Pratica di Shadowing: American English Connected Reading | A Painting - Impara a parlare inglese con i video
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175 frasi
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Hey, what's up?
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It's Alex.
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Today I'd like to talk about the connected sounds in a sample answer to the prompt, describe a painting you've seen.
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Let's take a look.
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I remember I was in Boston a couple of years ago.
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I remember.
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When we speak quickly, at the beginning of sentences, sometimes those short, unstressed sounds tend to become even shorter.
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I remember.
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I remember.
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I remember.
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I I remember, I remember, I remember I was in Boston.
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I was in, I was in Boston.
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We're gonna connect I was in into one little phrase and we're gonna reduce that uh in was.
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I was in Boston.
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I remember I was in Boston.
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At the end of in, before the b in Boston, it actually turns into a m sound to connect with the b sound.
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I was in Boston.
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I remember I was in Boston.
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I was in Boston.
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I remember I was in Boston a couple of years ago.
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A couple, a couple of years ago.
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Couple, so we take out the the in of.
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A couple of years ago.
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And I went to, and I went to.
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Almost every time you see and, you're gonna take out the D in connected speech.
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And I, and I went to.
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We're gonna connect the n, t, t here, went to.
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You can see that the NTT turns into just NT.
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Went to.
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Went to.
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I remember I was in Boston a couple of years ago and I went to one of the art museums there.
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One of the art museums.
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So here, the.
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We have the Y sound at the end of the in order to get ready for the AH in art.
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Then we have art museums.
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I'm not saying a T there at the end of the word art.
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I'm saying a glottal stop.
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Art.
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Art.
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museums.
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It's cutting off in my throat instead of finishing the T sound.
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Art museums.
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One of the art museums there.
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And don't forget to take the the out of the word of there.
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One of the art museums there.
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Huge place.
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Tons of paintings.
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We're going to take out the the in of.
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Tons of paintings.
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Tons of.
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And remember we're going to connect these sounds as much as we can.
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Ton zuh, zuh, zuh.
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I'm not adding anything between the z and uh sounds.
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Huge place, tons of paintings, and one I remember in particular, and one and one, take out that d and and,
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one nigh, nigh, we're going to connect one and I.
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One I remember in particular, in particular, in very fast speech, just like in Boston, in particular,
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that N turns into an M.
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In particular, in particular.
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One I remember in particular was a painting from the 1880s, was a painting from the 1880s.
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From the 18, the 18, we have that sound connecting the 18,
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the 1880s, of four young girls, of four.
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So here we have the in of, but it's connected to in four, so of four, of four.
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A painting from the 1880s of four young girls.
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Connect that ng sound at the end of young with g in girls.
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Four young girls.
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A painting from the 1880s of four young girls playing in a huge house.
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In a huge house.
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Connect in a into one little chunk.
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playing in a huge house.
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It's a little hard to describe.
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It's a little hard to connect the d
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and the t there hard to
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and we're going to reduce the vowel in two hard to
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hard to describe describe why describe why you can see
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that at the end of describe gets weakened before a sound hard to describe why it.. why?
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Why?
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Hard to describe why it was so memorable.
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It's kind of a funny sound when I slow down and say it in its connected form.
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Describe why?
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Why?
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Describe why it was so memorable.
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Why it was so.
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Why it?
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So here we have a glottal stop for the t in it.
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Why it was?
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So was, that vowel in the word was gets reduced, why it was so.
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Then we're going to connect the s in so with the z in the word before it was.
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Why it was so.
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Hard to describe why it was so memorable.
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The light was really impressive.
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Again we have a glottal stop for the t in light.
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The light was really impressive.
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Like the foreground was naturally lit that nd in foreground, foreground ones, reduces and it's just kind of like foreground was.
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foreground was naturally lit foreground was naturally lit and the background slowly faded
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so here lit we have a glottal stop there in lit lit lit
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and the background drop the D in and
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and connect the end of the th lit
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and the background slowly faded again we kind of drop
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that D or weaken
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that D at the end of background background slowly faded into darkness kind of showing how large the house was.
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Kinda showing.
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So here, kind of.
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We could connect that to kinda.
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You could also connect it even further to kinda.
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Kinda showing, kinda showing how large the house was.
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And the color was great too.
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And the, and the color.
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Drop the D, connect the end of the TH.
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And the color was great too.
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Great too.
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Connect the two T sounds there, the end of great and the beginning of too.
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and the color was great too.
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It looked very realistic.
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It looked.
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We have a glottal stop there for the T.
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It looked.
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It looked very realistic.
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Now if I say it looked a little faster, that L can kind of even delete the T entirely.
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No glottal stop.
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If I speak it at a regular pace, it looked.
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That's fine.
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But if I say it even faster, it looked.
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It looked.
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This goes to what I was talking about earlier with reducing the sounds at the beginning of sentences.
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ELUKED.
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ELUKED.
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No T.
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No glottal stop.
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ELUKED.
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Now we can't do that in regular speed speech.
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It sounds a little weird if we don't have the glottal stops.
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Don't have the glottal stops.
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We need to have those sounds, but in very fast speech for certain very common phrases, you can take out that T especially at the beginning of sentences like this.
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It looked, it looked very realistic, like a color photo even, color photo even.
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We add a little wha sound to connect these two vowels, like a color photo even, color photo even.
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I think the main thing, main thing, connect the N and TH, I think the main thing was its size, its size.
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Connect these two S sounds here.
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Its size.
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I think the main thing was its size.
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It was like seven feet tall.
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Here, it was, is another example.
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At the beginning of a sentence, we can take out that T and not even have a glottal stop.
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It was, it was like seven feet tall, seven feet tall.
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So here that N and F blend together, and it's almost more of an M sound.
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Seven feet tall, seven feet tall.
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We connect these two T sounds at the end too.
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Feet tall.
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It was like seven feet tall.
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It was like seven feet tall.
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It completely dominated the room.
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It completely.
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Glottal stop T before the K incompletely.
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It completely dominated the room.
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Connect the D and the TH here.
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It completely dominated the.
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Dominated the.
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Dominated the room.
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I wish I could remember its name.
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I wish I could remember.
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So that D before the R gets a little bit weaker.
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Could remember, could remember.
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You can say the full D there if you like too.
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It's totally fine.
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I wish I could remember, could remember, but you can also drop it.
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I wish I could remember its name.
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I remember I was in Boston a couple of years ago and I went to one of the art museums there.
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Huge place, tons of paintings, and what I remember in particular was a painting from the 1880s of four young girls playing in a huge house.
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It's a little hard to describe why it was so memorable.
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The light was really impressive, like the foreground was naturally lit and the background slowly faded into darkness, kind of showing how large the house was.
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And the color was great too.
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It looked very realistic, like a color photo even.
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I think the main thing was its size.
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It was like 7 feet tall.
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It completely dominated the room.
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I wish I could remember its name.
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Contesto & Sfondo
Nel video di oggi, Alex condivide alcuni suggerimenti per migliorare la pronuncia e la fluidità in inglese attraverso l'analisi dei suoni connessi in una risposta a un prompt comune: descrivere un dipinto. Questo approccio è estremamente utile per chiunque voglia imparare l'inglese con YouTube e migliorare la propria pratica di conversazione in inglese. I suoni connessi sono una parte fondamentale della lingua parlata, e Alex ci guida attraverso alcuni esempi pratici per aiutare gli studenti a padroneggiare queste tecniche.
Le 5 Frasi Chiave per la Comunicazione Quotidiana
- I remember I was in Boston. – Ricordo di essere stato a Boston.
- A couple of years ago. – Un paio di anni fa.
- Went to one of the art museums. – Sono andato in uno dei musei d'arte.
- Tons of paintings. – Molti dipinti.
- Art museums. – Musei d'arte.
Queste frasi non solo aiutano a descrivere esperienze personali, ma sono anche ottimi esempi di shadow speech, in cui le parole vengono pronunciate in modo fluido e naturale, rendendo più facile la comunicazione quotidiana.
Guida Passo dopo Passo per il Shadowing
Per affrontare con successo le difficoltà presentate in questo video, segui questa guida di shadowing in inglese:
- Ascolta attentamente: Prima di tutto, guarda il video senza sottotitoli. Concentrati sulle parole e le pronunce di Alex.
- Ripeti dopo di lui: Usa la tecnica del shadowspeaks. Inizia a ripetere le frasi parole per parole, cercando di imitare l’intonazione e il ritmo.
- Fai attenzione ai suoni connessi: Prendi nota di come le parole si intrecciano. Per esempio, trasformare "I was in" in "Iwasin" e come i suoni si uniscono in "went to".
- Registra la tua voce: Usa il tuo smartphone o un registratore vocale per registrarti mentre parli. Ascolta la registrazione e confrontala con quella di Alex, per notare differenze e aree di miglioramento.
- Riprova: Ripeti il processo più volte, finché non ti senti sicuro. Ricorda che la pratica rende perfetti, e questa tecnica ti aiuterà a migliorare la tua pronuncia e fluidità.
Utilizzando questi passaggi, potrai affinare le tue abilità di conversazione in inglese e diventare più sicuro nel tuo utilizzo della lingua. Pratica regolarmente e vedrai progressi significativi nella tua capacità di comunicare con gli altri.
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | was naturally lit |
| Futuro con “going to” be going to + verbo — un piano o qualcosa che si vede arrivare | gonna connect · gonna take · We're going to take |
| Present continuous am/is/are + -ing — qualcosa che succede adesso o in questo periodo | I'm not saying · I'm saying · I'm not adding |
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.