Shadowing Practice: In Just 5 Minutes๏ฝœYour PERFECT Learning Plan with 3 Questions๐Ÿ™‹ - Learn English Speaking with Video

ื‘ื—ืจ ืžืฆื‘ ืชืจื’ื•ืœ

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

67 ืžืฉืคื˜ื™ื
ืื ื”ืžืฉืคื˜ื™ื ืงืฆืจื™ื ืื• ืืจื•ื›ื™ื ืžื“ื™, ืœื—ืฅ ืขืœ ืขืจื•ืš ื›ื“ื™ ืœื”ืชืื™ื ืื•ืชื.
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So, you've got tons of English resources saved in your favorites, but honestly, you're kind of stuck on where to even begin.
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Many people ask me, how can I improve my English?
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This vague question can be solved by asking yourself three simple questions.
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What is your current level?
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What goal do you have?
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And how much time do you have for English learning?
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Once you've answered all of these three questions, you will know what you should do.
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So firstly, what is your current level?
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I believe there are mainly three different levels firstly a1
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and a2 this is the basic level where you know fundamental pronunciation rules
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and have a relatively small vocabulary you know the name numbers fruits
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and some simple sentence structures like i like doing something i don't like it i need to do something
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and you can read a little bit at the intermediate level b1
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and b2 you can have very basic conversations about topics like hobbies, give self-introduction, or describe something for 30 seconds or 1 minute.
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At this stage, you will still make some grammatical errors, your speaking rate is relatively low, and you sometimes lack variety in sentence structures.
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At the advanced level c1 and c2 you can use the language to make speeches
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and give presentation confidently you can discuss complex topics like climate
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change artificial intelligence anything you like in english that's essentially the
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most advanced level in english learning tell me in the comment
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which level you're at now after figuring your stage ask yourself
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what kind of goal you have do you want to be a researcher
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or business person who uses english as a working language
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or are you an english enthusiast who want to converse with native speakers
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when traveling or online these are different goals finally consider how much time you can dedicate to english learning
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if you want to use english professionally spending just 10
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or 20 minutes daily isn't enough anyone claiming you can be super fluent in one week
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or two is lying you need to be honest with yourself
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it's better to commit to no less than 35 minutes daily for the goal 2
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and no less than 1 hour for a goal 3.
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And actually do it than promise yourself 5 hours and never follow through.
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Okay, after figuring out all of that level, goal, time, you can start.
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In this video, I'll give you suggestions on speaking and listening.
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So for professional purpose, you'd better input more decent materials, which means speeches and well-structured passages,
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because you probably need to make speeches and presentations later.
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So your language style should be relatively formal and professional.
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If you are at A1 and A2, Just start with reciting short sentences from textbooks.
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I prefer coffee, and you can change the word coffee.
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I prefer chocolate.
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I prefer movies.
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The restaurant is packed with people.
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The bus is packed with people.
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This house is packed with people.
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See?
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Then switch to passages and conversations.
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You need some basic content or original input to have some progress.
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So if you're at B1 and B2, it is better for you to expose to more listening materials.
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You can check this channel listening time for graded material.
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So, when I listen to the podcast, don't just listen.
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You can retell, for example.
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You can do retelling.
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Listen for one sentence and then retell it without referring to the subtitle.
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If you feel it too difficult at the first time, do it with subtitles first but you need to make sure you can understand without subtitles in the end of the day.
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Second, you can do summary.
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If your telling is too demanding, listen and do summary.
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Get the big picture of this material and the general content to see if you have understood it.
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Also every day you can have 20 minutes to make your learning authentic and interesting.
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You can listen to low-paced vlogs by YouTubers like Bob the Canadian, speaking English with Boss or Volca English.
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These vlogs teach you authentic everyday expressions and they can help with basic conversation skills.
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Just try reading after them.
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Regardless of your level, choose the material where you can understand at least 90 to 95% of the content.
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This provides comprehensible input.
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The familiar content helps you understand the unfamiliar part in the videos or in the material.
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It can help create connections between what you've already known and the new knowledge.
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So, with English learning, consistency matters more than the amount of time.
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The most important thing is to stick to a plan.
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If you like this video, give a like and subscribe to my channel.
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See you next time.

ื”ื•ื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
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ืื•ืฆืจ ืžื™ืœื™ื ื•ื”ืขืจื•ืช ื”ื’ื™ื™ื” ืœืฉื™ืขื•ืจ ื”ื–ื”

ืฉื™ืขื•ืจ ื”ื“ื™ื‘ื•ืจ ื”ื–ื” ื‘ืจืžื” B1 ืžื‘ื•ืกืก ืขืœ ื”ืกืจื˜ื•ืŸ โ€œIn Just 5 Minutes๏ฝœYour PERFECT Learning Plan with 3 Questions๐Ÿ™‹โ€. ื”ืžื™ืœื™ื ืฉื—ื•ื–ืจื•ืช ื”ื›ื™ ื”ืจื‘ื”: english, material, goal, learning, listen. ื‘ืกืจื˜ื•ืŸ ื”ื–ื” ื™ืฉ 67 ืžืฉืคื˜ื™ื ื•-778 ืžื™ืœื™ื ืœืชืจื’ื•ืœ Shadowing. ื”ื“ื™ื‘ื•ืจ ื ืžืฉืš 4:34. ื”ื“ื•ื‘ืจ ืžื“ื‘ืจ ื‘ืงืฆื‘ ื˜ื‘ืขื™ ืฉืœ ื›-170 ืžื™ืœื™ื ื‘ื“ืงื”, ืงืจื•ื‘ ืœืฉื™ื—ื” ื™ื•ืžื™ื•ืžื™ืช. 86% ืžื”ืžื™ืœื™ื ื ืžืฆืื•ืช ื‘ื™ืŸ 3,000 ื”ืžื™ืœื™ื ื”ื ืคื•ืฆื•ืช ื‘ื™ื•ืชืจ ื‘ืื ื’ืœื™ืช; ื›ื“ืื™ ืœืœืžื•ื“ ืืช ื”ืฉืืจ ืœืคื ื™ ืฉืžืชื—ื™ืœื™ื.

ืื•ืฆืจ ืžื™ืœื™ื ืžืจื›ื–ื™ ื‘ืกืจื˜ื•ืŸ ื”ื–ื”

15 ื”ืžื™ืœื™ื ื”ืžืชืงื“ืžื•ืช ื‘ื™ื•ืชืจ ื‘ืกืจื˜ื•ืŸ, ืขื ื”ื”ื’ื™ื™ื” ื•ื”ืžืฉืžืขื•ืช ืฉืœื”ืŸ:

ืžื™ืœื”ื”ื’ื™ื™ื”ืžืฉืžืขื•ืช
subtitle ืฉื ืขืฆื/หˆsสŒbtaษชtษ™l/ื›ึผื•ึนืชึถืจึถืช ืžึดืฉึฐืื ึถื”
authentic ืฉื ืชื•ืืจ/ษ”หˆฮธษ›n.tษชk/ืื•ึนืชึถื ึฐื˜ึดื™
converse ืคื•ืขืœ/kษ™nหˆvษs/ืฉื‚ื•ึนื—ึตื—ึท
grammatical ืฉื ืชื•ืืจ/ษกษนษ™หˆmรฆt.ษช.kษ™l/ื“ึดืงึฐื“ื•ึผืงึดื™
recite ืคื•ืขืœ/ษนษชหˆsaษชt/ื“ึดืงึฐืœึตื
pronunciation ืฉื ืขืฆื/pษนษ™หŒnสŒn.siหˆeษช.สƒษ™n/ื”ึฒื’ึดื™ึธึผื”, ื‘ึดึผื˜ึผื•ึผื™
dedicate ืคื•ืขืœ/หˆdษ›dษชหŒkeษชt/ื”ืงื“ื™ืฉ
textbook ืฉื ืขืฆื/หˆtษ›kst.bสŠk/ืกึตืคึถืจ ืœึดืžื•ึผื“
vocabulary ืฉื ืขืฆื/vษ™หˆkรฆb.jษ™.lษ™.ษนi/ืื•ึนืฆึทืจ ืžึดืœึดึผื™ื
vague ืฉื ืชื•ืืจ/veษชษก/ืขืžื•ื, ืžืขื•ืจืคืœ
hobby ืฉื ืขืฆื/หˆhษ‘.bi/ืชึทึผื—ึฐื‘ึดึผื™ื‘
subscribe ืคื•ืขืœ/sษ™bหˆskษนaษชb/ื ึดืžึฐื ึธื”
podcast ืฉื ืขืฆื/หˆpษ‘dหŒkรฆst/ืคึผื•ึนื“ึฐืงึทืืกึฐื˜, ื”ึถืกึฐื›ึตึผืช
suggestion ืฉื ืขืฆื/sษ™หˆdอกส’ษ›st.สƒษ™n/ื”ึทืฆึธึผืขึธื”
artificial ืฉื ืชื•ืืจ/หŒษ‘ห.tษชหˆfษชสƒ.ษ™l/ืžึฐืœึธืื›ื•ึผืชึดื™

Phrasal verbs ืฉืชืฉืžืขื•

ืžื™ืœื”ืžืฉืžืขื•ืช
figure out ืคื•ืขืœื”ึตื‘ึดื™ืŸ, ืžืฆื ืชืฉื•ื‘ื”

ื“ืงื“ื•ืง ื‘ืกืจื˜ื•ืŸ ื”ื–ื”

ื”ืžื‘ื ื™ื ืฉื”ื“ื•ื‘ืจ ืžืฉืชืžืฉ ื‘ื”ื ื”ื›ื™ ื”ืจื‘ื”, ืขื ื”ืžื™ืœื™ื ื”ืžื“ื•ื™ืงื•ืช ืžื”ืกืจื˜ื•ืŸ:

ืžื‘ื ื”ื‘ืกืจื˜ื•ืŸ
ื”ื•ื•ื” ืžื•ืฉืœื (Present perfect) have/has + past participle โ€” ืคืขื•ืœื” ืฉืงืจืชื” ื‘ืขื‘ืจ ื•ืขื“ื™ื™ืŸ ื™ืฉ ืœื” ื—ืฉื™ื‘ื•ืช ืื• ื”ืฉืคืขื” ืขื›ืฉื™ื•you've answered ยท have understood ยท you've already known
ืžืฉืคื˜ื™ ื–ื™ืงื” (Relative clauses) who / which + clause โ€” ืžื™ื“ืข ื ื•ืกืฃ ืขืœ ืื“ื ืื• ื“ื‘ืจperson who uses ยท materials, which means
ืขืฆื” ืขื โ€œshouldโ€ should + verb โ€” ืœื•ืžืจ ืžื” ื›ื“ืื™ ืื• ืžื•ืžืœืฅ ืœืขืฉื•ืชshould do ยท should be
ื—ื•ื‘ื”: must / have to / need to ืœื”ื‘ื™ืข ืฉื“ื‘ืจ ืžื” ื”ื•ื ื”ื›ืจื—ื™ ืื• ื—ื•ื‘ื”need to do ยท need to be ยท need to make

ื”ื’ื™ื™ื” ืฉืฉื•ื•ื” ืœืฉื™ื ืœื‘ ืืœื™ื”

ื”ื“ื•ื‘ืจ ืžืฉืชืžืฉ ื‘-11 ืงื™ืฆื•ืจื™ื ื•ืฆื•ืจื•ืช ืžืงื•ืฆืจื•ืช, ื›ืžื• you're, you've, don't. ืืžืจื• ืื•ืชื ื‘ืฆื•ืจื” ื”ืงืฆืจื”, ื›ืคื™ ืฉืืชื ืฉื•ืžืขื™ื ืื•ืชื.

  • ื”ืฆืœื™ืœื™ื ืฉืœ โ€œthโ€: authentic /ษ”หˆฮธษ›n.tษชk/, enthusiast /ษชnหˆฮธuหziหŒรฆst/
  • ื”ืฆืœื™ืœื™ื ืฉืœ โ€œshโ€ ื•-โ€œzhโ€: presentation /หŒpษนษ›znฬฉหˆteษชสƒnฬฉ/, pronunciation /pษนษ™หŒnสŒn.siหˆeษช.สƒษ™n/, suggestion /sษ™หˆdอกส’ษ›st.สƒษ™n/, artificial /หŒษ‘ห.tษชหˆfษชสƒ.ษ™l/
  • ืžื™ืœื™ื ืืจื•ื›ื•ืช โ€” ืฉื™ืžื• ืœื‘ ืœื”ื˜ืขืžื”: comprehensible /kษ’mpษนษ™หˆhษ›nsษชbษ™l/, confidently /หˆkษ‘nfษชdษ™ntli/, enthusiast /ษชnหˆฮธuหziหŒรฆst/, grammatical /ษกษนษ™หˆmรฆt.ษช.kษ™l/, pronunciation /pษนษ™หŒnสŒn.siหˆeษช.สƒษ™n/

ืฆืœื™ืœื™ื ืฉื“ื•ื‘ืจื™ ืขื‘ืจื™ืช ืžืชืงืฉื™ื ื‘ื”ื:

  • /รฆ/ โ€” ืคืชื•ื— ื™ื•ืชืจ ืžื”-โ€œืึถโ€ ื”ืขื‘ืจื™ืช, ืœื ื›ืžื• โ€œaโ€ ื‘-โ€œcupโ€: passage /หˆpรฆsษชdอกส’/, enthusiast /ษชnหˆฮธuหziหŒรฆst/, grammatical /ษกษนษ™หˆmรฆt.ษช.kษ™l/, vocabulary /vษ™หˆkรฆb.jษ™.lษ™.ษนi/, podcast /หˆpษ‘dหŒkรฆst/
  • /r/ โ€” ื”ืœืฉื•ืŸ ืœื ื ื•ื’ืขืช ื‘ืฉื•ื ืžืงื•ื, ืœื ื”-โ€œืจโ€ ื”ื’ืจื•ื ื™ืช: retell /ษนiหˆtษ›l/, firstly /หˆfษœษนstli/, presentation /หŒpษนษ›znฬฉหˆteษชสƒnฬฉ/, comprehensible /kษ’mpษนษ™หˆhษ›nsษชbษ™l/, grammatical /ษกษนษ™หˆmรฆt.ษช.kษ™l/
  • ืขื™ืฆื•ืจ ืงื•ืœื™ ื‘ืกื•ืฃ ืžื™ืœื” โ€” /b/, /d/, /g/, /z/, /v/ ื‘ืœื™ ืœื”ืคื•ืš ืื•ืชื ืœืื˜ื•ืžื™ื: vlog /หˆvlษ‘ษก/, passage /หˆpรฆsษชdอกส’/, vague /veษชษก/, expose /ษชkหˆspoสŠz/, subscribe /sษ™bหˆskษนaษชb/

ืื™ืš ืœืชืจื’ืœ ืขื ื”ืกืจื˜ื•ืŸ ื”ื–ื”

  1. ื”ืงืฉื™ื‘ื• ืœื›ืœ ื”ืกืจื˜ื•ืŸ ืคืขื ืื—ืช ื‘ืœื™ ืœื“ื‘ืจ, ื•ืจืฉืžื• ืืช ื”ืžื™ืœื™ื ืฉืืชื ืœื ืžื›ื™ืจื™ื.
  2. ื”ืชื—ื™ืœื• ื‘ืžื”ื™ืจื•ืช 0.75ร—, ืชืจื’ืœื• Shadowing ืžืฉืคื˜ ืื—ืจ ืžืฉืคื˜, ื•ื—ื–ืจื• ืœืžื”ื™ืจื•ืช ืจื’ื™ืœื” ื›ืฉื–ื” ืžืจื’ื™ืฉ ืงืœ.
  3. ื”ืงืœื™ื˜ื• ืืช ืขืฆืžื›ื ื•ื”ืฉื•ื• ืœืžืงื•ืจ, ืชื•ืš ืชืฉื•ืžืช ืœื‘ ืœืžื™ืœื™ื ื›ืžื• subtitle, authentic, converse.

ื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†’