Shadowing Practice: Day 18 of 100 days shadowing challenge - Learn English Speaking with Video
Les maken...
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Hello, this is 6 minutes English from BBC Learning English.
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I'm Neil.
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And I'm Pekka.
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Neil, I noticed that you were checking your phone before you came into the studio to record this program.
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Yes, I probably was.
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You know, Pekka, I spend too much time looking at my phone.
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And I really don't like it.
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How are you?
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I don't think you are alone.
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I also spend way too much time looking at my phone.
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Well, Pekka, we are both others.
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But today, we are talking about screen time and children's screen time.
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That's how much time you spend using devices like smartphones, tablets and laptops.
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Yes, and it's a particular worry of many people that they shouldn't spend too much time on this device.
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At the end of last year, Australia passed a set to choose a major IELTS for under 16.
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And countries like the UK are considering similar measures.
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So why did this?
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In this episode, we will hear from a clinical psychologist
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and researcher at the University of Cambridge talking about screen time and children.
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As usual, we will be learning some useful new words and phrases.
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And remember, you will find all these episodes vocabulary along with the screen on our website bbclearningenglish.com.
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But first, Neil, I have a question for you.
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According to the UK media regulator,
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how many children 8, 3 to 4 have a smartphone? Is it A.
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1 in 20, B.
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1 in 10, or C.
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1 in 5?
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Wow, well, I'm gonna guess 1 in 20, but I think it's probably more than that.
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Well, we will find out the answer later.
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Dr. Emily Good-Arch is a research associate at the University of Cambridge.
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Here she tells Simon M.
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Carlton Brister of BBC World Service Program Test Live,
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he heard her thoughts on whether we should take away a children's screen device completely.
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Yeah, I think it's not as much as getting them away from technology,
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but being really intentional about how we use technology with children.
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For me, the board absolutely needs to be hired
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and therefore I think about how to design products that think about children first.
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and really think about how children at different stages learn and develop,
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and then see if there's a way that technology can enable that.
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And Emily highlights how rather than stopping children from using technology,
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parents need to be more intentional about how the children use it.
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An intention is a plan or reason to do something,
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so to be intentional is to act with that plan or reason in mind.
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This may take you act more carefully as a result.
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Emily O says the board needs to be higher.
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The idiom the board is low means that the standard expectations or requirements are minimal and very easy to meet.
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Therefore, she believes that board needs to be higher.
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Parents need to make their expectations higher.
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They need to think or ask more carefully when considering how much time children spend with technology.
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You might also hear people say set the board higher or lower.
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Emily believes that being more intentional and setting the bar higher will enable children to learn and develop alongside technology.
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If you enable something, you encourage somebody's ability to do something or to make something possible.
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Now let's hear Dr. Becky Kennedy, a clinical faculty and founder of online parenting platform,
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talking about how parents should have a teacher and children.
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From BBC at World Service Program, Tech Life, I find parents are very, very eager to understand what really happening.
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Around technology in kids and then have practical,
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realistic things they can do in their home to make little self that feel better.
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Becky has found that many parents are eager to understand their children's use of technology.
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Eager is an adjective that describes wanting to do or have something very much.
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Becky also talk about making little self.
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Becky share has an example on a sheet that can help parents reduce.
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Children screen time moving the device somewhere it can't be seen.
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You can even say to a kid, you know why I'm moving?
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It's actually
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because it's a really hard time for me to spot the
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best from you to see a screen in a room
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and not once I wasn't setting you up for success then
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explain how it's difficult for children to be expected to reduce their screen time if they can see their device.
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Having the device is built doesn't set them up for success.
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It says someone else for something you prepare them for it.
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Yes, for example, earlier I said Neil for a job when I asked him a question about screen time.
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Neil, I asked you, according to the UK media regulator, how many children in 3 to 4 have a smartphone?
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And I said 1 in 20.
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Well, it seems in fact C, what in FI?
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Wow, I thought it may be more than I said.
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Now let's recap the vocabulary we have learned.
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Start with intentional.
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It's an adjective to describe acting with a plan or reason in mind.
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We have the expression the board needs to be higher.
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To set the bar higher is to make your expectation higher.
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We also had in the book, this is to increase someone's ability or to make something possible.
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To be eager is to want to do or have something very much.
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A shift is a small change.
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You can also use it as a verb to mean changing something slightly.
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And if you say someone else for something, you prepare them for it.
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Once again, our 6 minutes are up.
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If you enjoyed this episode, you will find a quiz and a free workshop to practice the vocabulary you have learned on our website.
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B1 is gebaseerd op de video “Day 18 of 100 days shadowing challenge”. Deze woorden komen het vaakst terug: screen, technology, higher, device, parents. Deze video bevat 87 zinnen en 954 woorden om na te spreken. Het gesproken deel duurt 8:36. De spreker praat in een gelijkmatig tempo van ongeveer 111 woorden per minuut, prettig om te shadowen. 85% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| intentional bijvoeglijk naamwoord | /ɪnˈtɛnʃənəl/ | opzettelijk |
| eager bijvoeglijk naamwoord | /ˈiɡɚ/ | begerig |
| vocabulary zelfstandig naamwoord | /vəˈkæb.jə.lə.ɹi/ | woordenschat, vocabulaire |
| expectation zelfstandig naamwoord | /ˌɛk.spɛkˈteɪ.ʃən/ | verwachting, afwachting |
| smartphone zelfstandig naamwoord | /ˈsmɑɹtfoʊn/ | smartphone |
| enable werkwoord | /ɪˈneɪ.bəl/ | inschakelen, in staat stellen |
| adjective zelfstandig naamwoord | /ˈæd͡ʒ.ɪk.tɪv/ | bijvoeglijk naamwoord, adjectief |
| verb zelfstandig naamwoord | /vɝb/ | werkwoord |
| psychologist zelfstandig naamwoord | /ˌsaɪˈkɑl.ə.d͡ʒɪst/ | psycholoog, psychologe |
| quiz zelfstandig naamwoord | /kwɪz/ | kwis, quiz |
| researcher zelfstandig naamwoord | /ˈɹiˌsɝ.t͡ʃɚ/ | onderzoeker |
| tablet zelfstandig naamwoord | /ˈtæblət/ | kleitablet |
| minimal bijvoeglijk naamwoord | /ˈmɪn.ə.məl/ | minimaal |
| workshop zelfstandig naamwoord | /ˈwɝk.ʃɑp/ | atelier, werkplaats |
| realistic bijvoeglijk naamwoord | /ˌɹɪəˈlɪs.tɪk/ | realistisch |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| find out werkwoord | ontdekken, onderzoeken |
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | be hired · can't be seen · be expected |
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | has found · have learned |
| Advies met “should” should + werkwoord — zeggen wat een goed idee is | shouldn't spend · should take · should have |
| Mogelijkheid met “might / may” might/may + werkwoord — iets is mogelijk maar niet zeker | may take · might also hear · may be |
Uitspraak om op te letten
De spreker gebruikt 11 samentrekkingen en verkorte vormen, zoals I'm, don't, can't. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: intentional /ɪnˈtɛnʃənəl/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, workshop /ˈwɝk.ʃɑp/
- Lange woorden — let op de klemtoon: intentional /ɪnˈtɛnʃənəl/, vocabulary /vəˈkæb.jə.lə.ɹi/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, regulator /ˈɹɛɡ.ju.leɪ.tɚ/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: adjective /ˈæd͡ʒ.ɪk.tɪv/, verb /vɝb/, quiz /kwɪz/, phrase /ˈfɹeɪ̯z/
- /æ/ — opener dan de Nederlandse “e”: vocabulary /vəˈkæb.jə.lə.ɹi/, adjective /ˈæd͡ʒ.ɪk.tɪv/, tablet /ˈtæblət/, laptop /ˈlæp.tɑp/, faculty /ˈfæk.əl.ti/
- /g/ — een harde plofklank, geen Nederlandse “g”: eager /ˈiɡɚ/, regulator /ˈɹɛɡ.ju.leɪ.tɚ/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Spreek zin voor zin na op normale snelheid en herhaal elke zin tot je ritme gelijk is aan dat van de spreker.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als intentional, eager, vocabulary.
Wat is de Shadowing-techniek?
Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.