쉐도잉 연습: Think In English With Me | Episode 1: Motivation - 영상으로 영어 말하기 배우기
레슨 만드는 중...
1
Welcome to episode number one of think in English with me, teacher Tiffany.
2
In this series, you are going to learn how to think in English, like a native English speaker using five specific sections.
3
Are you ready?
4
Well, then let's jump right in.
5
Our episode is all about motivation.
6
Section number one is the gap you can hear.
7
You see, we're going to look at three real life situations.
8
Each shown two ways, how a learner, an English learner would handle it and how a native,
9
a native English speaker would handle it.
10
No teaching yet, no breakdown, no analysis.
11
I just want you to listen to recognize the difference.
12
The gap between the two versions is the whole point.
13
Once you hear it clearly, you can't unhear it.
14
So we're going to look at three real life situations.
15
Here is situation number one at the gym.
16
Now an English learner would have a conversation like this.
17
How do you stay motivated to come here every day?
18
I just try it's hard, but I do it.
19
That's good.
20
Yeah, you can do it too.
21
Now that's a good dialogue.
22
That's a good conversation, but it's also a conversation that an English learner would have.
23
Now let's listen to a conversation about the same topic that native English speakers would have.
24
How do you stay motivated to come here every day?
25
I'm honestly struggling lately.
26
Honestly, I stopped relying on motivation.
27
I just stick to the same time.
28
6 a.m.
29
No negotiation.
30
My bags packed the night before.
31
My shoes are by the door.
32
My pre-workout is already measured out.
33
By the time I'm thinking about it, whether I want to go, I'm already halfway out the door.
34
That's smart.
35
I keep waiting to feel like it.
36
Yeah, that's the trap.
37
Feeling like it almost never shows up.
38
The system shows up for you.
39
Now you can hear the difference between these two conversations.
40
Again, the learner conversation and the native English speaker conversation.
41
Check out this situation.
42
Another example.
43
We're talking about now a conversation between two coworkers.
44
This is how the conversation starts for a learner.
45
Do you think motivation is important?
46
Yes.
47
Motivation is very important.
48
Without it, you can't do anything.
49
I agree.
50
It's important.
51
Yes.
52
Now that was a good conversation.
53
It was clear.
54
What are your thoughts on motivation?
55
However, it represented a conversation that a learner, an English learner would have.
56
Now listen to the difference when you hear a native English speaker have the same conversation with another native English speaker.
57
Do you think motivation or discipline matters more for getting things done?
58
Response.
59
Discipline.
60
It's not even close.
61
Honestly, motivation comes and goes.
62
It's a feeling and feelings are unreliable, especially when you're tired or stressed or just having a bad day.
63
Discipline doesn't care how you feel.
64
It just does the work.
65
Interesting take.
66
So you're saying motivation is overrated, not overrated.
67
It's just a starting point.
68
It gets you in the door.
69
Discipline keeps you in the room.
70
Notice the difference.
71
Both dialogues, both conversations, each individual said grammatically correct statements.
72
However, you noticed the difference.
73
What about this situation?
74
Two friends are speaking.
75
This is what an English learner would say in a conversation.
76
Have you ever lost motivation?
77
Yes, many times.
78
It's normal.
79
What did you do?
80
I continued.
81
It's important to continue.
82
You said your thought, you stated your point, and it was grammatically correct.
83
Now listen to the difference.
84
Again, we're recognizing this gap, the gap you hear.
85
A native speaker.
86
Have you ever totally lost motivation in the middle of something big?
87
Oh, big time.
88
When I was writing my thesis, I hit a wall around month four.
89
I couldn't even open the document.
90
I'd sit at my desk, stare at the screen and find any excuse to not work.
91
Clean my apartment, reorganize my bookshelf, you name it.
92
I was convinced I'd picked the wrong topic.
93
Eventually, my advisor told me to just write the worst possible version.
94
Junk, garbage, anything.
95
Once I gave myself permission to write badly, I finished the draft in three weeks.
96
Wow.
97
So the perfectionism was the real problem.
98
Exactly.
99
The motivation wasn't gone.
100
It was just buried under all the pressure I was putting on myself.
101
You see the gap between an English learner and a native English speaker.
102
This is section one again, teaching you how to think in English with me.
103
Now let's move to section number two.
104
You recognize the gap.
105
Now it's time to look at the word you don't have yet.
106
You see inside each native speaker dialogue is a word
107
or phrase that an English learner wouldn't think too wouldn't think to use,
108
not because it's complicated, but because nobody ever taught it as active vocabulary.
109
We'll put, we pull one term out of each dialogue.
110
That's what we're going to do.
111
We're going to pull one term out of each dialogue, three terms total for this section,
112
real words, the kind that shift how you sound the moment they enter your speech.
113
So we're going to go back to the situations now, section two, and pick out a word from each dialogue.
114
So situation number one, again, looking at situation number one, still talking about motivation in the conversation.
115
No negotiation was said.
116
This is how it was said.
117
This is where it lives in the dialogue.
118
I just stick to the same time, 6 AM, no negotiation.
119
Now this is from the native English speakers dialogue, this expression, no negotiation.
120
So what does it mean in real use?
121
A non-negotiable commitment, a line you've already drawn that the daily version of you doesn't get to argue with no negotiation.
122
Now why would you as an English learner not have this?
123
You see, an English learner would say, I never miss it, or it's important to me.
124
Both of these while grammatically correct are kind of flat.
125
However, no negotiation carries the entire mindset in only two words.
126
Now let's check the portability of this expression.
127
Bedtime is 10 PM.
128
No negotiation.
129
Sundays are family days, no negotiation.
130
I don't take meetings before nine, no negotiation.
131
And I'll give you another example and this is a real one for me as your English teacher.
132
I don't work on Saturdays, no negotiation.
133
I don't help people, I don't work on anything on Sabbath, on Saturday.
134
I'm a Sabbath keeper, no negotiation.
135
So you see how you can use it in real life.
136
Again, we're picking out one word or one expression from section one, the conversation.
137
Here is situation number two situation.
138
Number two.
139
Now we had a very unique expression.
140
We had the expression comes and goes.
141
This is how it was used where it lived in the dialogue.
142
Motivation comes and goes.
143
It's a feeling.
144
Motivation comes and goes.
145
It's a feeling.
146
Now let's go just a bit deeper.
147
So let's see the poor, what, what it means in real use.
148
You see comes and goes is something that arrives and leaves on its own unreliably.
149
And it's outside of your control.
150
Now, why would you not have this initially?
151
You see, an English learner would say motivation is not always there.
152
Or sometimes I have it.
153
Sometimes I don't.
154
But these two ways of saying this or expressing this thought,
155
they're clunky and long, but comes and goes handles it in three words and sounds native.
156
So let's do a portability check how you can use this in real life.
157
The pain comes and goes.
158
My focus comes and goes throughout the day.
159
Friends come and go.
160
Family stays.
161
You see now this expression comes and goes from section one from the native English speaker dialogue.
162
We pulled it out from situation number two.
163
Now check out situation number three.
164
Again, we're looking at this example and in our dialogue, it was said, hit a wall.
165
This is how it was said.
166
I hit a wall around month four.
167
I hit a wall around month four we've pulled this out of the dialogue.
168
Now I hit a wall.
169
What does it mean?
170
It's a sudden total inability to continue forward, usually emotional, mental, or energetic,
171
not a slow, slow down an actual wall.
172
So why wouldn't you already have this?
173
You see an English learner would say, I became very tired or I couldn't continue.
174
These are accurate statements, but they're lifeless.
175
On the other hand, hit a wall carries the suddenness and the helplessness in three words.
176
So how can you use it in real life?
177
I hit a wall around mile 20.
178
We hit a wall in the negotiation.
179
I hit a wall halfway through the book.
180
You see now how it is used in real life.
181
This is why it is so powerful.
182
Now we move on to section number three, how they build their sentences.
183
So this is where we're going to dive deeper into understanding how native speakers build their sentences.
184
The same three dialogues, but now we look underneath native speakers.
185
Don't just use better words.
186
They, we build our answers on hidden patterns, three patterns to recognize answering with the details,
187
defending an opinion with reasons and walking someone through a personal experience.
188
You see, once you start to see these patterns, you'll start hearing them everywhere.
189
So let's jump into again, our first situation to see how this will play out.
190
So our first situation, this is what a learner would say.
191
The learner would say, I just try, but there are zero details.
192
The viewer learns nothing about how we're just hearing you say, I try when I'm trying to be motivated.
193
However, when we dive deeper into a native speakers response and the details,
194
native speakers stack specific concrete details.
195
Here's what it looks like.
196
Watch closely the time 6.
197
AM the bag packed the night before the shoes by the door and the pre-workout already measured out.
198
Remember these were details that were included in the first dialogue.
199
The first situation you see, here's the pattern that you want to notice.
200
Native speakers answer how questions with things you can see, not abstractions, not, I just stay consistent,
201
specific objects, specific times and specific actions.
202
Now let's look at the second situation, our second situation.
203
And again, remember how the English learner would have responded, would have answered in this situation.
204
So an English learner again would say, yes, motivation is important.
205
That's stating a position, but not giving any reasons.
206
Then an English learner would just agree with whatever is said next.
207
But remember, we are trying to go deeper.
208
We want to see how a native speaker would respond and break down that structure, which is actually giving an opinion and adding reasons.
209
native speakers state a clear position.
210
They stake their position and then defend it.
211
What's the position discipline.
212
It's not even close.
213
Reason number one mentioned motivation comes and goes.
214
It's a feeling reason.
215
Number two, feelings are unreliable, especially when you're tired or stressed.
216
And reason number three, discipline doesn't care how you feel.
217
It just does the work.
218
You see, here's the pattern to notice native speakers don't soften their opinions into mush.
219
They take a clear side, then back it with three reasons stacked one after another.
220
The conviction is in the structure, opinion plus reasons.
221
So we have the detail structure.
222
Then we had the opinion and reasons.
223
Now we move to number three.
224
Personal experience.
225
Now a learner would respond and we read the response of the learner says yes.
226
Many times admitting the experience exists, but not entering into it,
227
not giving the listener any more information about the personal experience.
228
Now with the native, we are walking through the actual scene, thinking about the dialogue, the,
229
when, when I was writing my thesis, break down moment month for couldn't open the document, different behaviors, clean my apartment,
230
reorganize my bookshelf, the turning point.
231
My advisor told me to write the worst possible version and the resolution finished the draft in three weeks.
232
Here's the pattern to notice native speakers.
233
Don't summarize their experiences.
234
They place the listener inside them with a beginning, a worst moment, a turn and a result.
235
This is how we build sentences and how you should do the same again, details, opinions, and reasons, personal experiences,
236
which leads us to section number four, sound exactly like them.
237
We've heard the gap, recognize the difference.
238
We've recognized the words that were used by native speakers.
239
Now we're going to, after we already kind of broke down the structure.
240
Now we're going to sound exactly like them.
241
You see, here's where the two layers come together.
242
The structure from section three.
243
Plus the term from section two working in one response.
244
This is what it actually sounds like when a native speaker handles the situation
245
and what it could sound like coming out of your mouth.
246
So let's break it down.
247
The first situation again, now looking at the learner.
248
So a learner's response again, for contrast, it was, I just try it's hard, but I do it.
249
And we want to have details plus the term, no negotiation.
250
Remember we learned that.
251
All right.
252
So now look at how a native would respond.
253
This is the response fully emulated native response.
254
I stopped relying on motivation.
255
I just stick to the same time.
256
6. 6am, no negotiation.
257
My bag's packed the night before.
258
My shoes are by the door.
259
My pre-workout is already measured out.
260
What do you notice?
261
The structure, specific details plus the term which is no negotiation.
262
Together create the native sound.
263
Neither one alone is enough.
264
Details without the term sounds organized but learner flavored.
265
The term without details sounds like a quote with nothing behind it.
266
Again, details plus our new term, no negotiation.
267
Look at this second example.
268
Again, the second situation that we had for our lesson today, reminding you the learner response.
269
Yes.
270
Motivation is very important.
271
Without it, you can't do anything.
272
Now we're going to listen to the native response.
273
Again, opinion, reason, and the term or expression comes and goes.
274
Listen closely.
275
Again, we heard this in our dialogue, fully emulated native response.
276
Discipline.
277
It's not even close.
278
Motivation comes and goes.
279
It's a feeling and feelings are unreliable, especially when you're tired or stressed.
280
Discipline doesn't care how you feel.
281
It just does the work.
282
So what are we noticing?
283
The opinion.
284
Discipline is greater or more important than motivation.
285
This opinion is held up by three reasons and the term comes and goes is what gives the reason number one.
286
It's bite without it.
287
The sentence would be motivation is not always there.
288
Same idea, but it sounds like a response that a learner would give not a native speaker.
289
Here's the third situation.
290
Remember, we're looking first at how an English learner would respond.
291
Yes, many times it's normal.
292
But when we look at the native response, here's what it would be.
293
Again, personal experience plus our term hit the wall.
294
Big time.
295
When I was writing my thesis, I hit a wall around month four.
296
I couldn't even open the document.
297
I'd sit at my desk, stare at the screen and find any excuse not to work.
298
Eventually my advisor told me to just write the worst possible version.
299
Once I gave myself permission to write badly, I finished the draft in three weeks.
300
So personal experience plus our expression hit the wall.
301
But what are we noticing?
302
We're noticing the experience structure, when, breakdown, behaviors, turning point result.
303
This carries the story and our expression hit the wall is the term that locates the breakdown moment with native precision.
304
This is why it's so important.
305
Again, section four sounding exactly like them.
306
You're using the structure we got from the dialogue and then we're adding the word, the expression we learned in section number two.
307
This leads us to section number five, your turn to think in English.
308
Now, fresh questions, not dialogues, the kind of discussion questions you could be asked in a real conversation tomorrow.
309
Each one comes with the flat learner response, how a regular English learner will respond.
310
Not you, because you've learned now.
311
And it also will show you three native responses, one built on each pattern.
312
Remember the details or opinions and reasons or personal experience.
313
The point isn't just to memorize any of them.
314
The point is to notice that what changes
315
when you stop answering like a learner and start thinking like a native speaker will help you improve your English fluency.
316
So here's our first situation.
317
Our first situation.
318
Here's the question.
319
What helps you stay motivated when you don't feel like doing something?
320
All right.
321
This is our question.
322
So our learner response, I just try it's hard, but I keep going.
323
Now, this is the question.
324
Here is the first response from a native speaker using the details structure.
325
I set the smallest possible goal instead of work out.
326
It's put on my shoes instead of write the report.
327
It's open the document.
328
Once I'm there, the rest usually follows.
329
This is a response based on details.
330
Now let's look at a response to this question using the structure opinions plus reasons.
331
Honestly, motivation isn't the answer.
332
The answer is removing decisions.
333
The fewer choices you give yourself in the moment, the more likely you are to actually do the thing.
334
That's why people set out their clothes the night before.
335
And finally, personal experience.
336
Same question, but different structure for our answer.
337
Personal experience would be this.
338
There was a stretch last winter when I couldn't get myself to work out.
339
What finally worked was telling a friend I'd meet her at 6. AM.
340
I couldn't bail on her.
341
So I showed up three weeks later.
342
It was a habit.
343
So you see again, this question, what helps you stay motivated when you don't feel like doing something?
344
We have the comparison of our learner response to the native English response.
345
What about this question?
346
Question number two, do you think motivation matters or is it overrated?
347
A learner would say this, yes, I think motivation is important.
348
That's not a bad response, but we want to see how a native speaker would respond.
349
Again, we're thinking in English using these five sections.
350
Here's how a native speaker would respond using the detail structure.
351
It matters at the start.
352
The first day of a new job, the first run, the first chapter of a book, that's where motivation lights the fire.
353
But after week two, it's gone and you need something else, giving details.
354
Now we have the second structure, opinions plus reasons.
355
It's overrated.
356
Everyone treats motivation like the answer, but it's the most unreliable feeling there is.
357
It shows up when conditions are perfect and disappears the second things get hard.
358
That's exactly when you need it most.
359
which means motivation fails you at the worst possible moment.
360
And finally, our third structure, personal experience.
361
I used to think it mattered.
362
Then I watched a coworker finish a marathon while clearly hating every step of the training.
363
She wasn't motivated.
364
She was committed.
365
That's when I realized I'd been chasing the wrong thing for years.
366
So you see the difference, right?
367
We have three different structures to answer this question.
368
An English learner without the structures would simply say, yes, I think motivation is important, but now you have the right structures.
369
What about this question?
370
Question number three, tell me about a time you almost gave up on something important.
371
Now a learner would say, yes, one time I almost gave up, but I continued no details, no opinion, no experience.
372
Now a native response, starting with details to the question.
373
And again, the question being, tell me about a time you almost gave up on something important with a detailed structure.
374
I was three months into learning Spanish.
375
I've been using an app every day, 20 minutes minimum.
376
And one night I just sat there staring at the screen.
377
Nothing was sticking.
378
The streaks meant nothing.
379
I closed the app and didn't open it for two weeks.
380
Next, we have opinion plus reasons.
381
I almost quit my master's program in year two.
382
I told myself it wasn't worth the debt and the stress, but I realized I was running from the work, not from the program.
383
Once I named that, I couldn't justify quitting because the next thing would have the same problem.
384
I'd experience the same thing.
385
And finally, personal experience.
386
Last year, I almost walked away from a project I'd worked on for eight months.
387
I called my mom in tears, told her I was done.
388
She didn't argue.
389
She just said, sleep on it.
390
You can quit tomorrow.
391
I woke up the next day and kept going.
392
That call saved the whole thing.
393
You see, in this section, you are thinking in English.
394
You are putting into practice what you learned during the previous four sections.
395
I hope you enjoyed this lesson and I'll talk to you in the next one.
📺 같은 채널
B12
The 7-Day English Plan That Finally Makes You Speak
American Accent, en-USHigh School Students+4
B19
HOW TO INTRODUCE YOURSELF IN ENGLISH | 3 SIMPLE STEPS FOR SELF INTRODUCTION IN ENGLISH
American Accent, en-USUniversity Students+3
B11
The Real Reason You Freeze In English - And It’s Fixable
American Accent, en-USUniversity Students+3
B11
The Trick To Sounding Fluent? Always Explain Why
American Accent, en-USHigh School Students+5
B1STOP Thinking In Your Language Before You Speak English
American Accent, en-USUniversity Students+3
A22
Welcome to the Course | Full English Lessons
American Accent, en-USTeens+2
B11
ENGLISH STUDY PLAN | Boost Your English Skills With This Morning Study Routine
American Accent, en-USUniversity Students+2
B12
Sound More Like A Native English Speaker Episode 1
American Accent, en-USHigh School Students+4
B12
SPEAK ENGLISH FLUENTLY | 3 Ways To Respond In English
American Accent, en-USHigh School Students+4
![THINK & SPEAK IN ENGLISH | About Your Skills And Abilities [Episode 1]](https://img.youtube.com/vi/RLhtFBzxcS4/mqdefault.jpg)
B111
THINK & SPEAK IN ENGLISH | About Your Skills And Abilities [Episode 1]
American Accent, en-USHigh School Students+4
B1STOP TRANSLATING IN YOUR HEAD | Tips For Thinking In English
American Accent, en-USHigh School Students+3
B12
English You’ll Actually Use : Episode 1
American Accent, en-USHigh School Students+4
B11
HOW TO SPEAK ENGLISH FLUENTLY | 2 SIMPLE STEPS TO SPEAK ENGLISH FLUENTLY & CONFIDENTLY LIKE A NATIVE
American Accent, en-USHigh School Students+4
B13
Getting Fluent In English By Yourself - Where To Actually Start
American Accent, en-USUniversity Students+3
B23
ENGLISH SLANG FOR DAILY CONVERSATIONS
American Accent, en-USDaily Conversation
C111
HOW TO LEARN ENGLISH 4X FASTER BY FINDING YOUR LEARNING STYLE
American Accent, en-USUniversity Students+2
C110
LEARN ENGLISH LIKE A PRO: THE TOP WORDS YOU MUST KNOW FOR FLUENCY
American Accent, en-USWorking Adults
B21
REAL LIFE ENGLISH | Speak English Like A Native Speaker Episode 7
American Accent, en-USDaily Conversation
B11
From Basic to Fluent: Transform Your English Fluency with These 5 Elements
American Accent, en-USHigh School Students+4
B1SPEAK ENGLISH FLUENTLY | Answer Any English Question In 3 Ways
American Accent, en-USUniversity Students+3
✨ 추천 영상
B22
755 문장
English Podcast For Learning English Conversation | HOW TO STAY MOTIVATED | Real Easy English B1–B2
High School StudentsUniversity Students+3
B123
18 문장
The 7 Habits of Highly Successful Students (Part 3) 🎯
American Accent, en-USHigh School Students+4
B21
176 문장
Want to THINK in English? Here's how to train your brain.
University StudentsBusiness English+2
B21
249 문장
9.9k
High School StudentsUniversity Students+3
B13
389 문장
English Podcast for Learning English | How to Build Self-Discipline | A2-B1 Slow English
High School StudentsUniversity Students+3
B21
517 문장
How to Follow Real English Conversations Without Getting Lost | B1-B2
High School StudentsUniversity Students+2
B1221 문장
English Tips | The Tommy Podcast | Episode 12
High School StudentsUniversity Students+3
B11
756 문장
How to Change Your Life | Easy English Conversation Practice | English Podcast
High School StudentsUniversity Students+3
B22
526 문장
What You Practice, You Become | Intermediate English Listening Practice (B1-B2)
High School StudentsUniversity Students+3
B11
901 문장
Stop Translating—Start Speaking: 7 Daily Habits to Think in English ⚡🧠
High School StudentsUniversity Students+3
이 레슨에 대해
"Think In English With Me | Episode 1: Motivation"으로 쉐도잉 기법을 사용해 영어를 연습합니다.
매일 15~30분 꾸준히 연습하면 IELTS 스피킹에 대한 자신감이 길러집니다.
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.