are a lot of important words here we would need to define.
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Overall, however, this provides us good evidence for our reasoning about blue light and its impact on our eyes.
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So, let's look at what the full argument with claims, reasoning, and evidence would look like in a speech.
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not be allowed to have mobile phones is.
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Mobile phones are bad for kids eyes.
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Now, let me explain the reasons why this is true.
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First of all, Mobile phones have a light called a blue light.
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That's what allows us to see the screen.
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If kids look at this light too much, it will hurt their eyes.
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Mobile phones have so many bright colors and images that are too bright for kids' eyes.
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Secondly, most kids cannot stop looking at their mobile phones.
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Mobile phones have lots of games and videos that kids like to watch.
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These games and videos are fun and exciting and kids can't stop watching them.
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The bright colors and images are very attractive to kids.
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Third.
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Sometimes parents and teachers cannot control the mobile phone use.
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Parents and teachers cannot watch their kids at all times because they're busy.
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This means that kids can look at their mobile phones all day which is bad for their eyes.
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Now, let me introduce some evidence to support this claim.
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A new study says that smartphones may ruin your eyesight.
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Researchers at the University of Toledo in Ohio have found that exposure to blue light, the glow emitted from most smartphones,
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tablets, and laptops, promotes the growth of poisonous molecules in your eyes leading to macular degeneration.
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So, Ladies and gentlemen, we believe that kids should not have mobile phones because they are too harmful to kids eyes.
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Now, we have learned how to build an argument.
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We have learned what a claim, reasoning, and evidence are.
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We have seen an example in a debate.
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Now, you can work with your teammates to build arguments for your debates.
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Good luck!
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I'm going to go to the next one you you
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B1 se basa en el vídeo “How to Build an Argument with Argument Alice”. Las palabras que más se repiten: claim, argument, mobile, evidence, eyes. Este vídeo tiene 106 frases y 1153 palabras para practicar shadowing. La parte hablada dura 7:49. El hablante mantiene un ritmo constante de unas 147 palabras por minuto, cómodo para el shadowing. El 88 % 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 |
|---|---|---|
| harmful adjetivo | /ˈhɑɹmfl̩/ | perjudicial, perjudicador |
| smartphone sustantivo | /ˈsmɑɹtfoʊn/ | teléfono inteligente |
| degeneration sustantivo | /dɪˌdʒɛnəˈɹeɪʃən/ | degeneración |
| emit verbo | /iˈmɪt/ | emitir |
| excite verbo | /ɪkˈsaɪt/ | emocionar |
| eyesight sustantivo | /ˈaɪˌsaɪt/ | visión, vista |
| poisonous adjetivo | /ˈpɔɪzənəs/ | ponzoñoso |
| molecule sustantivo | /ˈmɑ.lɪ.kjul/ | molécula |
| glow verbo | /ɡloʊ/ | fulgir, fulgurar |
| researcher sustantivo | /ˈɹiˌsɝ.t͡ʃɚ/ | investigador, investigadora |
| tablet sustantivo | /ˈtæblət/ | placa |
| podcast sustantivo | /ˈpɑdˌkæst/ | podcast, pódcast |
| laptop sustantivo | /ˈlæp.tɑp/ | portátil, computador portátil |
| ruin sustantivo | /ˈɹuː.ɪn/ | ruina |
| debatable adjetivo | [dɪˈbeɪtəbəɫ] | debatible |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| come up with verbo | ingeniar, ingeniarse |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- She'll show you how to do it.
- First, let's look at what a claim is.
- That's what allows us to see the screen.
- How do we know that these arguments are true?
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | have found · have learned · have seen |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | should not be allowed · be allowed |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | day, which is · day which is |
| Verbo + -ing enjoy, keep, stop… + -ing — verbos seguidos de la forma en -ing | stop looking · stop watching |
Pronunciación a tener en cuenta
El hablante usa 9 contracciones y formas reducidas, como can't, don't, I'm. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: degeneration /dɪˌdʒɛnəˈɹeɪʃən/, assertion /əˈsɜɹʃən/, crucial /ˈkɹuː.ʃəl/
- Palabras largas — cuida el acento: degeneration /dɪˌdʒɛnəˈɹeɪʃən/, debatable [dɪˈbeɪtəbəɫ], mathematics /mæθ(.ə)ˈmæt.ɪks/, similarly /ˈsɪm.ə.lə.li/
Sonidos difíciles para hispanohablantes:
- /dʒ/ — no es la “y” ni la “ch”: degeneration /dɪˌdʒɛnəˈɹeɪʃən/, gentleman /ˈd͡ʒɛn.təl.mən/
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 harmful, smartphone, degeneration.
¿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.