Shadowing Practice: A Dad's Pain๐Ÿฅบ - Learn English Speaking with Video

ื‘ื—ืจ ืžืฆื‘ ืชืจื’ื•ืœ

ื›ืœ ืžืฆื‘ ืคื•ืชื— ื—ื“ืจ ืชืจื’ื•ืœ ื‘ืžืกืš ืžืœื.

25 ืžืฉืคื˜ื™ื
ืื ื”ืžืฉืคื˜ื™ื ืงืฆืจื™ื ืื• ืืจื•ื›ื™ื ืžื“ื™, ืœื—ืฅ ืขืœ ืขืจื•ืš ื›ื“ื™ ืœื”ืชืื™ื ืื•ืชื.
1
Mr. Rasmussen, you are not the father.
2
Miss Miller.
3
I'm sorry.
4
Miss Miller.
5
I'm sorry.
6
That's a lot of nerve considering the alternative is somebody that don't want nothing to do with you or your child.
7
I'm sorry.
8
That's a lot of nerve.
9
What you cheering?
10
I'm a single mother with nobody that loves me or my child.
11
What you cheering for?
12
I'm not.
13
No, you were.
14
He is over here breaking down because he loves this child so much.
15
And you have no compassion for not just him, but for Zaley.
16
She's three years old.
17
And I ask you, where's this other man?
18
I don't know.
19
Mr. Rasmussen, I am so sorry.
20
I know this hurts you.
21
Thank you, Your Honor.
22
I don't know what I'm going to do.
23
She's my whole world.
24
Everything I do is for her.
25
She's the reason I went to work every day.

ื”ื•ืจื“ ืืคืœื™ืงืฆื™ื”

ื›ืœ ืžื” ืฉืืชื” ืฆืจื™ืš ื›ื“ื™ ืœื“ื‘ืจ ื‘ืฉื˜ืฃ

ื”ื’ื™ื™ืช AIืฆื™ื•ืŸ ืœื›ืœ ืžืฉืคื˜
ืชืจื’ื•ืœ IPAืฉืœื•ื˜ ื‘ื›ืœ ืฆืœื™ืœ
ืื•ืฆืจ ืžื™ืœื™ืื‘ื ื” ืืช ืžืื’ืจ ื”ืžื™ืœื™ื ืฉืœืš
ืžืฉื—ืง ืื•ืฆืจ ืžื™ืœื™ืืœืžื“ ืชื•ืš ื›ื“ื™ ืžืฉื—ืง
FOR YOU

ื”ืžืœืฅ ืขืœ ืกืจื˜ื•ืŸ

Exploring a Heartfelt Real-Life Scenario

The video captures a raw, emotional moment in a courtroom where a man learns heโ€™s not the biological father of a child he loves deeply. The dialogue brims with intense emotionsโ€”grief, anger, and vulnerabilityโ€”making it a rich resource for learning how to express complex feelings in English. Whether youโ€™re practicing conversational skills or aiming to understand natural speech patterns, this scenario reflects real-world interactions that go beyond textbook examples.

Key Chunks & Collocations to Memorize

Everyday English relies on word groups that flow naturally. Here are 5 useful chunks from the conversation:

  • "That's a lot of nerve" โ€“ Expresses shock at someoneโ€™s boldness (e.g., "She asked for a raise after missing workโ€”that's a lot of nerve!").
  • "Breaking down" โ€“ Describes losing emotional control (e.g., "He broke down when he heard the news").
  • "Have no compassion for" โ€“ Means lacking empathy (e.g., "The boss has no compassion for employees with family issues").
  • "Everything I do is for" โ€“ Highlights dedication to someone (e.g., "Everything I do is for my kids' future").
  • "Don't want nothing to do with" โ€“ A double negative (common in informal speech) meaning to avoid completely (e.g., "He doesn't want nothing to do with his old friends").

Your Shadowing Challenge: Mimic the Emotion

Ready to practice? The shadowing techniqueโ€”repeating speech immediately after hearing itโ€”helps improve English pronunciation, fluency, and intonation. Hereโ€™s your task: Watch the video segment, pause after each line, and repeat it exactly as you hear it. Focus on matching the speakerโ€™s tone: the fatherโ€™s trembling voice when he says, "She's my whole world," or the frustration in "What you cheering for?" Notice how pauses and stress convey emotion. This is how to learn English with YouTube effectivelyโ€”by engaging with real, unscripted moments. Try it 3 times, and youโ€™ll start to feel more comfortable with natural speech rhythms. Remember, shadowspeaks isnโ€™t just about wordsโ€”itโ€™s about capturing the feeling behind them.

ืžื”ื™ ื˜ื›ื ื™ืงืช ื”ืฉืื“ื•ืื™ื ื’?

ืฉืื“ื•ืื™ื ื’ ื”ื™ื ื˜ื›ื ื™ืงืช ืœืžื™ื“ืช ืฉืคื” ืžื‘ื•ืกืกืช ืžื“ืข ืฉืคื•ืชื—ื” ื‘ืžืงื•ืจ ืœื”ื›ืฉืจืช ืžืชื•ืจื’ืžื ื™ื ืžืงืฆื•ืขื™ื™ื ื•ืคื•ืคื•ืœืจื™ืช ืขืœ ื™ื“ื™ ื”ืคื•ืœื™ื’ืœื•ื˜ ื“"ืจ ืืœื›ืกื ื“ืจ ืืจื’ื•ืืœืก. ื”ืฉื™ื˜ื” ืคืฉื•ื˜ื” ืืš ืขื•ืฆืžืชื™ืช: ืืชื” ืžืงืฉื™ื‘ ืœืื•ื“ื™ื• ื‘ืื ื’ืœื™ืช ื™ืœื™ื“ื™ืช ื•ื—ื•ื–ืจ ืขืœื™ื• ื‘ืงื•ืœ ืจื ืžื™ื“ โ€” ื›ืžื• ืฆืœ ื”ืขื•ืงื‘ ืื—ืจื™ ื”ื“ื•ื‘ืจ ืขื ืขื™ื›ื•ื‘ ืฉืœ 1โ€“2 ืฉื ื™ื•ืช ื‘ืœื‘ื“. ื‘ื ื™ื’ื•ื“ ืœื”ืื–ื ื” ืคืกื™ื‘ื™ืช ืื• ืชืจื’ื™ืœื™ ื“ืงื“ื•ืง, ืฉืื“ื•ืื™ื ื’ ืžื›ืจื™ื— ืืช ื”ืžื•ื— ื•ื”ืฉืจื™ืจื™ื ื‘ืคื” ืœืขื‘ื“ ื•ืœืฉื—ื–ืจ ื“ืคื•ืกื™ ื“ื™ื‘ื•ืจ ืืžื™ืชื™ื™ื ื‘ื• ื–ืžื ื™ืช. ืžื—ืงืจื™ื ืžืจืื™ื ืฉื–ื” ืžืฉืคืจ ืžืฉืžืขื•ืชื™ืช ืืช ื“ื™ื•ืง ื”ื”ื’ื™ื™ื”, ื”ืื™ื ื˜ื•ื ืฆื™ื”, ื”ืงืฆื‘, ื”ื“ื™ื‘ื•ืจ ื”ืžื—ื•ื‘ืจ, ื”ื‘ื ืช ื”ืฉืžื™ืขื” ื•ืฉื˜ืฃ ื”ื“ื™ื‘ื•ืจ โ€” ืžื” ืฉื”ื•ืคืš ืื•ืชื• ืœืื—ืช ื”ืฉื™ื˜ื•ืช ื”ื™ืขื™ืœื•ืช ื‘ื™ื•ืชืจ ืœื”ื›ื ื” ืœIELTS Speaking ื•ืœืชืงืฉื•ืจืช ื‘ืื ื’ืœื™ืช ื‘ืขื•ืœื ื”ืืžื™ืชื™.

ื˜ื›ื ื™ืงืช Shadowing: ืงืจื ืืช ื”ืžื“ืจื™ืš ื”ืžืœื ืฉืœื‘ ืื—ืจ ืฉืœื‘ โ†’