Pratique du Shadowing: Think In English With Me | Episode 2: “Relationships“ - Apprendre l'anglais à l'oral avec la vidéo
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463 phrases
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You know English, you've studied for years.
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So why, when someone asks about your family, your best friend, the person you're dating, do you freeze?
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And out comes, they're nice, we're close, flat, small, nothing like the real you.
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It's not your English.
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Nobody ever showed you how native speakers actually think through these answers.
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So today we fixed that.
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not going to translate.
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We're going to think in English together.
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Are you ready?
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Well then let's jump right in section number one, the gap you can hear.
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We're going to look at three real life situations, each shown two different ways.
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How an English learner would handle it and how a native English speaker would handle it.
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No teaching yet.
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No breakdown, no analysis.
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I just want you to listen to the differences.
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The gap between the two versions is the whole point.
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Once you hear it clearly, you can't unhear it.
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Let's start with situation number one, the friend catching up.
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Here's the learner version.
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Person a, how was your new boyfriend?
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Person B.
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He's good.
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We're happy.
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Person a, that's nice.
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How did you meet?
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Person B at a party.
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My friend introduced us.
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That was good.
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Very simple, but it was the learner version.
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Now listen to the native English speaker version.
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Person A.
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Okay.
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So how's it going with Danny?
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You've been kind of quiet about him.
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Person B.
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I know I've been holding back.
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It's going really well, actually like suspiciously well.
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I keep waiting for the thing, you know, the red flag.
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It just hasn't shown up yet.
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Person A, maybe there isn't one.
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Person B, that's what he says.
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He's very, why are you looking for problems? Which, fair.
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And honestly, even the way we met was ridiculous.
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Kara sat us next to each other at her birthday and then wouldn't own up to it.
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Very different conversations, both grammatically having no issues, but one is the learner version and one is the native speaker version.
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What about this situation?
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The manager.
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Here's the learner version.
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Person A.
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How is the project with Mark?
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Person B.
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It is difficult.
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He does not answer any emails.
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Person A, I see that's a problem.
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Person B, yes, I don't know what to do.
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Again, good conversation, very simple, to the point, but still a learner version.
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Now listen closely to the native English speaker version.
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Person A, how's the handoff with Mark going?
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I know that's been a little bumpy.
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person B honestly it's been slow I'll send something over
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and then hear nothing for three four days person A is it everything
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or specific things person B mostly anything
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that needs a decision from him quick questions he'll answer same day
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so I don't read it as personal I think he's stretched thin.
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He picked up two extra accounts last month and I'd rather not escalate over a bandwidth issue,
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but I do need a decision by Thursday to protect the timeline.
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Notice the difference again, the learner version and the native English speaker version.
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What about this situation?
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The siblings again, remember we are on section number one,
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the gap you can hear just listening for the gaps between the learner version and the native English speaker version.
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Now with this situation, we have two siblings.
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Here's the learner version.
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Person A, do you still talk to Nadia?
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Person B, no, not really.
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We stopped talking.
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Person B, What happened?
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Person B Nothing, we just became different.
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That's the learner version.
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Here's the native English speaker version.
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Person A Hey, do you ever hear from Nadia anymore?
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Person B Not in like two years.
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It's weird because nothing happened.
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There was no fight.
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We just drifted apart and I don't think either of us noticed until it was already done.
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Person A Do you miss her?
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Person B.
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Sometimes, mostly I miss who I was around her.
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I was funnier back then, I think.
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Two different versions.
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The learner version and the native English speaker version.
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You just listened to hear the gap.
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Now we move to section number two.
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The word you don't have yet.
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You see, inside each native English speaker dialogue is a word or phrase that an English learner wouldn't think to use.
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Not because it's complicated, but because nobody ever taught it as active vocabulary.
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So we're going to pull one term out of each dialogue.
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Three terms total.
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These are real words used in real life by native English speakers.
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The kind that shift how you sound the moment they enter your speech.
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These terms will make you sound more like a native.
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So section two, the word you don't have yet.
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Let's look at situation number one, situation number one.
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We had a dialogue.
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The term from that dialogue we're going to look at is holding back, holding back.
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Now, where does this live in the dialogue?
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The dialogue between the two individuals in the dialogue?
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This is how it was used.
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I've been holding back again.
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I've been holding back.
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So what does it mean in real use?
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It means deliberately keeping something to yourself like news and opinion of feeling usually out of hesitation or self-protection.
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This is the meaning of this term holding back.
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Now, why would you as an English learner not have this expression, this term?
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You see in a situation, you'd probably say, I didn't say anything or I kept it secret.
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Neither of these phrases though carries the sense of a choice made while being unsure.
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Holding back, however, contains the hesitation itself.
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When I, as a native English speaker say I was holding back, I'm letting the person listening to me know,
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ah, there was a measure of hesitation along with me not saying something.
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So here's how you can use it, right?
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I could tell she was holding back during the interview or don't hold back.
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I want the real feedback or he held back on announcing it until the contract was signed.
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This is how you can use it.
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These are examples of how you can use this term.
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What about situation number two?
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In situation number two, we had a new term, a new expression.
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Stretched thin.
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Stretched thin.
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So how was it used in the dialogue?
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This expression was used like this.
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I think he's stretched thin.
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I think he's stretched thin.
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Now, what does this mean in real use?
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What's the definition?
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You see, it means to be pulled in too many directions at once with not enough of you to go around.
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You can't spread yourself around.
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It's professional while still being warm.
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It explains someone's failure without blaming them.
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Ah, he's just stretched thin.
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He's not able to do everything, but it's very kind still.
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Now, why would you as an English learner not have this?
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You see, instead of saying stretched thin, you'd probably say he is very busy or he has too much work.
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These are accurate statements, but they're a little flat.
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Stretched thin, on the other hand, carries the sympathy built in,
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which is what makes it safe to say about a colleague in front of a manager.
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Hey, he's a bit stretched thin because it shows you care about the person.
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Now here's the portability check, right?
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How you can use this in many different ways.
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It's portable.
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It's a phrase that can be used in many different ways.
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The first way I'm stretched thin until Friday.
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Can this wait?
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Next, the support team's been stretched thin since the launch.
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And finally, she looked stretched thin.
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So I took two things off her plate.
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Again, stretched thin, a natural expression phrase that we as native English speakers use.
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What about situation three?
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Again, the dialogue between two native speakers in that dialogue, we had the expression drifted apart.
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Again, drifted apart.
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Now, where does this live in the dialogue?
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How was it used?
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It was used like this.
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We just drifted apart again.
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We just drifted apart.
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Now, what does this mean in real life?
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In real use to people slowly becoming distant with no single cause and no decision.
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The key ideas are gradual and unintentional.
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There was no fight.
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There was no argument.
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There was no disagreement.
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It just was a gradual separating gradual and unintentional.
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Now, why would you as an English learner probably not have this?
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Because you would probably just say we stopped talking, which sounds like somebody chose to stop talking.
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On the other hand, drifted apart is precisely the wording, the phrase we need for when nobody chose anything, it just happened.
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You see why listening to real conversations helps you start thinking like a native English speaker
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because there are lots of meanings behind what we say as native speakers.
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So how can you use this in many different ways?
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Drifted apart.
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Here's the portability.
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How portable is it?
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First, my college roommate and I drifted apart after graduation.
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Next, the two departments have drifted apart since the reorg.
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And finally, we drifted apart for a few years and then found our way back.
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Again, drifted apart.
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So section number two, the second part is all about finding the words you didn't have by looking at the dialogues,
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the conversations between native English speakers, which now leads us to section number three, how they build their sentences,
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how native English speakers build sentences.
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Now we have the same three dialogues, but now we look underneath.
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You see native speakers, native English speakers don't just use better words.
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We build our answers on hidden patterns, three patterns to recognize answering with details,
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defending an opinion with reasons, and walking someone through a personal experience.
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These are things that we build upon again, details, opinions, and personal experiences.
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Now, once you as an English learner see these patterns, you'll start hearing them everywhere.
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These are patterns that native speakers learn.
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I learned these patterns all throughout my schooling.
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So let's see what these patterns are.
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Situation.
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Number one, the structure was details.
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Listen, a learner would say he is good.
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We are happy, but that has zero detail.
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Remember the first dialogue he's good.
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We are happy, but there's no detail in this.
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The listener learns nothing about him, her, or them just knows the detail.
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No detail actually.
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However, what the native speaker does is stacks specific concrete details.
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So again, the learner just says, we're happy.
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We're good.
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No specific details, but the native speaker gives concrete and specific details.
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For example, what was the feeling?
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Suspiciously well in the dialogue.
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He said, suspiciously well, what's the thing being waited for the red flag.
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What were his actual words?
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Remember she was talking about her boyfriend, his actual words.
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Why are you looking for problems?
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And then the meeting she explained, Kara sat us next to each other at her birthday.
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So what's the pattern that you should notice?
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Native English speakers answer how questions with things that you can picture, things that you can visualize,
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not abstractions, not we are happy.
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We give native speakers give specific images, specific.
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Woo.
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That was a tongue twister.
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Specific.
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That's staying in there.
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Specific quotes and specific scenes.
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We give details.
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In our first dialogue, we saw the female giving details about her boyfriend and their relationship.
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Then in situation number two, the structure was opinion plus reasons.
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Opinion plus reasons.
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Now, what does the learner do?
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When we looked at the dialogue for situation two, the learner just said, he does not answer my emails.
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I don't know what to do.
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This states the problem, but it gives no read on it.
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You don't know what's going on.
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You don't have an opinion and it hands the thinking to someone else.
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A learner is just stating, Hey, this is the problem, but I don't know what to do.
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However, what does a native speaker do?
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A native speaker on the other hand, lays out evidence, then stakes a position, gives the evidence and then gives a position.
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Listen from the dialogue for situation number two, here's the first evidence.
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I'll send something over and then hear nothing for three or four days.
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They gave evidence.
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Evidence number two, quick questions.
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He'll answer the same day.
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Remember this was said during the conversation.
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The conclusion is then drawn.
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So I don't read it as personal.
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I think he's stretched thin giving an opinion position.
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I'd rather not escalate over a bandwidth issue, but I do need a decision by Thursday.
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You see the difference.
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The learner said he doesn't answer my emails.
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I don't know what to do.
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Whereas the native speaker gives evidences and then says, Hey, this is what I'm thinking.
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And this is my position.
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Here's the pattern I want you to notice when it comes to the structure of opinion plus reasons,
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the opinion arrives after the evidence, not before.
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So you're giving the evidence and then you're giving your opinion, right?
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The order is what makes it sound like analysis.
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Instead of complaining, the person's not complaining.
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They're just analyzing the evidence.
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And in a professional setting, that difference is everything.
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This makes a difference.
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So what about situation number three, situation number three, the structure is personal experience.
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You see these different structures, right?
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The first one was details.
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Then we had opinion plus reasons.
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Now we have personal experience.
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So what did the learner do in the dialogue?
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The learner said, we stopped talking.
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We just became different.
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That was the whole thing.
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It confirms the fact and then closes the door.
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What's the fact?
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We stopped talking.
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We just became different.
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Door closed.
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No more conversation.
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However, a native speaker does something different.
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A native speaker walks the listener through an actual experience.
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Listen closely to how the individual walked us through their experience.
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What was the timeframe?
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They said not in like two years, the obvious explanation removed.
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There was no fight.
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The real process named.
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We just drifted apart.
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The self knowledge.
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I don't think either of us noticed until it was already done.
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And finally the layer underneath.
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Mostly I miss who I was around her.
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So what's the pattern here? here, the pattern you should notice native English speakers don't summarize their experiences.
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It's not about memorization.
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Instead, they place the listener inside of the personal experience and then go one layer deeper than the question actually asked for.
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Take a person deeper.
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Again, section number three is all about how native speakers build their sentences by taking someone deeper,
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using details, using opinions and reasons, and using personal experiences.
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Now we move to section number four, how to sound exactly like the native English speaker.
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Here's where the two layers come together.
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The structure from section three plus the term from section two, working in one response.
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This is what it actually sounds like
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when a native speaker handles the situation at what it could sound like
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and what it could sound like coming out of your mouth.
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So let's start with situation number one.
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We learned that the structure is based on details and the term was holding back.
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So details plus holding back.
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So here's the learner response one more time, just for contrast.
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The learner response was, he is good.
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We are happy.
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Now here's the fully emulated native English speaker response using details and holding back.
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Honestly, it's going really well.
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I've been holding back on saying anything because I kept waiting for some red flag to show up and it just hasn't.
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Even the way we met was ridiculous.
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Kara sat us next to each other at her birthday and then acted like it was a coincidence.
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This is the entire native English response, English speaker, details, plus the term holding back.
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What do you notice?
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The structure supplies the images, the red flag, the birthday, the take or fake coincidence that Kara set up.
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However, the term supplies the reason those images went unmentioned until now.
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Details without the term sound like a story without a narrator.
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The term holding back without details sounds like a confession with nothing or nothing behind it.
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So again, these two together are important details plus holding back.
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What about situation number two?
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It's about to get interesting.
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Situation number two is opinion plus reasons plus the term stretched thin.
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Again, opinion plus reasons and then the term stretched thin.
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Now, here's what the learner response was one more time just for comparison.
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It is difficult.
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He does not answer my emails.
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The grammar is perfect, but that was a learner response.
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It is difficult.
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He does not answer my emails.
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Now we have the fully emulated native English response with the opinion, the reasons, and the expression stretched thin.
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Listen closely.
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It's been slow.
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Anything that needs a decision from him sits for three or four days.
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Quick questions he answers same day though, so I don't read it as personal.
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I think he's just stretched thin since he picked up those extra accounts.
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I'd rather not escalate over a bandwidth issue, but I do need a decision by Thursday to protect the timeline.
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This is the full response, opinion plus reasons plus stretched thin.
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So what you need to notice is this, the structure earns the conclusion by laying out the evidence first.
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The term delivers that conclusion generously instead of accusingly.
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Without it though, the sentence becomes, he has too much work.
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Same idea, but it sounds like a learner and slightly more like blame.
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This is why using the term stretched thin is so important
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and makes this sound more like a native English speaker said it.
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Now we look at situation number three.
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Personal experience is a structure and our term is drifted apart.
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Again, personal experience and drifted apart.
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So here's the learner response one more time for situation three.
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No, not really.
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We stopped talking again.
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No, not really.
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We stopped talking.
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That was the learner response.
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However, when we look at the fully emulated native English speaker response, we see the personal experience plus the term drifted apart.
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Listen closely, not in about two years years and the strange part is there was no fight.
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We just drifted apart and I don't think either of us noticed until it was already done.
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What I miss isn't even the conversations, it's who I was around her.
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So what I need you to notice, the experience structure, time frame, no fight, the real process,
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the layer underneath, it carries the whole answer.
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Now drifted apart the term is the term that explains an ending without assigning any blame to anyone,
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which is the only reason the sentence can turn inward instead of turning into an accusation because of this term,
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this natural term drifted apart.
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This now leads us to section number five.
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It's your turn to think in English.
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Now we have fresh questions, not dialogues, the kind of discussion questions that you could be asked in a real conversation tomorrow.
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Yep.
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Tomorrow.
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Each one comes with the flat learner response and then three native responses.
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One built on each pattern.
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Remember the patterns, details, opinions, plus reasons, and personal experience.
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The point isn't to memorize any of them.
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The point is to notice what changes when you,
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my friend, stop answering like a learner and start thinking like a native speaker.
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So let's dive deeper into these examples.
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Here's the question.
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Question number one.
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Are you close with your family?
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Again, are you close with your family?
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Now, a learner response would be, yes, we are close.
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We talk sometimes.
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Perfect grammar.
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No issue, but it's a learner response.
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Now let's check out three different native English speaker responses to the question.
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Are you close with your family?
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First native response based on the detailed structure.
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Pretty close.
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Yeah.
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My sister and I text constantly, mostly nonsense, screenshots, stuff we saw.
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And my mom calls every Sunday around noon, whether I pick up or not.
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The structure, giving details.
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Here's the second native response again to the question, are you close with your family?
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But this time using opinion plus reasons.
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Answer, closer than we used to be, honestly.
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We all live in different cities now and I think the distance made us more intentional about it.
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When you have to schedule a call, you actually show up for it.
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The structure, opinion plus reason.
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And finally, the third native response.
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Personal experience answering the question, are you close with your family?
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Here's the response.
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We weren't for a long time.
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Then my dad got sick a few years ago and everybody sort of collapsed back toward each other.
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It's better now, but it took something serious to get us there.
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So again, you see the three native responses based on the three structures.
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What about this question?
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Question number two, what makes someone a good friend?
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What makes someone a good friend?
403
Now here's the learner response, a very simple response that a learner would give.
404
A good friend is kind and helps you.
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That's good.
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The grammar is great, but it's not a native English speaker response.
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So now to the same question, we're going to look at three native responses based on the three structures, details, opinions, plus reasons and personal experience.
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So again, the question, what makes someone a good friend?
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And native response number one, based on details.
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Someone who remembers the small stuff.
411
They'll text you the morning of your job interview unprompted, or they'll bring up something you mentioned once four months ago.
412
That's the whole thing, really.
413
That's details.
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Native response number two, opinion plus reasons.
415
Consistency more than anything.
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Plenty of people are wonderful when things are exciting.
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The ones worth keeping are the ones still around during the boring stretches
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when there's nothing to celebrate and nothing to show up for.
419
And finally, the third native response based on the structure of personal experience.
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The question again, what makes someone a good friend?
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I found out when I moved and was completely miserable for about six months.
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One person kept checking in even when I was terrible company.
423
I didn't really understand what friendship was until then.
424
So question two, what makes a good friend?
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We have three natural responses.
426
Why?
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Because of the structures.
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And what about question number three?
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Do you find it easy to make new friends as an adult?
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Here's the learner response.
431
No, it is difficult.
432
I don't have time.
433
Again, do you find it easy to make new friends as an adult?
434
The learner response, it answers the question, but there's no structure.
435
So it's a learner response.
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Now look at these three native responses.
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Response number one, based on the detailed structure.
438
Not really.
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It's the repetition you lose in school.
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You saw the same people every day at the same time.
441
Now you schedule a coffee three weeks out and one of you cancels.
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Here's the second native response based on the structure of opinion plus reasons.
443
Again, the question, do you find it easy to make new friends as an adult?
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Harder, but I don't think it's about time.
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I think adults are afraid to look like they need people.
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Nobody wants to be the one who follows up twice.
447
So everybody waits and nothing happens.
448
And finally, response number three, the native response based on our structure of personal experience.
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Same question.
450
Do you find it easy to make new friends as an adult?
451
Here's the response.
452
It took me two years to make one real friend after I moved.
453
We ended up in the same running group and just kept showing up on the same mornings.
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Proximity did what effort couldn't.
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This is how you start thinking in English.
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Section five is your turn to think in English, but look at the sections we went through.
457
We started by listening to real English conversations, and finally we were led to the structures that native speakers use.
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I hope you enjoyed this lesson.
459
And if you want to continue learning how to think in English and speaking like a native, you can join our family.
460
All you have to do is go to www.speakenglishwithtiffany.com forward slash native N-A-T-I-V-E
461
and continue learning each month how to think in English and how to speak like a native speaker.
462
I'll talk to you in the next lesson.
463
Thank you.
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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 « Think In English With Me ». Les mots qui reviennent le plus souvent : native, speaker, English, learner, response. Cette vidéo contient 463 phrases et 4108 mots à répéter en shadowing. La partie parlée dure 29:49. Le locuteur parle à un rythme régulier d’environ 138 mots par minute, confortable pour le shadowing. 87 % 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 |
|---|---|---|
| learner nom | /ˈlɜɹnəɹ/ | apprenant, apprenante |
| emulate verbe | /ˈɛm.jʊ.leɪt/ | émuler, imiter |
| escalate verbe | /ˈɛs.kə.leɪt/ | intensifier |
| suspiciously adverbe | suspicieusement, suspectement | |
| listener nom | /ˈlɪs(ə)nɚ/ | auditeur, auditrice |
| hesitation nom | /ˌhɛzɪˈteɪʃən/ | hésitation |
| bandwidth nom | /ˈbændwɪdθ/ | bande passante |
| gradual adjectif | /ˈɡɹæd͡ʒuəl/ | graduel |
| underneath adverbe | /ˌʌndɚˈniθ/ | dessous |
| grammar nom | /ˈɡɹæm.ə(ɹ)/ | grammaire |
| portability nom | portabilité | |
| unintentional adjectif | /ˌʌnɪnˈtɛnʃənəl/ | inintentionnel |
| sibling nom | /ˈsɪb.lɪŋ/ | frère et sœur, adelphe |
| coincidence nom | /kəʊˈɪnsɪdəns/ | coïncidence |
| portable adjectif | /ˈpɔɹtəbəl/ | portable, portatif |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| drift apart verbe | se perdre de vue | |
| pick up verbe | soulever | |
| show up verbe | apparaître, se montrer se pointer | |
| bring up verbe | élever | |
| check out verbe | mater, regarder | |
| come together verbe | /ˈkʌm tʊˈɡɛðɚ/ | affluer, s’assembler |
| find out verbe | découvrir, savoir | |
| go through verbe | traverser |
Des phrases à répéter
Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :
- Once you hear it clearly, you can't unhear it.
- Person a, how was your new boyfriend?
- He's very, why are you looking for problems?
- Why are you looking for problems?
- Are you close with your family?
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Present perfect continu have/has been + -ing — une action commencée avant et toujours en cours | I've been holding |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | was used · was signed · be pulled |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | you've studied · You've been · hasn't shown |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | Someone who remembers · one who follows |
Prononciation à surveiller
Le locuteur utilise 71 contractions et formes réduites, comme don't, we're, I've. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « th »: bandwidth /ˈbændwɪdθ/, underneath /ˌʌndɚˈniθ/, sympathy /ˈsɪm.pəθ.i/
- Les sons « sh » et « zh »: hesitation /ˌhɛzɪˈteɪʃən/, unintentional /ˌʌnɪnˈtɛnʃənəl/, abstraction /æbˈstɹæk.ʃn̩/, memorization /ˈmem(ə)ɹaɪˌzeɪʃn̩/, repetition /ˌɹɛp.əˈtɪʃ.ən/
- Mots longs — placez bien l’accent: hesitation /ˌhɛzɪˈteɪʃən/, unintentional /ˌʌnɪnˈtɛnʃənəl/, coincidence /kəʊˈɪnsɪdəns/, accusingly /əˈkju.zɪŋ.li/, memorization /ˈmem(ə)ɹaɪˌzeɪʃn̩/
Les sons difficiles pour les francophones :
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: gradual /ˈɡɹæd͡ʒuəl/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
- /r/ anglais — langue recourbée, sans frotter la gorge: learner /ˈlɜɹnəɹ/, drift /dɹɪft/, gradual /ˈɡɹæd͡ʒuəl/, grammar /ˈɡɹæm.ə(ɹ)/, portable /ˈpɔɹtəbəl/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme learner, emulate, escalate.
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.