Shadowing Practice: Keira Knightley OBE - Made By Dyslexia Interview - Learn English Speaking with Video
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School when I was about five was amazing because I was absolutely top of every class, well top of my class.
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And I was reading in front of people and I thought of myself as being unbelievably intelligent.
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And then when I was six they realised
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that I hadn't been reading at all and that my mum read to me all the time.
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We had lots of books at home and I'd memorised them.
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And it was only when somebody finally gave me a book
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that my mum hadn't read me that they realised
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that I hadn't been reading at all and couldn't read at all read at all.
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So when I was six I went from being the top of the class to the absolute bottom of the class.
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And I still remember what a shock that was.
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And I still remember how I saw myself completely differently from that moment.
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I was really, really lucky.
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I was at a brilliant state primary school.
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And also my brother had been there before and and he'd been diagnosed with dyslexia, so they'd already dealt with him.
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And the teachers there said to my parents, you need to find a carrot to dangle in front of Kira.
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There's no reason that she shouldn't be able to read, and there's no reason that she shouldn't be able to, you know, do well at school.
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But you need to find a carrot.
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And really fortunately for me, I wanted to act.
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So it was my head teacher, who was a brilliant man called David Cooper, who said to my mum, if she wants to act, then you let her act.
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But she's only allowed to do it if her grades either stay the same or go up.
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If she drops a grade, then you take the carrot away.
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I think I've always been very creative.
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You know, I was always, it was art, it was drama, it was music.
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I was always very good at creative writing.
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I was top of those classes.
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It's just that my spelling was awful.
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Again, the teachers that I had recognised how important it was
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that I knew that the points that I was making and the pieces of creative writing, the stories that I were telling, were great and were valid and were interesting and that they gave me a mark for that.
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and that the spelling and the punctuation was entirely different.
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Because when you split them up, you're not saying you're not intelligent enough.
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What you're saying is, hey, you're not very good at this bit and that's fine, that's fine.
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Deal with that bit, but well done because that was a great story.
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Because actually, you know, confidence is the most important thing and
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if you tell a child that they're not good at something and you tell a child that they're stupid, then they'll feel like they are.
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And so I think it's really important to say you're not stupid.
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Your brain simply works differently than other people
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and you can find different ways around it and you'll be good at other things.
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You may not be a brilliant speller, you may not be a very fast reader, but you will learn how to read and you will learn as much spelling as you need to,
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you know, but you'll be better at different things and I think that's unbelievably important to know as a kid.
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My spelling makes people laugh.
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It makes me laugh actually and my reading, if I'm sight reading, oh it's a complete joke.
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I mean I'll make, it'll mean something else completely.
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It won't make any sense at all, which you know for what I do for a living was quite difficult
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because if you give me a page of dialogue now I can just about do it
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but I mean it jumps about and you know it takes me a while, I really need to learn it, I need to sit with it.
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I always have to say, you cannot give me a rewritten scene on the day and think that I'm going to be able to perform it well.
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If you give me a rewritten scene the day before and I have a night to work on it, I will be able to do it well.
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I think I was really lucky that it was diagnosed when I was six.
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So that early diagnosis was key to absolutely everything.
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So I think probably because of my dyslexia, my work ethic has always been really high.
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I think it's vital that teachers are trained about dyslexia, about spotting it and about working with dyslexic kids.
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It's absolutely vital.
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Because the world is changing and imagination is key to everything
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and there's going to be a lot of kids whose potential are lost unless we train our teachers to effectively teach them.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B2 se basa en el vídeo “Keira Knightley OBE - Made By Dyslexia Interview”. Las palabras que más se repiten: teacher, reading, spelling, dyslexia, carrot. Este vídeo tiene 54 frases y 815 palabras para practicar shadowing. La parte hablada dura 3:57. El hablante habla rápido, unas 207 palabras por minuto, así que espera sonidos enlazados y reducidos. 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 12 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| spelling sustantivo | /ˈspɛl.ɪŋ/ | deletreo, espeleo |
| dyslexia sustantivo | /(ˌ)dɪsˈlɛk.si.ə/ | dislexia |
| carrot sustantivo | /ˈkæɹət/ | zanahoria |
| diagnose verbo | /ˈdaɪ.əɡˌnoʊs/ | diagnosticar |
| rewrite verbo | /ɹiˈɹaɪt/ | reescribir |
| unbelievably adverbio | increíblemente | |
| dangle verbo | /ˈdæŋ.ɡəl/ | pender |
| dyslexic adjetivo | /dɪsˈlɛksɪk/ | disléxico |
| punctuation sustantivo | /ˌpʌŋk.t͡ʃuˈeɪ.ʃən/ | puntuación |
| speller sustantivo | /ˈspɛ.lə(ɹ)/ | deletreador, deletreadora |
| fortunately adverbio | /ˈfɔɹ.t͡ʃə.nɪt.li/ | afortunadamente, dichosamente |
| diagnosis sustantivo | /daɪəɡˈnəʊsɪs/ | diagnóstico, diagnosis |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| go up verbo | subir |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- I think I've always been very creative.
- It's just that my spelling was awful.
- I mean I'll make, it'll mean something else completely.
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 | been diagnosed · was diagnosed · are trained |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | I've always been · has always been |
Pronunciación a tener en cuenta
El hablante usa 25 contracciones y formas reducidas, como you're, hadn't, I'm. Dilas en su forma corta, tal como las oyes.
- Palabras largas — cuida el acento: dyslexia /(ˌ)dɪsˈlɛk.si.ə/, punctuation /ˌpʌŋk.t͡ʃuˈeɪ.ʃən/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: spelling /ˈspɛl.ɪŋ/, speller /ˈspɛ.lə(ɹ)/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Empieza a velocidad 0,75×, haz shadowing frase por frase y vuelve a la velocidad normal cuando te resulte fácil.
- Grábate y compara con el original, prestando atención a palabras como spelling, dyslexia, carrot.
¿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.