Shadowing Practice: How to Build an Argument with Argument Alice (Ep 01) - Learn English Speaking with Video
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Hello everybody, Dr. David here.
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We will begin your debate training today with the most crucial thing in a debate: making an argument.
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To guide you through the first step of your training, I will introduce Argument Alice.
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Alice's superpower is making arguments.
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She'll show you how to do it.
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Good luck.
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Hello everyone, my name is Argument Alice and my goal is to train you all how to be expert argument builders.
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What is an argument exactly?
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An argument has three main building blocks.
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Building an argument is like building a house.
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A house needs a floor or foundation, walls, and a roof.
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We can't build a house without a roof, without a floor or walls.
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Similarly, we can't build an argument without claims, reasoning, or evidence.
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We can remember this with the letters CRE.
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These are the pieces of our arguments.
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We begin with a claim.
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We support the claim with reasoning and we prove our claim with evidence and examples.
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First, let's look at what a claim is.
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A claim is an assertion.
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It is one single sentence that states our point.
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A claim is different from a fact.
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A fact is not something we can debate about, but a claim is something debatable.
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We have to try to prove that it is true.
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Let's look at the difference between a fact and a claim.
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Here is a fact.
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2 plus 2 equals 4.
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We can't debate this.
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Here is a claim.
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Most students love to take math classes.
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This claim is something we can debate.
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So the first step of any argument is making a clear claim.
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Second, we need to follow our claim with reasoning.
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Reasons explain our point.
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Reasons are simply the explanation for why our claims are valid.
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To deliver reasons, we just need to ask ourselves: Why?
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Why is this true?
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How does this work?
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Sometimes our claims seem obvious, and it looks like we don't need to explain.
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In the debate, however, we need to explain as much as we can.
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Third and finally, to complete our argument, we need evidence.
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Evidence is what proves our claim is valid and convinces the audience that it is true.
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Evidence can be statements from experts, research reports, or articles, or specific examples.
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We can find evidence from articles, books, videos, podcasts, and other sources of information.
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We can also provide examples from our everyday life and experiences.
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What is important is that we have specific evidence and examples to complete our arguments.
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So, in summary, arguments have three main components: Claim,
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state our point, Explain our point.
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Evidence: Prove our point.
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Now, let's look at an example of what this looks like in a real debate.
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If our debate topic is, kids should not be allowed to have mobile phones.
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There are several possible claims we can make to support the topic.
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One claim we could make is that mobile phones will be harmful to kids' eyes.
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If we want to provide reasons for the claim that mobile phones will be harmful to kids' eyes, we need to ask ourselves: why is this true?
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Let's come up with as many reasons as we can why it is true.
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Reason 1: Mobile phones have a light called a blue light.
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That's what allows us to see the screen.
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If kids look at this light too much, it will hurt their eyes.
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Mobile phones have so many bright colors and images that are too bright for kids' eyes.
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Reason 2: Most kids cannot stop looking at their mobile phones.
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Mobile phones have lots of games and videos that kids like to watch.
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These games and videos are fun and exciting and kids can't stop watching them.
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The bright colors and images are very attractive to kids.
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Reason 3: Sometimes use.
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Parents and teachers cannot watch their kids at all times because they are busy.
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This means kids can look at their mobile phones all day, which is bad for their eyes.
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So these reasons explain why phones are harmful to kids
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and why it is difficult for kids to stop looking at their phones
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and why parents and teachers cannot easily control the phones.
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Now our argument is taking shape.
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There is only one more thing we need: evidence.
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How do we know that these arguments are true?
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Is there any evidence or examples we can provide that prove our claim is true?
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We can find evidence and examples from articles, books, podcasts, and videos.
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I read an article from a newspaper called the Washington Post from August 2018, and I found this evidence.
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A new study says that smartphones may ruin your eyesight.
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Researchers at the University of Toledo in Ohio have found that exposure to blue light, the glow emitted from most smartphones,
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tablets and laptops, promotes the growth of poisonous molecules in your eyes, leading to macular degeneration.
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There are a lot of important words here we would need to define.
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Overall, however, this provides us good evidence for our reasoning about blue light and its impact on our eyes.
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So, let's look at what the full argument with claims, reasoning, and evidence would look like in a speech.
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not be allowed to have mobile phones is.
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Mobile phones are bad for kids eyes.
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Now, let me explain the reasons why this is true.
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First of all, Mobile phones have a light called a blue light.
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That's what allows us to see the screen.
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If kids look at this light too much, it will hurt their eyes.
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Mobile phones have so many bright colors and images that are too bright for kids' eyes.
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Secondly, most kids cannot stop looking at their mobile phones.
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Mobile phones have lots of games and videos that kids like to watch.
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These games and videos are fun and exciting and kids can't stop watching them.
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The bright colors and images are very attractive to kids.
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Third.
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Sometimes parents and teachers cannot control the mobile phone use.
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Parents and teachers cannot watch their kids at all times because they're busy.
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This means that kids can look at their mobile phones all day which is bad for their eyes.
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Now, let me introduce some evidence to support this claim.
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A new study says that smartphones may ruin your eyesight.
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Researchers at the University of Toledo in Ohio have found that exposure to blue light, the glow emitted from most smartphones,
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tablets, and laptops, promotes the growth of poisonous molecules in your eyes leading to macular degeneration.
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So, Ladies and gentlemen, we believe that kids should not have mobile phones because they are too harmful to kids eyes.
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Now, we have learned how to build an argument.
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We have learned what a claim, reasoning, and evidence are.
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We have seen an example in a debate.
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Now, you can work with your teammates to build arguments for your debates.
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Good luck!
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I'm going to go to the next one you you
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B1 is gebaseerd op de video “How to Build an Argument with Argument Alice”. Deze woorden komen het vaakst terug: claim, argument, mobile, evidence, eyes. Deze video bevat 106 zinnen en 1153 woorden om na te spreken. Het gesproken deel duurt 7:49. De spreker praat in een gelijkmatig tempo van ongeveer 147 woorden per minuut, prettig om te shadowen. 88% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is goed te volgen.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| harmful bijvoeglijk naamwoord | /ˈhɑɹmfl̩/ | schadelijk |
| smartphone zelfstandig naamwoord | /ˈsmɑɹtfoʊn/ | smartphone |
| emit werkwoord | /iˈmɪt/ | uitzenden, afgeven |
| excite werkwoord | /ɪkˈsaɪt/ | prikkelen, opwinden |
| eyesight zelfstandig naamwoord | /ˈaɪˌsaɪt/ | zicht, gezichtsvermogen |
| poisonous bijvoeglijk naamwoord | /ˈpɔɪzənəs/ | giftig |
| molecule zelfstandig naamwoord | /ˈmɑ.lɪ.kjul/ | molecuul |
| researcher zelfstandig naamwoord | /ˈɹiˌsɝ.t͡ʃɚ/ | onderzoeker |
| tablet zelfstandig naamwoord | /ˈtæblət/ | kleitablet |
| podcast zelfstandig naamwoord | /ˈpɑdˌkæst/ | podcast |
| laptop zelfstandig naamwoord | /ˈlæp.tɑp/ | laptop, notebook |
| ruin zelfstandig naamwoord | /ˈɹuː.ɪn/ | ruïne, bouwval |
| debatable bijvoeglijk naamwoord | [dɪˈbeɪtəbəɫ] | discutabel, betwistbaar |
| superpower zelfstandig naamwoord | grootmacht, supermacht | |
| assertion zelfstandig naamwoord | /əˈsɜɹʃən/ | stellige bewering |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| come up with werkwoord | bedenken, verzinnen |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- She'll show you how to do it.
- First, let's look at what a claim is.
- That's what allows us to see the screen.
- How do we know that these arguments are true?
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | have found · have learned · have seen |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | should not be allowed · be allowed |
| Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding | day, which is · day which is |
| Werkwoord + -ing enjoy, keep, stop… + -ing — werkwoorden die door de -ing-vorm worden gevolgd | stop looking · stop watching |
Uitspraak om op te letten
De spreker gebruikt 9 samentrekkingen en verkorte vormen, zoals can't, don't, I'm. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: degeneration /dɪˌdʒɛnəˈɹeɪʃən/, assertion /əˈsɜɹʃən/, crucial /ˈkɹuː.ʃəl/
- Lange woorden — let op de klemtoon: degeneration /dɪˌdʒɛnəˈɹeɪʃən/, debatable [dɪˈbeɪtəbəɫ], mathematics /mæθ(.ə)ˈmæt.ɪks/, similarly /ˈsɪm.ə.lə.li/
Klanken die Nederlandstaligen lastig vinden:
- /æ/ — opener dan de Nederlandse “e”: macular /ˈmækjəlɚ/, tablet /ˈtæblət/, podcast /ˈpɑdˌkæst/, laptop /ˈlæp.tɑp/, mathematics /mæθ(.ə)ˈmæt.ɪks/
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 harmful, smartphone, emit.
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.