Pratica di Shadowing: TEST 2 PART 3 - LUYỆN TẬP VÀ THỰC HÀNH LISTENING - TỰ HỌC VSTEP - Impara a parlare inglese con i video
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I was
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a small child when I left Vietnam and moved with my family to live in America.
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For me and my little brother, it didn't take long before we felt American.
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But for my parents and two older sisters, it was a different story
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The biggest problem for my mother was the language We were living in New York
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And although there were quite a lot of Vietnamese families near
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us They didn't work in the stores This meant my mother had to take me with her
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when she went shopping And I was usually at school For my father, the most important thing when we arrived was to find a job Luckily,
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he had friends who knew us in Vietnam and they helped him get a job in a factory.
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It was hard for him to do that sort of work.
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In Saigon, he had been a doctor.
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My two older sisters went to high school.
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They worked hard and did well, and the school gave them extra English lessons.
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Even now, though, they speak with Vietnamese accents.
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My brother and I are lucky.
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We may look Vietnamese, but we speak with American accents.
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My family found the way of life very different.
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In Vietnam, my mother used to spend a lot of time visiting her sisters
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and brothers and looking after her mother and father.
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She feels quite lonely now.
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She says that in America you live inside your house,
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but in Vietnam you take your house outside onto the street and share your life with everybody.
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I don't remember that, but I I do find the winters are quite hard to put up with in New York.
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It's very cold and snows a lot.
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My mother still wears traditional Vietnamese clothes at home and always cooks us rice and noodles.
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I must admit, I prefer burgers and chips.
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Although my friends like to visit us, I often feel a bit embarrassed by my parents' way of life.
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They don't understand Americans, and I think I am more American than Vietnamese now.
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I suppose it's sad for them to have such a strange daughter.
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In American schools, almost every classroom is a mix of boys and girls.
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However, it was not always this way.
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In the past, schools did not teach girls subjects like science and math.
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In 1972, a law called Title IX was made in America.
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It gave girls an equal chance at education.
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Since then, boys and girls have been taught together.
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Recently, though, some schools are reconsidering separating classes.
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This is different than in the past, however.
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Girls still learn the same subjects as boys.
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They just study without boys in the classroom.
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Why?
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Well, scientists know that boys and girls learn differently.
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They also behave differently in the classroom.
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Boys are louder and more confident.
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They like to talk and show what they know.
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In general, girls are quieter.
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They prefer to listen and think carefully before they give their answers.
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When boys and girls are together, the boys can be too dominant.
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Also, boys and girls can bother each other.
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Instead of thinking about the lesson, they think about each other.
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In a separated classroom, they behave better and can focus on studying.
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Another reason for separated classes is that boys and girls often like different things.
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For instance, boys prefer stories with action and adventure.
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In an all-boys English class, the teacher can choose books that will be interesting to boys.
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This way, they will be more excited about the stories.
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Not all the classes are separated, just the main subjects, like English, math, science, and social studies.
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Still, some teachers think that separate education is not good.
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They worry that boys and girls will not learn how to work well together.
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Right now, less than 600 schools are trying separate classrooms.
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Time will show if it is a good idea or something that should be left in the past.
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Hi, I'd like to welcome all of you to the International Student Orientation at Norwalk College.
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I hope that your travels from your home country have been easy and that you are all settling in well.
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I believe I've met everyone, but just in case, I'm the Director for International Student Affairs,
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the person you can come to if you're having problems with your classes, your housing, visas.
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You're always welcome to stop by my office.
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We'll have several short workshops today, and we'll be talking about some common issues that international students face.
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The first one that I want to deal with is about communication, and in particular, nonverbal communication.
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Now, all of you have been studying English for some time.
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You have a good vocabulary, and you probably know all about verb tenses and modals and can ask directions and order from a menu.
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But communication is not only verbal.
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That is, talking is not the only language we use to communicate.
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Another way we communicate is through nonverbal communication, or body language.
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The term body language means the movements we use and the facial expressions we have, like smiling or frowning, the way we sit or stand,
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the way we touch or look at someone, the distance we stand from another person.
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Some psychologists say that more than 60% of our communication is actually done through body language.
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We do it without thinking, or without ever having been specifically taught what the gestures or expressions mean.
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The problem is that body language is a little bit different in each culture, and this can often cause some problems with communication.
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Here's an example.
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In many places, it may be a little rude
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or disrespectful to look at another person directly in their eyes as you talk with them.
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So many international students will avoid this eye contact.
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But in America, we expect it.
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We think of eye contact as a sign of honesty and straightforwardness.
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American parents actually encourage their children to look people in the eye when speaking.
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Just imagine a conversation where an international student was trying to
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be respectful by not looking into the eyes of her American classmate.
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The American might wonder why her classmate wouldn't look directly at her
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And the international classmate would be wondering why she was being stared at The end result is an awkward
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and frustrating interaction Oh, here's another one Americans shake hands firmly when they greet each other Because to Americans,
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a firm handshake signifies strength and power But a soft or limp handshake is considered a sign of weakness In some cultures,
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handshakes are less common, or a gentle, soft handshake is acceptable.
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So students need to know that when shaking hands, it's important to be firm.
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Thank you.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione di livello B2 si basa sul video “TEST 2 PART 3 - LUYỆN TẬP VÀ THỰC HÀNH LISTENING - TỰ HỌC VSTEP”. Le parole che ritornano più spesso: boys, girls, communication, student, language. Questo video contiene 92 frasi e 1121 parole da ripetere con lo shadowing. Il parlato dura 9:01. Chi parla mantiene un ritmo costante di circa 124 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.
Vocaboli chiave di questo video
Le 15 parole più avanzate del video, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| classroom sostantivo | /ˈklɑːsɹʊm/ | classe, aula |
| handshake sostantivo | /ˈhæn(d)ˌʃeɪk/ | stretta di mano |
| classmate sostantivo | /ˈklæs.meɪt/ | compagno di classe, compagna di classe |
| behave verbo | /bɪˈheɪv/ | comportarsi, agire |
| accent sostantivo | /ækˈsɛnt/ | accento |
| mathematics sostantivo | /mæθ(.ə)ˈmæt.ɪks/ | matematica |
| noodle sostantivo | /ˈnu.dəl/ | fettuccina, taglierino |
| reconsider verbo | /ˈɹiːkənˌsɪdə/ | riconsiderare |
| disrespectful aggettivo | /dɪs.ɹɪˈspɛkt.fəl/ | irrispettoso |
| respectful aggettivo | /ɹɪˈspɛkt.fl̩/ | rispettoso |
| verb sostantivo | /vɝb/ | verbo |
| greet verbo | /ɡɹiːt/ | accogliere |
| psychologist sostantivo | /ˌsaɪˈkɑl.ə.d͡ʒɪst/ | psicologo, psicologa |
| vocabulary sostantivo | /vəˈkæb.jə.lə.ɹi/ | vocabolario |
| gesture sostantivo | /ˈd͡ʒɛs.t͡ʃɚ/ | gesto |
I phrasal verb che sentirai
| Parola | Significato |
|---|---|
| put up with verbo | sopportare, tollerare |
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 made · have been taught · are separated |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | have been taught · have been · I've met |
Pronuncia a cui fare attenzione
Chi parla usa 12 contrazioni e forme ridotte, come didn't, don't, we'll. Pronunciale nella forma breve, così come le senti.
- I suoni “th”: mathematics /mæθ(.ə)ˈmæt.ɪks/, cloth /klɒθ/
- I suoni “sh” e “zh”: handshake /ˈhæn(d)ˌʃeɪk/, facial /ˈfeɪ.ʃəl/, workshop /ˈwɝk.ʃɑp/
- Parole lunghe — attenzione all’accento: mathematics /mæθ(.ə)ˈmæt.ɪks/, reconsider /ˈɹiːkənˌsɪdə/, disrespectful /dɪs.ɹɪˈspɛkt.fəl/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, vocabulary /vəˈkæb.jə.lə.ɹi/
I suoni difficili per chi parla italiano:
- /h/ — va soffiata, non è muta: handshake /ˈhæn(d)ˌʃeɪk/, behave /bɪˈheɪv/
- Consonante finale — senza aggiungere una vocale dopo: handshake /ˈhæn(d)ˌʃeɪk/, classmate /ˈklæs.meɪt/, behave /bɪˈheɪv/, accent /ækˈsɛnt/, mathematics /mæθ(.ə)ˈmæt.ɪks/
- /æ/ — più aperta della “e”: handshake /ˈhæn(d)ˌʃeɪk/, classmate /ˈklæs.meɪt/, accent /ækˈsɛnt/, mathematics /mæθ(.ə)ˈmæt.ɪks/, vocabulary /vəˈkæb.jə.lə.ɹi/
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 classroom, handshake, classmate.
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.