쉐도잉 연습: Speak English Fluently — Use STRESS Correctly! - 영상으로 영어 말하기 배우기

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Today I want to teach you a lesson about stress.

Not the kind of stress you get when you're going to pay your taxes or your partner's upset with you,

but stress in language because many of you hear all the words, but don't understand what someone's actually saying.

Ready?

Yeah, you said it.

You understand every word they say, but not what they mean together.

That's because language isn't just words words, we have intonation, and stress is one of those where we're trying to tell you what's important.

Okay?

So, I'm going to go to the board, and I'm going to teach you today how we can use stress to communicate better when we speak,

but also to understand when someone's speaking to us.

Ready?

Let's go to the board.

We're going to work on spotlight.

I'm going to teach you the spotlight method to work with stress, and that's what this is here.

A spotlight is used when you want to show something very specific.

As you can see, I want you to just see Mr. E, so the spotlight comes down on Mr. E.

It brings my attention to where I want it to, want you to go.

Okay?

So, let's give an example, all right?

I didn't say she stole the money, okay?

I didn't say she stole the money.

Different type of spotlight.

I lost mine.

Okay.

Okay, so what does that mean?

You noticed I said it, same words, about seven or eight times, but each one was a little bit different.

What I was doing that was trying to show you number one, this is what I call the frame.

I said the same words, but not the same message.

When I say something like, I didn't say she stole the money, it means someone else said it.

Mr. E said it.

Tony said it, but it wasn't me.

When I didn't, when I say, I didn't say, she stole the money, I'm like, the money was stolen,

but it wasn't her, it was maybe him.

I didn't say she stole the money.

Something was stolen by that person, but not necessarily the money.

I have said these same words over and over again, but each message is different.

Now to you, if you're just learning English, you're like, they said the same thing.

Why is this person angry?

Why is this person.. why?

The message was switched.

Because same words don't mean the same message.

When I stress I, for instance, right, stress tells you what is important.

When I say I didn't say she stole the money, I'm telling you my involvement, me, I didn't have anything to do with it.

So me, as the speaker, that's important, right?

I'm saying I didn't do X.

Or I could talk about the object.

I didn't say she stole the money, so then I'm talking about the thing, not myself.

I'm not important, because I didn't say that.

Something was taken, and that's what is important.

So stress tells you what is important.

Now, when we come to number three, take one and two and put them together.

Change the stress, change the meaning.

You can't just randomly say words and think it's all okay.

Sometimes, even worse, is when students go, I did not say she stole the money.

Now, we understand all the words, but all the juice, je ne sais quoi, the taste, the flavor is taken out of it.

You're not telling me where to point my attention.

And that's what the spotlight is for.

What do you want me to really understand from what you say?

And that's why sometimes when people are speaking, they can say something like, I didn't say she stole the money because I was pointing, right?

So, I'm giving you information that's there, so you have to listen to the stress on the words.

Now, if we take these three together, right, same words does not equal same message.

Stress tells you what is important.

Change the stress, change the message message, we can come up with a principle,

which is an idea, a basic idea I want you to keep from this lesson, right?

And the basic idea is this, stress the information you want the listener to see.

Just like with my flashlight when it's dark, what do I want to see is where I point it, or the spotlight tells you, okay?

Now simple enough message, I'm sure you got it, right?

change the stress.

I want to check to see if you really got it, okay?

So, what I want to do is go here.

It's called fluency.

That's what you're here for, you don't want to just know English, you want to be fluent at it. So,

I'm going to give you three different activities I'm going to run through to check to see your understanding or your fluency.

Let's check...

Let's do the first one.

See where I stress the word.

Pay attention.

Tom didn't go home last night.

Tom didn't go home last night. Where was the stress?

If you said didn't, you got it correctly.

You listened.

So I said, Tom didn't go home last night.

I could have said, Tom didn't go home last night, which meant Tom went somewhere.

But not to his house, right?

So that stress would change the information you were receiving.

So if you got the right word, didn't, you just passed the listening test.

How about choose?

Now, choosing, how would I say this?

Okay?

I want to say go.

Go.

Tom didn't go home last night.

Tom didn't go home.

100

And I want to emphasize it.

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How would I actually say it?

102

Would I say, Tom didn't go home last night, or Tom didn't go home last night?

103

Which one would I choose, A or B?

104

If you said A, good.

105

You chose the right one.

106

You knew what I wanted to give the information, what I wanted you to pay attention to,

107

and you chose which word to emphasize, which was the verb.

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What didn't he do?

109

Didn't is an auxiliary verb, right?

110

But I was really talking about the direction going.

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Good on you.

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Now, here's the third one.

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Tom didn't go home last night.

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That's the answer.

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What do I have to emphasize?

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You got it.

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Tom, which is the subject, right?

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The answer was Tom didn't go home.

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I emphasized that, so you have to pick which word if I want to get the message.

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And what was the message I was sending?

121

Well, I'm picking

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Tom out of many people because it could have been Tom, Tony, Bill, and Tara, but Tom didn't go home.

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The rest did go home.

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So, by telling you that, I picked out

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Tom as the one person I wanted you to identify.

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And you see how I said the sentences, they're almost the same.

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Not to a native speaker, because they would have said, why did you say

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Tom like that?

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You wouldn't, but they would have noticed.

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But now you will, because you did well at the listening, the choosing, and the reverse.

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And the reverse is just where I give you the answer, and I want you to think back at the question,

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like where would that come from?

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Why would they do that?

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I'm getting you to think a little bit about where the information comes from.

135

All right?

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So, you did well in the frame, all right, we got our principle down,

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you got some fluency, but here's the deal.

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You're not going to be able to do this after a 10 -minute lesson.

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That's just not the way how the world works.

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So, how am I going to help you to get good at doing this for yourself at home when you're by yourself?

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Well, I've got some field work for you.

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Field work.

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If you've got a garden, it's when you go out and you pick out the weeds and whatnot.

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But if you're in the army, field work is where you do your job.

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It's going out in the field.

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Scientists do it as well.

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You go out into the field and practice.

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See if this is, you know, will work for you or you can get better.

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My field work is for your practice.

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The first thing I want you to do is to move it.

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I like to move it, move it.

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I like to...

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No. Now, if your family's going, what's wrong with you?

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They're right.

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Sit down.

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When I mean move it, remember what I did at the beginning of this lesson.

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I said, I didn't say she stole the money.

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I didn't say she stole the money.

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I didn't say she...

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I moved it.

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Now by moving it, what I was doing is changing the stress.

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But that's not all I want you to do.

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When you move it, I want you to examine and say, well, when I move it, how does the message change?

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I didn't say she stole the money.

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It wasn't me.

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Maybe it was him.

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Didn't say that it's not true, but it wasn't me.

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So, I go, the message is saying, the speaker's saying, not me.

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I didn't say she stole the money.

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What's the difference?

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She stole it.

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I go, no, no one, no, nobody said she stole it.

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She might have borrowed the money.

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She might have lost the money, because that verb, I said, no, I didn't say she stole it.

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She could have lost it, she could have borrowed it.

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By saying that, I'm saying this word does not apply in this sentence.

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So I don't want you just to move the words.

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That's easy, but it doesn't mean anything.

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Look at what it means as you move it, pay attention, write it down and go, what am I saying to them?

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And remember the spotlight we talked about, you're putting a spotlight.

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This is the information I want them to pay attention to.

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Hunt it.

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Dun, dun, dun, dun.

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Some of you aren't hunters because you're vegetarians and vegans, and I respect that greatly.

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But in this case, hunt it means look for it.

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It's great that you produce this yourself, but because you're learning a language,

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you want to be able to see it to see how it changes messages.

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So I've been doing it this whole video, even when I'm not doing the special sentences, and other videos I've done, you can go over them,

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hunt, go watch my videos, look where I put emphasis or, like, a stress on something,

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and then try and look at what I was trying to tell you, what I repeated, because in videos like this,

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I will repeat and go blah and then show you.

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That's very obvious, so that's good.

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But you can do it on YouTube videos, you can do it when you're watching politicians.

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I did not steal the money.

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No, I did not steal the money.

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Huh?

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Those aren't the same sentences.

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He's like, I didn't steal it, I borrowed it, all right?

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So hunt it.

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Watch television and notes.

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Pay attention in the real world.

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Before you go into the real world, right, look for it.

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Where do people stress?

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Why don't people just talk like this all the time?

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It would be very robotic and boring, but even in the movies, nothing like that happens.

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Where's the bomb?

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No, like, where is the bomb?

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Like, where's the bomb?

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Is there a bomb?

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They're telling you, where should your attention go?

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Now correct it.

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Correct it?

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How do I correct it?

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This is where this becomes very useful.

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Sometimes you're speaking to someone and they'll tell you something, and you can correct them by using stress, right?

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You said you would do it on Tuesday.

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I didn't say I would do it on Tuesday, right?

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Okay?

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It means, I said I would do it, but I never said Tuesday.

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So I've used stress to tell them that.

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Or you could say, I didn't say, I didn't say I would do that, means that never happened.

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Hmm?

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One, I'm talking about the actual day, which I did say I'd do it, but it's not this day.

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The other one could be, I didn't say this at all.

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Correct it.

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Use the stress method to listen, or sorry, when you speak, and that's why I said this lesson is about listening and speaking, to correct people.

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show where they made the mistake.

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It could be, you know, what was said, what thing they were speaking about, right?

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So, you can correct it in conversation.

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Cool?

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All right.

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So, we've got...

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Here's your fieldwork.

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Move it, right?

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I like to move it, move it.

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Move it through a sentence, and then don't just do that.

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Write down how it changes the sentence so you can get the understanding.

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Next, hunt it.

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Watch television, watch politicians, watch movies.

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Where are they stressing?

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What are they trying to tell you?" and correct it.

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You can pretend on this one, or you can try it out in real life, right?

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So, I didn't say...

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I didn't say Tuesday.

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I didn't say Tuesday, and that changes the message.

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Correct someone by using your English.

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Now, we've gone through fieldwork fluency, yadda yadda yadda yadda.

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What I want to go to is forum.

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And the forum, in case you don't know it because it's a fancy word, it's you people, you're the forum, you're watching.

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You are watching this video, you are going into the comment section, and that's where I would like you to go.

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When I am done this lesson, I've got one thing to give you more, I would like you to go into the comment section,

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whether it be on YouTube or wherever you're finding this, and I want you to write this sentence.

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I didn't say, she bought my car.

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Why?

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Okay, here's where it gets interesting.

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Number one, I want you to capitalize, so if you say, say, for example, you might do this.

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You might do this.

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I didn't say she bought my car, or you could do this.

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I didn't say she bought my car.

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So take one of them, one word, highlight it, make it all capitals, and then explain how that changes the sentence.

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And then other people can check and tell you if you're right or wrong.

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Because now you're writing it down and you're going to go, did I stress the right part for the information I want the spotlight on?

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Do I really understand this lesson?

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And then with other people help you, it's great to have more than one teacher, especially live, right?

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Because every day we have the videos up, people come by regularly and check and we'll give you hints.

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I've seen people write many comments.

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Anyway, I want to finish up this lesson.

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And as I finish it up, I want to not just leave you with your homework.

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I want to give you some place you can go to, to learn more.

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And it's not just on the stress method.

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Some of it is.

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Okay?

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But it's how to speak better and how to listen better.

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And these are some other lessons I've done, and I call this section further.

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So what we're doing here is giving you three videos you can go to to enhance your speaking or listening skills,

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reading and writing in other videos.

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In this case, improve your pronunciation with the grab -and -break method.

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Check that video out.

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Okay, I've also got another one.

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Secret to English fluency is not speaking.

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All right?

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I know, this whole video is on speaking.

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Oh, yeah, but guess what?

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It's not the secret.

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So, now you can combine these lessons, right?

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And finally, the two essential skills you need for great conversations.

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So by using this for listening and using this for conversation,

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you're going to find that your ability to speak and understand English is going to grow like crazy.

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Anyway, listen, thank you for taking the time and listening.

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And where I'd like you to go is, if you're not on YouTube, go to www .ing as in English,

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vid as in video dot com to see these videos, of course, and other great teachers we have there.

292

It's been a pleasure.

293

Have a good one.

294

See you soon.

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이 레슨의 어휘와 말하기 포인트

이 말하기 레슨은 영상 “Speak English Fluently — Use STRESS Correctly!”을(를) 바탕으로 합니다. 가장 자주 반복되는 단어는 다음과 같습니다: stress, stole, word, Tom, message. 이 영상에는 섀도잉할 문장 294개와 단어 2794개가 있습니다. 말하는 구간의 길이는 16:18입니다. 화자는 분당 약 171단어로, 일상 대화에 가까운 자연스러운 속도로 말합니다. 단어의 87%가 영어에서 가장 많이 쓰이는 3,000단어에 속해 어휘가 쉬운 편입니다. 전체 294문장 중 67문장이 질문이어서 의문문 억양과 짧은 대답을 연습하기에 좋습니다.

이 영상의 핵심 어휘

영상에 나오는 익혀 둘 만한 단어 15개를 발음, 뜻과 함께 정리했습니다.

단어	발음	뜻
steal 동사	/stiːl/	훔치다
lesson 명사	/ˈlɛs.ən/	수업, 과
emphasize 동사	/ˈɛm.fə.saɪz/	강조(强調)하다
forum 명사	/ˈfɔːɹəm/	논단, 론단
borrow 동사	/ˈbɑɹ.oʊ/	빌리다, 일시적으로 받는
verb 명사	/vɝb/	동사
skill 명사	/skɪl/	기술, 스킬
principle 명사	/ˈpɹɪn.sɪ.pəl/	원리, 원칙
politician 명사	/ˌpɑ.ləˈtɪʃ.ən/	정치인, 정치가
juice 명사	/d͡ʒuːs/	즙
weed 명사	/wiːd/	잡초
correctly 부사	/kəˈɹɛk(t).li/	정확(正確)히
scientist 명사	/ˈsaɪəntəst/	과학자
emphasis 명사	/ˈɛmfəsɪs/	강조
examine 동사	/ɪɡˈzæmɪn/	검사하다, 조사하다

영상에 나오는 구동사

단어	뜻
go out 동사	나가다
sit down 동사	앉다
write down 동사	적다, 적어 두다

따라 말해 볼 만한 문장

영상에 나오는 짧고 완결된 문장으로, 일상 대화에서 그대로 쓸 수 있습니다:

How would I actually say it?
What do I have to emphasize?
He's like, I didn't steal it, I borrowed it, all right?
They're telling you, where should your attention go?
How do I correct it?

이 영상의 문법

화자가 가장 많이 쓰는 문형을 영상 속 실제 표현과 함께 정리했습니다.

문형	영상 속 표현
현재완료 have/has + 과거분사 — 과거의 일이 지금도 관련이 있을 때	have said · I've done · I've used
수동태 be + 과거분사 — 누가 하는지보다 무슨 일이 일어나는지에 초점	is used · was stolen · was switched
관계절 who / which + 절 — 사람이나 사물에 대한 추가 정보	emphasize, which was · Tom, which is

주의할 발음

화자는 didn't, you're, I'm 같은 축약형과 약화된 형태를 126번 사용합니다. 들리는 대로 짧게 발음하세요.

“sh”와 “zh” 소리: politician /ˌpɑ.ləˈtɪʃ.ən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, flashlight /ˈflæʃˌlaɪt/, intonation /ɪntəˈneɪʃən/
긴 단어 — 강세 위치에 주의: politician /ˌpɑ.ləˈtɪʃ.ən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, communicate /kəˈmjuːnɪkeɪt/, vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/, auxiliary /ɔɡˈzɪl.(jə).ɹi/

한국어 화자가 어려워하는 소리:

/f/ — ㅍ(/p/)으로 바꾸지 말고 윗니를 아랫입술에 대기: emphasize /ˈɛm.fə.saɪz/, forum /ˈfɔːɹəm/, fancy /ˈfæn.si/, emphasis /ˈɛmfəsɪs/, flavor /ˈfleɪvə/
/v/ — ㅂ(/b/)과 구별하기: verb /vɝb/, reverse /ɹɪˈvɝs/, involvement /ɪnˈvɑlv.mənt/, wherever /(h)wɛɹˈɛvɚ/, flavor /ˈfleɪvə/
/z/ — ㅈ이 아니라 성대를 울리는 /s/: emphasize /ˈɛm.fə.saɪz/, examine /ɪɡˈzæmɪn/, auxiliary /ɔɡˈzɪl.(jə).ɹi/, capitalize /ˈkæpətəˌlaɪz/

이 영상으로 연습하는 방법

먼저 말하지 않고 영상을 끝까지 듣고 모르는 단어를 적어 둡니다.
0.75배속으로 한 문장씩 섀도잉을 시작하고, 익숙해지면 보통 속도로 돌아갑니다.
자신의 목소리를 녹음해 원본과 비교하고, steal, lesson, emphasize 같은 단어에 특히 주의합니다.

쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법

쉐도잉(Shadowing)은 원래 전문 통역사 훈련을 위해 개발된 언어 학습 기법으로, 다언어 학자인 Dr. Alexander Arguelles에 의해 대중화된 방법입니다. 핵심 원리는 간단하지만 매우 강력합니다: 원어민의 영어를 들으면서 1~2초의 짧은 지연으로 즉시 소리 내어 따라 말하는 것——마치 '그림자(shadow)'처럼 화자를 따라가는 것입니다. 문법 공부나 수동적인 청취와 달리, 쉐도잉은 뇌와 입 근육이 동시에 실시간으로 영어를 처리하고 재현하도록 훈련합니다. 연구에 따르면 이 방법은 발음 정확도, 억양, 리듬, 연음, 청취력, 말하기 유창성을 크게 향상시킵니다. IELTS 스피킹 준비와 자연스러운 영어 소통을 원하는 분들에게 특히 효과적입니다.

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쉐도잉 연습: Speak English Fluently — Use STRESS Correctly! - 영상으로 영어 말하기 배우기

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