Pratica di Shadowing: storyfun 5 unit 3 treasure - Impara a parlare inglese con i video
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Students' Book Page 20 3.
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Treasure Emma was on holiday, but she was really bored.
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There were too many people in the hotel pool.
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She had no one to play volleyball with and her parents just wanted to sit in the sun.
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Emma walked along the beach and sat down by a rock.
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What a boring day, she thought.
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Then something hit her on the head.
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It was a beach ball.
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Sorry, a little boy said.
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He picked up his ball and stood in front of her.
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He was only about six or seven.
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Emma wanted him to go away.
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What do you want?
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Emma asked him.
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Nothing?
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But you look unhappy.
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What's the matter?
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I'm bored.
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Emma said.
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We could look for treasure The little boy said Emma thought that was a silly idea Where are your parents?
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She asked They're on our ship Out there by the island I'm the son of a pirate The boy said Emma laughed
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There's no ship and you can't be a pirate Pirates are only in films and stories.
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The boy didn't move.
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Believe me, he smiled.
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I am the brave son of a brave pirate and our ship is there.
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You can't see it because you believe we're only in films and stories.
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Emma thought the little boy was funny and suddenly she didn't feel bored.
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Okay, she said and stood up.
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Let's explore the beach and look for treasure.
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The boy pointed at some rocks.
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Shall we begin looking there?
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He whispered.
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Between the rocks, there were lots of pools of seawater.
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They were full of small sea creatures, beautiful stones and shells.
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Those stones and shells are lovely, aren't they?
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The little boy said, they're a kind of treasure.
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Mmm, Emma said.
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Then she saw something blue in the rock pool too.
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What's that?
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It's a glove, isn't it?
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Yes, the little boy said.
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Perhaps someone lost it here.
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He picked up the wet glove.
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This is a kind of treasure as well, he said, and put it in a large bag that he carried on his shoulder.
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Then they climbed over the rocks to the next pool.
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They were looking unusual in that one too.
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What is it?
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Emma asked.
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It looks like a silver fork.
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Can you get it for me?
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Of course I can, the little boy said.
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He pulled out the silver fork and put it in his bag too.
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Then Emma saw something else.
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There was an old pair of sunglasses in another rock pool.
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The little boy pulled his sleeve up over his elbow and took the sunglasses out of the water.
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More wonderful treasure!
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He laughed.
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Then they arrived at a fourth pool.
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The water there was really deep and the rocks around it hurt their knees.
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It's quite dangerous here, Emma said.
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I don't want to stay here.
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Let's go back instead.
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But the little boy said, Look, there's a ring under that black and gold fish.
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I can get that for you too.
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It's the very, very best kind of treasure. Are you sure?
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Emma said.
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That fish looks angry, doesn't it?
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And it's got really scary big teeth.
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It might bite your fingers.
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That ugly crab might climb out and bite your toes too.
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Don't worry.
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These things aren't frightening, he said.
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I'm the brave son of a brave pirate.
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Deep water, fish with big teeth or ugly crabs are no problem for a child like me.
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The little boy took the glove, fork, and the old pair of sunglasses out of his bag.
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He put on the glove and put the old pair of sunglasses on the fork.
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Then, slowly, slowly, put his hand,
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then his elbow, down, down into the deep water.
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The brave little boy soon hooked the ring out of the water with the end of the sunglasses.
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He gave it to Emma.
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Here you are, he said.
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No problem them.
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The ring was so pretty, Emma couldn't speak.
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But when she looked up to thank the little boy, he wasn't there.
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She was very surprised.
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Where did he disappear to?
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Emma didn't know, but she carried the ring carefully back to the hotel to show her parents.
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They weren't sitting in the sun, so Emma went upstairs to their room.
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Emma's mother was there.
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She looked very worried and sad.
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What's the matter, Mum?
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Emma asked.
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I lost my beautiful gold ring when I went for a swim.
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I was having fun in the waves, but it suddenly came off my finger.
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Emma opened her hand. Is this it?
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She asked.
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Yes, her mother said.
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Where did you find it?
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A pirate's son fished it out of a rock pool for me, Emma answered.
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Emma looked out of the hotel window.
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A pirate ship was sailing away and a little boy was waving to her.
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And this time Emma could see them both, the boy and the pirate ship.
📺 Stesso Canale
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione di livello A2 si basa sul video “storyfun 5 unit 3 treasure”. Le parole che ritornano più spesso: Emma, boy, rock, pirate, treasure. Questo video contiene 102 frasi e 823 parole da ripetere con lo shadowing. Il parlato dura 7:29. Chi parla mantiene un ritmo costante di circa 110 parole al minuto, comodo per lo shadowing. Il 82% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare. 16 delle sue 102 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 |
|---|---|---|
| treasure sostantivo | /ˈtɹɛʒəɹ/ | tesoro |
| pirate sostantivo | /ˈpaɪɹət/ | pirata, corsaro |
| brave aggettivo | /bɹeɪv/ | coraggioso, ardito |
| sunglasses sostantivo | occhiali da sole | |
| fork sostantivo | /fɔɹk/ | forchetta |
| bore verbo | /boɹ/ | annoiare, tediare |
| glove sostantivo | /ɡlʌv/ | guanto |
| finger sostantivo | /ˈfɪŋɡɚ/ | dito, dita |
| ugly aggettivo | /ˈʌɡli/ | brutto, laido |
| shell sostantivo | /ʃɛl/ | conchiglia |
| bite verbo | /baɪt/ | mordere |
| climb verbo | /ˈklaɪ̯m/ | arrampicare, scalare |
| elbow sostantivo | /ˈɛlboʊ̯/ | gomito |
| crab sostantivo | /kɹæb/ | granchio |
| carefully avverbio | /ˈkɛɹf(ə)li/ | minuziosamente, accuratamente |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| pick up verbo | tirare su, sollevare |
| go away verbo | partire, andarsene |
| go back verbo | tornare |
| sit down verbo | sedersi, accomodarsi |
| stand up verbo | alzarsi in piedi |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- What do you want?
- Let's explore the beach and look for treasure.
- Shall we begin looking there?
- Can you get it for me?
- Where did you find it?
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Past continuous was/were + -ing — un’azione in corso in un momento del passato | were looking · weren't sitting · was having |
| Possibilità con “might / may” might/may + verbo — qualcosa di possibile ma non certo | might bite · might climb |
Pronuncia a cui fare attenzione
Chi parla usa 20 contrazioni e forme ridotte, come didn't, I'm, aren't. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: treasure /ˈtɹɛʒəɹ/, shell /ʃɛl/, unusual /ʌnˈjuːʒ(u)əl/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: hook /hʊk/, unhappy /ʌnˈhæpi/, whisper /ˈ(h)wɪspɚ/
- Consonante finale — senza aggiungere una vocale dopo: pirate /ˈpaɪɹət/, brave /bɹeɪv/, fork /fɔɹk/, glove /ɡlʌv/, bite /baɪt/
- /æ/ — più aperta della “e”: crab /kɹæb/, unhappy /ʌnˈhæpi/
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 treasure, pirate, brave.
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.