Pratica di Shadowing: Think In English With Me | Episode 2: “Relationships“ - Impara a parlare inglese con i video
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You know English, you've studied for years.
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So why, when someone asks about your family, your best friend, the person you're dating, do you freeze?
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And out comes, they're nice, we're close, flat, small, nothing like the real you.
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It's not your English.
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Nobody ever showed you how native speakers actually think through these answers.
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So today we fixed that.
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not going to translate.
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We're going to think in English together.
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Are you ready?
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Well then let's jump right in section number one, the gap you can hear.
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We're going to look at three real life situations, each shown two different ways.
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How an English learner would handle it and how a native English speaker would handle it.
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No teaching yet.
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No breakdown, no analysis.
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I just want you to listen to the differences.
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The gap between the two versions is the whole point.
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Once you hear it clearly, you can't unhear it.
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Let's start with situation number one, the friend catching up.
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Here's the learner version.
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Person a, how was your new boyfriend?
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Person B.
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He's good.
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We're happy.
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Person a, that's nice.
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How did you meet?
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Person B at a party.
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My friend introduced us.
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That was good.
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Very simple, but it was the learner version.
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Now listen to the native English speaker version.
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Person A.
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Okay.
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So how's it going with Danny?
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You've been kind of quiet about him.
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Person B.
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I know I've been holding back.
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It's going really well, actually like suspiciously well.
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I keep waiting for the thing, you know, the red flag.
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It just hasn't shown up yet.
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Person A, maybe there isn't one.
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Person B, that's what he says.
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He's very, why are you looking for problems? Which, fair.
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And honestly, even the way we met was ridiculous.
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Kara sat us next to each other at her birthday and then wouldn't own up to it.
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Very different conversations, both grammatically having no issues, but one is the learner version and one is the native speaker version.
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What about this situation?
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The manager.
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Here's the learner version.
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Person A.
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How is the project with Mark?
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Person B.
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It is difficult.
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He does not answer any emails.
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Person A, I see that's a problem.
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Person B, yes, I don't know what to do.
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Again, good conversation, very simple, to the point, but still a learner version.
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Now listen closely to the native English speaker version.
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Person A, how's the handoff with Mark going?
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I know that's been a little bumpy.
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person B honestly it's been slow I'll send something over
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and then hear nothing for three four days person A is it everything
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or specific things person B mostly anything
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that needs a decision from him quick questions he'll answer same day
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so I don't read it as personal I think he's stretched thin.
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He picked up two extra accounts last month and I'd rather not escalate over a bandwidth issue,
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but I do need a decision by Thursday to protect the timeline.
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Notice the difference again, the learner version and the native English speaker version.
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What about this situation?
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The siblings again, remember we are on section number one,
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the gap you can hear just listening for the gaps between the learner version and the native English speaker version.
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Now with this situation, we have two siblings.
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Here's the learner version.
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Person A, do you still talk to Nadia?
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Person B, no, not really.
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We stopped talking.
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Person B, What happened?
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Person B Nothing, we just became different.
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That's the learner version.
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Here's the native English speaker version.
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Person A Hey, do you ever hear from Nadia anymore?
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Person B Not in like two years.
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It's weird because nothing happened.
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There was no fight.
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We just drifted apart and I don't think either of us noticed until it was already done.
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Person A Do you miss her?
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Person B.
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Sometimes, mostly I miss who I was around her.
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I was funnier back then, I think.
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Two different versions.
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The learner version and the native English speaker version.
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You just listened to hear the gap.
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Now we move to section number two.
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The word you don't have yet.
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You see, inside each native English speaker dialogue is a word or phrase that an English learner wouldn't think to use.
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Not because it's complicated, but because nobody ever taught it as active vocabulary.
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So we're going to pull one term out of each dialogue.
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Three terms total.
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These are real words used in real life by native English speakers.
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The kind that shift how you sound the moment they enter your speech.
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These terms will make you sound more like a native.
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So section two, the word you don't have yet.
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Let's look at situation number one, situation number one.
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We had a dialogue.
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The term from that dialogue we're going to look at is holding back, holding back.
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Now, where does this live in the dialogue?
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The dialogue between the two individuals in the dialogue?
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This is how it was used.
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I've been holding back again.
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I've been holding back.
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So what does it mean in real use?
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It means deliberately keeping something to yourself like news and opinion of feeling usually out of hesitation or self-protection.
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This is the meaning of this term holding back.
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Now, why would you as an English learner not have this expression, this term?
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You see in a situation, you'd probably say, I didn't say anything or I kept it secret.
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Neither of these phrases though carries the sense of a choice made while being unsure.
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Holding back, however, contains the hesitation itself.
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When I, as a native English speaker say I was holding back, I'm letting the person listening to me know,
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ah, there was a measure of hesitation along with me not saying something.
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So here's how you can use it, right?
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I could tell she was holding back during the interview or don't hold back.
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I want the real feedback or he held back on announcing it until the contract was signed.
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This is how you can use it.
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These are examples of how you can use this term.
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What about situation number two?
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In situation number two, we had a new term, a new expression.
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Stretched thin.
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Stretched thin.
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So how was it used in the dialogue?
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This expression was used like this.
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I think he's stretched thin.
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I think he's stretched thin.
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Now, what does this mean in real use?
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What's the definition?
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You see, it means to be pulled in too many directions at once with not enough of you to go around.
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You can't spread yourself around.
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It's professional while still being warm.
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It explains someone's failure without blaming them.
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Ah, he's just stretched thin.
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He's not able to do everything, but it's very kind still.
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Now, why would you as an English learner not have this?
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You see, instead of saying stretched thin, you'd probably say he is very busy or he has too much work.
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These are accurate statements, but they're a little flat.
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Stretched thin, on the other hand, carries the sympathy built in,
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which is what makes it safe to say about a colleague in front of a manager.
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Hey, he's a bit stretched thin because it shows you care about the person.
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Now here's the portability check, right?
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How you can use this in many different ways.
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It's portable.
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It's a phrase that can be used in many different ways.
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The first way I'm stretched thin until Friday.
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Can this wait?
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Next, the support team's been stretched thin since the launch.
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And finally, she looked stretched thin.
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So I took two things off her plate.
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Again, stretched thin, a natural expression phrase that we as native English speakers use.
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What about situation three?
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Again, the dialogue between two native speakers in that dialogue, we had the expression drifted apart.
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Again, drifted apart.
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Now, where does this live in the dialogue?
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How was it used?
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It was used like this.
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We just drifted apart again.
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We just drifted apart.
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Now, what does this mean in real life?
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In real use to people slowly becoming distant with no single cause and no decision.
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The key ideas are gradual and unintentional.
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There was no fight.
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There was no argument.
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There was no disagreement.
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It just was a gradual separating gradual and unintentional.
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Now, why would you as an English learner probably not have this?
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Because you would probably just say we stopped talking, which sounds like somebody chose to stop talking.
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On the other hand, drifted apart is precisely the wording, the phrase we need for when nobody chose anything, it just happened.
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You see why listening to real conversations helps you start thinking like a native English speaker
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because there are lots of meanings behind what we say as native speakers.
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So how can you use this in many different ways?
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Drifted apart.
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Here's the portability.
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How portable is it?
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First, my college roommate and I drifted apart after graduation.
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Next, the two departments have drifted apart since the reorg.
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And finally, we drifted apart for a few years and then found our way back.
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Again, drifted apart.
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So section number two, the second part is all about finding the words you didn't have by looking at the dialogues,
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the conversations between native English speakers, which now leads us to section number three, how they build their sentences,
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how native English speakers build sentences.
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Now we have the same three dialogues, but now we look underneath.
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You see native speakers, native English speakers don't just use better words.
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We build our answers on hidden patterns, three patterns to recognize answering with details,
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defending an opinion with reasons, and walking someone through a personal experience.
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These are things that we build upon again, details, opinions, and personal experiences.
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Now, once you as an English learner see these patterns, you'll start hearing them everywhere.
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These are patterns that native speakers learn.
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I learned these patterns all throughout my schooling.
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So let's see what these patterns are.
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Situation.
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Number one, the structure was details.
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Listen, a learner would say he is good.
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We are happy, but that has zero detail.
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Remember the first dialogue he's good.
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We are happy, but there's no detail in this.
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The listener learns nothing about him, her, or them just knows the detail.
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No detail actually.
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However, what the native speaker does is stacks specific concrete details.
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So again, the learner just says, we're happy.
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We're good.
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No specific details, but the native speaker gives concrete and specific details.
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For example, what was the feeling?
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Suspiciously well in the dialogue.
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He said, suspiciously well, what's the thing being waited for the red flag.
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What were his actual words?
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Remember she was talking about her boyfriend, his actual words.
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Why are you looking for problems?
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And then the meeting she explained, Kara sat us next to each other at her birthday.
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So what's the pattern that you should notice?
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Native English speakers answer how questions with things that you can picture, things that you can visualize,
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not abstractions, not we are happy.
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We give native speakers give specific images, specific.
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Woo.
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That was a tongue twister.
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Specific.
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That's staying in there.
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Specific quotes and specific scenes.
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We give details.
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In our first dialogue, we saw the female giving details about her boyfriend and their relationship.
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Then in situation number two, the structure was opinion plus reasons.
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Opinion plus reasons.
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Now, what does the learner do?
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When we looked at the dialogue for situation two, the learner just said, he does not answer my emails.
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I don't know what to do.
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This states the problem, but it gives no read on it.
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You don't know what's going on.
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You don't have an opinion and it hands the thinking to someone else.
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A learner is just stating, Hey, this is the problem, but I don't know what to do.
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However, what does a native speaker do?
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A native speaker on the other hand, lays out evidence, then stakes a position, gives the evidence and then gives a position.
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Listen from the dialogue for situation number two, here's the first evidence.
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I'll send something over and then hear nothing for three or four days.
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They gave evidence.
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Evidence number two, quick questions.
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He'll answer the same day.
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Remember this was said during the conversation.
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The conclusion is then drawn.
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So I don't read it as personal.
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I think he's stretched thin giving an opinion position.
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I'd rather not escalate over a bandwidth issue, but I do need a decision by Thursday.
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You see the difference.
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The learner said he doesn't answer my emails.
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I don't know what to do.
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Whereas the native speaker gives evidences and then says, Hey, this is what I'm thinking.
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And this is my position.
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Here's the pattern I want you to notice when it comes to the structure of opinion plus reasons,
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the opinion arrives after the evidence, not before.
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So you're giving the evidence and then you're giving your opinion, right?
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The order is what makes it sound like analysis.
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Instead of complaining, the person's not complaining.
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They're just analyzing the evidence.
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And in a professional setting, that difference is everything.
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This makes a difference.
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So what about situation number three, situation number three, the structure is personal experience.
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You see these different structures, right?
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The first one was details.
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Then we had opinion plus reasons.
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Now we have personal experience.
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So what did the learner do in the dialogue?
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The learner said, we stopped talking.
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We just became different.
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That was the whole thing.
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It confirms the fact and then closes the door.
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What's the fact?
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We stopped talking.
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We just became different.
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Door closed.
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No more conversation.
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However, a native speaker does something different.
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A native speaker walks the listener through an actual experience.
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Listen closely to how the individual walked us through their experience.
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What was the timeframe?
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They said not in like two years, the obvious explanation removed.
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There was no fight.
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The real process named.
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We just drifted apart.
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The self knowledge.
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I don't think either of us noticed until it was already done.
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And finally the layer underneath.
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Mostly I miss who I was around her.
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So what's the pattern here? here, the pattern you should notice native English speakers don't summarize their experiences.
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It's not about memorization.
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Instead, they place the listener inside of the personal experience and then go one layer deeper than the question actually asked for.
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Take a person deeper.
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Again, section number three is all about how native speakers build their sentences by taking someone deeper,
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using details, using opinions and reasons, and using personal experiences.
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Now we move to section number four, how to sound exactly like the native English speaker.
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Here's where the two layers come together.
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The structure from section three plus the term from section two, working in one response.
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This is what it actually sounds like
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when a native speaker handles the situation at what it could sound like
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and what it could sound like coming out of your mouth.
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So let's start with situation number one.
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We learned that the structure is based on details and the term was holding back.
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So details plus holding back.
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So here's the learner response one more time, just for contrast.
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The learner response was, he is good.
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We are happy.
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Now here's the fully emulated native English speaker response using details and holding back.
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Honestly, it's going really well.
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I've been holding back on saying anything because I kept waiting for some red flag to show up and it just hasn't.
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Even the way we met was ridiculous.
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Kara sat us next to each other at her birthday and then acted like it was a coincidence.
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This is the entire native English response, English speaker, details, plus the term holding back.
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What do you notice?
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The structure supplies the images, the red flag, the birthday, the take or fake coincidence that Kara set up.
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However, the term supplies the reason those images went unmentioned until now.
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Details without the term sound like a story without a narrator.
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The term holding back without details sounds like a confession with nothing or nothing behind it.
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So again, these two together are important details plus holding back.
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What about situation number two?
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It's about to get interesting.
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Situation number two is opinion plus reasons plus the term stretched thin.
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Again, opinion plus reasons and then the term stretched thin.
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Now, here's what the learner response was one more time just for comparison.
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It is difficult.
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He does not answer my emails.
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The grammar is perfect, but that was a learner response.
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It is difficult.
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He does not answer my emails.
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Now we have the fully emulated native English response with the opinion, the reasons, and the expression stretched thin.
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Listen closely.
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It's been slow.
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Anything that needs a decision from him sits for three or four days.
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Quick questions he answers same day though, so I don't read it as personal.
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I think he's just stretched thin since he picked up those extra accounts.
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I'd rather not escalate over a bandwidth issue, but I do need a decision by Thursday to protect the timeline.
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This is the full response, opinion plus reasons plus stretched thin.
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So what you need to notice is this, the structure earns the conclusion by laying out the evidence first.
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The term delivers that conclusion generously instead of accusingly.
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Without it though, the sentence becomes, he has too much work.
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Same idea, but it sounds like a learner and slightly more like blame.
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This is why using the term stretched thin is so important
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and makes this sound more like a native English speaker said it.
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Now we look at situation number three.
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Personal experience is a structure and our term is drifted apart.
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Again, personal experience and drifted apart.
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So here's the learner response one more time for situation three.
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No, not really.
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We stopped talking again.
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No, not really.
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We stopped talking.
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That was the learner response.
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However, when we look at the fully emulated native English speaker response, we see the personal experience plus the term drifted apart.
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Listen closely, not in about two years years and the strange part is there was no fight.
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We just drifted apart and I don't think either of us noticed until it was already done.
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What I miss isn't even the conversations, it's who I was around her.
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So what I need you to notice, the experience structure, time frame, no fight, the real process,
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the layer underneath, it carries the whole answer.
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Now drifted apart the term is the term that explains an ending without assigning any blame to anyone,
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which is the only reason the sentence can turn inward instead of turning into an accusation because of this term,
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this natural term drifted apart.
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This now leads us to section number five.
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It's your turn to think in English.
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Now we have fresh questions, not dialogues, the kind of discussion questions that you could be asked in a real conversation tomorrow.
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Yep.
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Tomorrow.
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Each one comes with the flat learner response and then three native responses.
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One built on each pattern.
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Remember the patterns, details, opinions, plus reasons, and personal experience.
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The point isn't to memorize any of them.
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The point is to notice what changes when you,
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my friend, stop answering like a learner and start thinking like a native speaker.
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So let's dive deeper into these examples.
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Here's the question.
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Question number one.
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Are you close with your family?
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Again, are you close with your family?
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Now, a learner response would be, yes, we are close.
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We talk sometimes.
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Perfect grammar.
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No issue, but it's a learner response.
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Now let's check out three different native English speaker responses to the question.
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Are you close with your family?
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First native response based on the detailed structure.
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Pretty close.
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Yeah.
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My sister and I text constantly, mostly nonsense, screenshots, stuff we saw.
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And my mom calls every Sunday around noon, whether I pick up or not.
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The structure, giving details.
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Here's the second native response again to the question, are you close with your family?
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But this time using opinion plus reasons.
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Answer, closer than we used to be, honestly.
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We all live in different cities now and I think the distance made us more intentional about it.
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When you have to schedule a call, you actually show up for it.
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The structure, opinion plus reason.
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And finally, the third native response.
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Personal experience answering the question, are you close with your family?
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Here's the response.
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We weren't for a long time.
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Then my dad got sick a few years ago and everybody sort of collapsed back toward each other.
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It's better now, but it took something serious to get us there.
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So again, you see the three native responses based on the three structures.
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What about this question?
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Question number two, what makes someone a good friend?
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What makes someone a good friend?
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Now here's the learner response, a very simple response that a learner would give.
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A good friend is kind and helps you.
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That's good.
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The grammar is great, but it's not a native English speaker response.
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So now to the same question, we're going to look at three native responses based on the three structures, details, opinions, plus reasons and personal experience.
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So again, the question, what makes someone a good friend?
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And native response number one, based on details.
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Someone who remembers the small stuff.
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They'll text you the morning of your job interview unprompted, or they'll bring up something you mentioned once four months ago.
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That's the whole thing, really.
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That's details.
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Native response number two, opinion plus reasons.
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Consistency more than anything.
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Plenty of people are wonderful when things are exciting.
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The ones worth keeping are the ones still around during the boring stretches
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when there's nothing to celebrate and nothing to show up for.
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And finally, the third native response based on the structure of personal experience.
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The question again, what makes someone a good friend?
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I found out when I moved and was completely miserable for about six months.
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One person kept checking in even when I was terrible company.
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I didn't really understand what friendship was until then.
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So question two, what makes a good friend?
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We have three natural responses.
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Why?
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Because of the structures.
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And what about question number three?
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Do you find it easy to make new friends as an adult?
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Here's the learner response.
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No, it is difficult.
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I don't have time.
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Again, do you find it easy to make new friends as an adult?
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The learner response, it answers the question, but there's no structure.
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So it's a learner response.
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Now look at these three native responses.
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Response number one, based on the detailed structure.
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Not really.
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It's the repetition you lose in school.
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You saw the same people every day at the same time.
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Now you schedule a coffee three weeks out and one of you cancels.
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Here's the second native response based on the structure of opinion plus reasons.
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Again, the question, do you find it easy to make new friends as an adult?
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Harder, but I don't think it's about time.
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I think adults are afraid to look like they need people.
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Nobody wants to be the one who follows up twice.
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So everybody waits and nothing happens.
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And finally, response number three, the native response based on our structure of personal experience.
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Same question.
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Do you find it easy to make new friends as an adult?
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Here's the response.
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It took me two years to make one real friend after I moved.
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We ended up in the same running group and just kept showing up on the same mornings.
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Proximity did what effort couldn't.
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This is how you start thinking in English.
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Section five is your turn to think in English, but look at the sections we went through.
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We started by listening to real English conversations, and finally we were led to the structures that native speakers use.
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I hope you enjoyed this lesson.
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And if you want to continue learning how to think in English and speaking like a native, you can join our family.
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All you have to do is go to www.speakenglishwithtiffany.com forward slash native N-A-T-I-V-E
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and continue learning each month how to think in English and how to speak like a native speaker.
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I'll talk to you in the next lesson.
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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 “Think In English With Me”. Le parole che ritornano più spesso: native, speaker, English, learner, response. Questo video contiene 463 frasi e 4108 parole da ripetere con lo shadowing. Il parlato dura 29:49. Chi parla mantiene un ritmo costante di circa 138 parole al minuto, comodo per lo shadowing. Il 87% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è facile da seguire.
Vocaboli chiave di questo video
Le 15 parole più avanzate del video, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| drift sostantivo | /dɹɪft/ | cumolo, ammasso |
| listener sostantivo | /ˈlɪs(ə)nɚ/ | ascoltatore, ascoltatrice |
| hesitation sostantivo | /ˌhɛzɪˈteɪʃən/ | esitazione |
| bandwidth sostantivo | /ˈbændwɪdθ/ | larghezza di banda |
| gradual aggettivo | /ˈɡɹæd͡ʒuəl/ | graduale |
| grammar sostantivo | /ˈɡɹæm.ə(ɹ)/ | grammatica |
| portability sostantivo | portabilità | |
| sibling sostantivo | /ˈsɪb.lɪŋ/ | fratello, sorella |
| coincidence sostantivo | /kəʊˈɪnsɪdəns/ | coincidenza |
| portable aggettivo | /ˈpɔɹtəbəl/ | portatile |
| timeline sostantivo | /ˈtaɪmˌlaɪn/ | linea temporale, linea del tempo |
| abstraction sostantivo | /æbˈstɹæk.ʃn̩/ | astrazione |
| excite verbo | /ɪkˈsaɪt/ | stimolare, eccitare |
| memorization sostantivo | /ˈmem(ə)ɹaɪˌzeɪʃn̩/ | memorizzazione |
| memorize verbo | /ˈmɛm.əˌɹaɪ̯z/ | memorizzare, imparare a memoria |
I phrasal verb che sentirai
| Parola | Pronuncia | Significato |
|---|---|---|
| drift apart verbo | perdersi di vista | |
| hold back verbo | fare complimenti | |
| pick up verbo | tirare su, sollevare | |
| bring up verbo | menzionare, nominare | |
| check out verbo | investigare | |
| find out verbo | scoprire | |
| go through verbo | attraversare | |
| set up verbo | /ˌsɛt ˈʌp/ | preparare, installare |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- Once you hear it clearly, you can't unhear it.
- Person a, how was your new boyfriend?
- He's very, why are you looking for problems?
- Why are you looking for problems?
- Are you close with your family?
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Present perfect continuous have/has been + -ing — un’azione iniziata prima e ancora in corso | I've been holding |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | was used · was signed · be pulled |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | you've studied · You've been · hasn't shown |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | Someone who remembers · one who follows |
Pronuncia a cui fare attenzione
Chi parla usa 71 contrazioni e forme ridotte, come don't, we're, I've. Pronunciale nella forma breve, così come le senti.
- I suoni “th”: bandwidth /ˈbændwɪdθ/, underneath /ˌʌndɚˈniθ/, sympathy /ˈsɪm.pəθ.i/
- I suoni “sh” e “zh”: hesitation /ˌhɛzɪˈteɪʃən/, unintentional /ˌʌnɪnˈtɛnʃənəl/, abstraction /æbˈstɹæk.ʃn̩/, memorization /ˈmem(ə)ɹaɪˌzeɪʃn̩/, repetition /ˌɹɛp.əˈtɪʃ.ən/
- Parole lunghe — attenzione all’accento: hesitation /ˌhɛzɪˈteɪʃən/, unintentional /ˌʌnɪnˈtɛnʃənəl/, coincidence /kəʊˈɪnsɪdəns/, accusingly /əˈkju.zɪŋ.li/, memorization /ˈmem(ə)ɹaɪˌzeɪʃn̩/
I suoni difficili per chi parla italiano:
- Consonante finale — senza aggiungere una vocale dopo: drift /dɹɪft/, emulate /ˈɛm.jʊ.leɪt/, escalate /ˈɛs.kə.leɪt/, bandwidth /ˈbændwɪdθ/, underneath /ˌʌndɚˈniθ/
- /æ/ — più aperta della “e”: bandwidth /ˈbændwɪdθ/, gradual /ˈɡɹæd͡ʒuəl/, grammar /ˈɡɹæm.ə(ɹ)/, abstraction /æbˈstɹæk.ʃn̩/, accusation /ˌæk.jʊˈzeɪ.ʃ(ə)n/
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 drift, listener, hesitation.
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.