Pratique du Shadowing: My 5-Minute At-Home Speech Delay Activity for Parents - Apprendre l'anglais à l'oral avec la vidéo

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Five minutes of your time is all you need to get your child to start talking to you.

Doesn't matter if they're on a spectrum, if they're just speech delayed, or there's a language delay or disorder, whatever it is.

I can assure you, if you go through these steps, five minutes is all you need to get substantial results.

Now, I don't mean that the generic advice that you go down to your child's level, narrate everything, talk about this and that, no questions, play and being child-led.

follow their lead and all that.

By all means, those are really good suggestions, but it's all over the internet.

Your therapist would have already told you about this.

In fact, you might have read a book called It Takes Two to Talk.

I love that book.

It's right behind me.

It's great.

What I'm trying to tell you is five minutes of structured learning.

Now, before I lose you, okay, structured learning doesn't mean that we're forcing a child to want to work with us,

In fact, if you force a child to do something, what happens is that they start not to trust you.

I'll get to the more theory-based stuff afterwards, but I just want to tell you what the structured task means.

It means you sit your child at a table.

There's a chair.

You're sitting next to each other.

You have one thing that your child has to finish, and then he or she will be rewarded.

Now, the reward could be something intangible, like a praise, like a high five, or it could be very well a tangible thing such as a snack,

some screen time even.

All right, I'm going to get lost stick for saying this.

It could be anything that is rewarding, actually rewarding for the child.

So within the five minutes, what we have to do is to define what goal we want to do, teach it, make sure the child doesn't fail, make it successful for them.

every time they do it reward within those five minutes don't

reward at the end of five minutes what's going to teach them teach your child is

that all i got to do is to wait until the session ends

and it doesn't matter what i do what he

or she does in terms of their capabilities and abilities

and performance so we want the child to finish a task get rewarded multiple times within

that five-minute task now i just spoke to a parent who

was within our parent coaching she's she was a little bit frustrated

and she was like hey i mean i've been in this

coaching with you guys for an extended period of time

and i'm still stuck so then i looked at what she was doing the mother was doing

and the the videos that she was sending to her coach

and when i saw it i was a little bit disappointed and I pointed out that the child was on a sofa,

sometimes the child was on the floor, sometimes he was jumping around and the mother was trying to get a vowel sound out of the child.

And other than the vowel sound, the child would be very compliant to do everything.

But then when it came to the harder task, what he would do is that he would be really cute, he would jump, he would hug,

he would kiss mommy, and all this is great relationship building.

but that's the wrong relationship.

Okay.

So why do we need the child to sit with us?

It's because if talking is the hardest thing that your child is experiencing currently,

you don't want him to be practicing talking or language or listening,

whatever the hardest thing currently whilst he's out and about on the floor and not at the chair.

So why do I say this?

Because let's say if I am, let's say that I'm a Westerner and I'm learning how to use chopsticks, right?

Would you rather, would I rather learn chopsticks whilst I'm sitting at a table with a proper posture

and I know what I'm supposed to do?

I'm supposed to take this and put it there with my chopsticks, right?

Would I rather do that or would I rather be on the floor and trying to experiment it by myself, right?

So anyone who is going through any skills, learning any skill, like playing piano,

learn guitar, would you much rather be all over the sofa trying to play guitar and memorize the chords and, you know, like instantly play a song?

No, you don't want to.

You want to have this structured time where it's part of your practice.

I'm not saying all of it is supposed to be like this

because then all the speech therapists are going to come after me

and say it's not evidence-based how dare you talk about something that's not child-led uh it's traumatizing what

and I'm sure that it's uh

that there's a lot of research about why child-led is the

best therapy out there don't get me wrong I do agree

but then it's not the best for the parent

because the parent doesn't know what to do what we need to do is within

that five minutes we have to separate and isolate a certain number of repetitions and goals to do

when the child is focused with us.

And the biggest problem with parents trying to teach delayed children at home is

that there isn't a clear goal and that the relationship between the child and the mother or the father, like 90% of you guys are women,

so I'm guessing mothers, they don't have a proper working relationship.

And to fix this, the only way to do it is the five minutes every day.

Now, if you're already a veteran, you learned a lot more about this and you're willing to, you can go to agentsofspeech.com slash course and we have all the courses

that you need to learn about structured tasks at each different language level

so all you're going to do is start up with five minutes

and slowly move on to 15

and 15 to 20 minutes is all you need every day in order to teach new language goals

or speech goals for that matter

so let's get back to the working relationship this relationship is very important because I went to church last Sunday,

as I always do, and the pastor talked about something that really hit me.

He said that the relationship is the root and the thing that we're trying to do is the fruit, right?

So this could be your relationship with God, your relationship with your child, but everything stems from, literally,

from the roots, which is your relationship with that child.

Now, when the pastor said this, it really hit me because when I see children in real life, which I don't really anymore,

I focus 100% on online coaching.

I believe that's the best way to help you and your child.

I realized the reason why I made a shift was because my relationship with their child had the roots of work.

When the child didn't know how to say something

or do something they would ask for me for help

and you could see this in everything even

when he couldn't open a bottle he would ask me to prompt him

when he couldn't say something he asked me to prompt him

but when he needed comfort he went to the parents so

when he wanted comfort he wouldn't come to me right

when he wanted comfort he would go to the parents instead

so what this told me is

that the nature of the relationship it creates different fruits

that creates different things

that we're hoping to get out of the relationship okay the roots is the relationship

so that's why in the five minutes every day what you want to do is to create

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that time you want to make sure

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that it's the highest success rate possible for the child therefore you have to set the correct goals right

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and then you have to give the correct prompt so

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that you won't get a failure okay

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so the parent i was talking about one of our clients um what happened was

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that she asked the the child to say seven times without any any prompts

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or decrease in goals what that taught her son was

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that I can actually ignore my mom

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because after seven times my mom's gonna do something easier

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or give up right so then the relationship is that

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when I need something from mom I just need to wait

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and I'll get it so therefore I don't need to talk I don't need to work hard.

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Right.

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So I'm not telling, I'm not telling everyone in the world to have like discipline and, you know, like drill or whip, no children.

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I don't mean that.

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I mean is that

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when you have a good relationship a working relationship like a lot of therapists do with their clients is that

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when they're trying to do something they know the therapist the

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person in front of them are going to help are going

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to reward are going to teach them what to say what to do at

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that certain place in time so when you create a structured environment where it's always that table,

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always that chair, always a reward and a reinforcement that they only get during that structured five minutes of time,

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any child will be very willing to sit down and work with you.

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And within that work, as long as you keep the failure rate as low as possible.

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Now, we talk about this, about prompting and queuing inside the micro course.

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And you can go to, again, agentsofsqueech.com slash course.

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The link is in the description below.

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And you can learn about these things.

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Okay?

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So after we have this five minutes every day, you will be a lot clearer about where your child is at, how you prompt them.

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You build a better relationship with your child so that when they need something or they don't know what to do, they will come to you.

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All these three things will make it much easier for you to communicate, for you to talk to your child, for them to catch up.

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Because every day when they don't know what to say, they're going to look for you.

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You give them a framework.

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They give them an escape plan when they don't know what to do.

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They come to you so that you can prompt them.

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And a lot of therapists, this is my last point, I swear.

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A lot of therapists will say, oh, what's the point of them talking if they didn't want to talk?

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We want them to want to talk.

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That's why we're doing the naturalistic things.

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But the problem is when the parent is doing the therapy, there's a lot of things going into doing naturalistic child-led therapy.

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You need to think about the activity.

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You need to think about how to make it fun, even though the child is leading the play.

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You need to think about how to prompt.

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You need to think about how to react and what to say.

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All these things are going inside their mind.

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So why are we doing structured for parents like yourself?

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And if you're a therapist, don't do this.

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Obviously, do whatever that you were taught and your master's degree.

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What you need to do is to focus on these five minutes so that you, the parent, can build up the expertise and prompting and praising

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and rewarding and building a relationship where if a child doesn't know what to do, they'll come to you.

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Right.

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So that's all I wanted to share with you.

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If you want to work with us or you want to take the free courses, all the links are in the description.

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Go check it out.

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And if you have other questions, why not put in the comments as well.

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Okay.

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So that's it for today.

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And you want to see this next video here.

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All right.

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See you.

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Bye.

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Vocabulaire et conseils d’expression pour cette leçon

Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « My 5-Minute At-Home Speech Delay Activity for Parents ». Les mots qui reviennent le plus souvent : relationship, parent, structured. Cette vidéo contient 161 phrases et 2057 mots à répéter en shadowing. La partie parlée dure 10:50. Le locuteur parle vite, environ 190 mots par minute : attendez-vous à des liaisons et à des sons réduits. 88 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.

Vocabulaire clé de cette vidéo

Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :

Mot	Prononciation	Sens
prompt verbe	/pɹɑmpt/	inciter
therapist nom	/ˈθɛɹəpɪst/	thérapeute
vowel nom	/ˈvaʊ.əl/	voyelle
sofa nom	/ˈsoʊ̯fə/	canapé, sofa
pastor nom	/ˈpæs.tɚ/	pasteur
compliant adjectif	/kəmˈplaɪənt/	docile, obéissant
frustrate verbe	/ˈfɹʌsˌtɹeɪt/	frustrer
intangible adjectif	/ɪnˈtæn.d͡ʒə.bəl/	intangible, immatériel
memorize verbe	/ˈmɛm.əˌɹaɪ̯z/	mémoriser, apprendre par cœur
narrate verbe	/ˈnæɹeɪt/	raconter, conter
reinforcement nom	/ˌɹiːɪnˈfɔːsmənt/	renfort
repetition nom	/ˌɹɛp.əˈtɪʃ.ən/	répétition
traumatize verbe	/ˈtɹɔ.mə.taɪz/	traumatiser
isolate verbe	/ˈaɪ.sə.leɪt/	isoler, esseuler
chord nom	/kɔɹd/	accord

Les verbes à particule que vous entendrez

Mot	Sens
go through verbe	traverser
build up verbe	s'accumuler, s'entasser
give up verbe	se rendre
point out verbe	pointer
sit down verbe	s'asseoir

Des phrases à répéter

Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :

You're sitting next to each other.
No, you don't want to.
That's why we're doing the naturalistic things.

La grammaire de cette vidéo

Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :

Structure	Dans la vidéo
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait	will be rewarded · were taught
Propositions relatives who / which + proposition — une précision sur une personne ou une chose	anyone who is · roots, which is

Prononciation à surveiller

Le locuteur utilise 58 contractions et formes réduites, comme don't, I'm, doesn't. Prononcez-les sous leur forme courte, telles que vous les entendez.

Les sons « sh » et « zh »: repetition /ˌɹɛp.əˈtɪʃ.ən/, assure /əˈʃʊɹ/
Mots longs — placez bien l’accent: intangible /ɪnˈtæn.d͡ʒə.bəl/, reinforcement /ˌɹiːɪnˈfɔːsmənt/, repetition /ˌɹɛp.əˈtɪʃ.ən/, capability /ˌkeɪ.pəˈbɪl.ɪ.ti/

Les sons difficiles pour les francophones :

/tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: intangible /ɪnˈtæn.d͡ʒə.bəl/, posture /ˈpɑst͡ʃɚ/, tangible /ˈtæn.d͡ʒə.bəl/, generic /dʒɪˈnɛɹ.ɪk/
/r/ anglais — langue recourbée, sans frotter la gorge: prompt /pɹɑmpt/, therapist /ˈθɛɹəpɪst/, frustrate /ˈfɹʌsˌtɹeɪt/, memorize /ˈmɛm.əˌɹaɪ̯z/, narrate /ˈnæɹeɪt/

Comment s’entraîner avec cette vidéo

Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme prompt, therapist, vowel.

Qu'est-ce que la technique du Shadowing ?

Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.

Technique du shadowing : lire le guide complet étape par étape →

Pratique du Shadowing: My 5-Minute At-Home Speech Delay Activity for Parents - Apprendre l'anglais à l'oral avec la vidéo

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Vocabulaire et conseils d’expression pour cette leçon

Vocabulaire clé de cette vidéo

Les verbes à particule que vous entendrez

Des phrases à répéter

La grammaire de cette vidéo

Prononciation à surveiller

Comment s’entraîner avec cette vidéo

Qu'est-ce que la technique du Shadowing ?