Pratica di Shadowing: Complete Key for Schools SB - Unit 11 - Impara a parlare inglese con i video
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Unit 11.
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Starting off.
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Exercise 2.
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Today we're talking to Dr Raymond, an expert on teenage health.
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Doctor, what's the most important thing for teenagers who want to be healthy?
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Exercise, and lots of it.
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A teenager needs about an hour of good exercise every day.
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That's a lot.
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Won't they get tired?
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Not if they get enough sleep.
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A teenager needs about nine hours a night.
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Good sleep and lots of exercise can improve your schoolwork too.
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Cool.
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What else?
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It's amazing how many people get sick because they don't wash their hands often enough.
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Always wash your hands before a meal and after being outside.
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What about food?
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Of course, it's important to eat well.
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So, no fast food?
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Well, fast food can be OK sometimes, but don't eat it every day.
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Unit 11.
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Grammar.
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Exercise 2.
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Thank you for the interview, Martha.
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That was very interesting.
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You're welcome.
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So, could you be my personal trainer?
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I need to get fit.
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If you want me to be your personal trainer, I'll be very happy to help you.
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I should tell you I'm very lazy and I don't like to work too hard.
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You won't get fit if you don't work hard.
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Oh well, never mind.
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Unit 11.
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Grammar.
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Exercise 7.
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If you want me to be your personal trainer, I'll be happy to help you.
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You won't get fit if you don't work hard.
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Unit 11.
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Listening, Part 4.
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Exercise 2.
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For these questions, choose the correct answer.
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1. You will hear a girl leaving a message about a football match.
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Why is she unhappy?
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Hi Annie, you missed the game.
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It was 2 -2 so at least we didn't lose again.
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I think we played better last week actually, even though we lost that one.
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I did okay.
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I got both of our goals, then I had to come off because their goalkeeper kicked my leg.
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It's better now but I still feel terrible.
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We should have won.
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2. You will hear a father talking to his daughter.
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Where have they been? That wasn't so bad.
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At least we didn't have to wait for hours.
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Yes, it wasn't too busy, was it?
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How does your foot feel now?
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It still hurts.
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Well, it's good to know that it's not broken.
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Are you OK to walk to the bus stop?
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Can we get something to eat first?
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Sure.
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There's a cafe near here.
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3. You will hear a mother talking to her son about school.
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Which subject is he getting better at?
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Hi, Liam.
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How was school today?
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OK.
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I got a good mark in history century, we were learning about Spanish kings and queens from the 16th century.
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So you're improving?
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Yes.
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Not like in natural science, where we're learning lots of things about the body.
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It's so difficult for me.
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What about maths?
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Your teacher said you need to try harder, didn't she?
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I am trying harder, but it isn't getting any easier.
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4. You will hear a mother talking to her son.
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What does the boy offer to do?
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Tom, I feel sick today and there's so much that needs doing.
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I know, Mum.
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Don't worry.
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I've already washed the dishes and tidied downstairs.
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That's good.
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But we really need to think about dinner.
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There's nothing in the fridge.
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OK, I'll get some food from the market this afternoon.
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Good.
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I'll cook something when you get home.
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5. You will hear a boy leaving a message.
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Why does he want a lift home?
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Hi Dad, it's Fred.
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Can you come and get me from school?
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In the car?
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We've just had a games lesson where we ran about five kilometres.
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It was so hot, Stephen had to stop because he had a headache.
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Not me, I just kept running.
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But I really don't think I could walk home now.
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I can't move my legs anymore.
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Unit 11.
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Speaking, Part 2.
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Exercise 2.
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Do you eat a lot of vegetables?
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I eat vegetables every day.
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I love them.
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What about you?
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I don't really like them, but I eat them every day.
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How long do you sleep for?
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I usually sleep for nine hours.
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I like it.
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What about you?
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I sleep for about seven hours.
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Do you ever go running?
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No, I don't.
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Why not?
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Because I don't like it.
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It's boring.
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I love running.
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I prefer walking.
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I like walking in the forest.
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What do you think about that?
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That's nice.
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I like that too.
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Do you like cycling?
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No, I don't have a bike.
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What about you?
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Yes, I sometimes go cycling at the weekend.
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Why?
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Because I like to keep fit.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione si basa sul video “Complete Key for Schools SB - Unit 11”. Le parole che ritornano più spesso: exercise, eat, unit, sleep, hour. Questo video contiene 126 frasi e 760 parole da ripetere con lo shadowing. Il parlato dura 6:38. Chi parla mantiene un ritmo costante di circa 115 parole al minuto, comodo per lo shadowing. Il 86% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare. 31 delle sue 126 frasi sono domande: un buon esercizio per l’intonazione interrogativa e le risposte brevi.
Vocaboli chiave di questo video
15 parole del video che vale la pena imparare, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| teenager sostantivo | /ˈtiːnˌeɪ̯d͡ʒə/ | giovane, adolescente |
| trainer sostantivo | /ˈtɹeɪnɚ/ | allenatore |
| grammar sostantivo | /ˈɡɹæm.ə(ɹ)/ | grammatica |
| vegetable sostantivo | /ˈvɛd͡ʒ.tə.bəl/ | verdura |
| meal sostantivo | /ˈmiːl/ | pasto |
| lesson sostantivo | /ˈlɛs.ən/ | lezione |
| wash verbo | /wɑʃ/ | lavare |
| lazy aggettivo | /ˈleɪ̯zi(ː)/ | pigro |
| dish sostantivo | /dɪʃ/ | piatto, scodella |
| mathematics sostantivo | /mæθ(.ə)ˈmæt.ɪks/ | matematica |
| unhappy aggettivo | /ʌnˈhæpi/ | triste, rattristato |
| headache sostantivo | /ˈhɛdeɪk/ | mal di testa |
| bore verbo | /boɹ/ | annoiare, tediare |
| goalkeeper sostantivo | /ˈɡoʊl.kiːpɚ/ | portiere |
| downstairs avverbio | /daʊnˈstɛɹz/ | giù, di sotto |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- How does your foot feel now?
- Can we get something to eat first?
- Your teacher said you need to try harder, didn't she?
- Can you come and get me from school?
- Do you eat a lot of vegetables?
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | have they been · I've already washed · We've just had |
| Consigli con “should” should + verbo — dire che cosa è meglio fare | should tell · should have |
| Verbo + -ing enjoy, keep, stop… + -ing — i verbi seguiti dalla forma in -ing | kept running · love running |
| Futuro con “will” will + verbo — una decisione, una promessa o una previsione | Won't they get · I'll be · won't get |
Pronuncia a cui fare attenzione
Chi parla usa 32 contrazioni e forme ridotte, come don't, I'll, didn't. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: wash /wɑʃ/, dish /dɪʃ/
- Parole lunghe — attenzione all’accento: mathematics /mæθ(.ə)ˈmæt.ɪks/, kilometre /kɪˈlɑmɪtəɹ/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: unhappy /ʌnˈhæpi/, headache /ˈhɛdeɪk/
- Consonante finale — senza aggiungere una vocale dopo: wash /wɑʃ/, dish /dɪʃ/, mathematics /mæθ(.ə)ˈmæt.ɪks/, teenage /ˈtiːneɪd͡ʒ/, headache /ˈhɛdeɪk/
- /æ/ — più aperta della “e”: grammar /ˈɡɹæm.ə(ɹ)/, mathematics /mæθ(.ə)ˈmæt.ɪks/, unhappy /ʌnˈhæpi/, café /ˌkæˈfeɪ/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
- Registrati e confronta con l’originale, facendo attenzione a parole come teenager, trainer, grammar.
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.