Shadowing Practice: Keira Knightley OBE - Made By Dyslexia Interview - Learn English Speaking with Video
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School when I was about five was amazing because I was absolutely top of every class, well top of my class.
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And I was reading in front of people and I thought of myself as being unbelievably intelligent.
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And then when I was six they realised
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that I hadn't been reading at all and that my mum read to me all the time.
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We had lots of books at home and I'd memorised them.
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And it was only when somebody finally gave me a book
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that my mum hadn't read me that they realised
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that I hadn't been reading at all and couldn't read at all read at all.
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So when I was six I went from being the top of the class to the absolute bottom of the class.
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And I still remember what a shock that was.
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And I still remember how I saw myself completely differently from that moment.
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I was really, really lucky.
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I was at a brilliant state primary school.
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And also my brother had been there before and and he'd been diagnosed with dyslexia, so they'd already dealt with him.
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And the teachers there said to my parents, you need to find a carrot to dangle in front of Kira.
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There's no reason that she shouldn't be able to read, and there's no reason that she shouldn't be able to, you know, do well at school.
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But you need to find a carrot.
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And really fortunately for me, I wanted to act.
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So it was my head teacher, who was a brilliant man called David Cooper, who said to my mum, if she wants to act, then you let her act.
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But she's only allowed to do it if her grades either stay the same or go up.
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If she drops a grade, then you take the carrot away.
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I think I've always been very creative.
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You know, I was always, it was art, it was drama, it was music.
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I was always very good at creative writing.
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I was top of those classes.
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It's just that my spelling was awful.
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Again, the teachers that I had recognised how important it was
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that I knew that the points that I was making and the pieces of creative writing, the stories that I were telling, were great and were valid and were interesting and that they gave me a mark for that.
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and that the spelling and the punctuation was entirely different.
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Because when you split them up, you're not saying you're not intelligent enough.
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What you're saying is, hey, you're not very good at this bit and that's fine, that's fine.
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Deal with that bit, but well done because that was a great story.
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Because actually, you know, confidence is the most important thing and
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if you tell a child that they're not good at something and you tell a child that they're stupid, then they'll feel like they are.
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And so I think it's really important to say you're not stupid.
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Your brain simply works differently than other people
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and you can find different ways around it and you'll be good at other things.
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You may not be a brilliant speller, you may not be a very fast reader, but you will learn how to read and you will learn as much spelling as you need to,
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you know, but you'll be better at different things and I think that's unbelievably important to know as a kid.
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My spelling makes people laugh.
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It makes me laugh actually and my reading, if I'm sight reading, oh it's a complete joke.
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I mean I'll make, it'll mean something else completely.
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It won't make any sense at all, which you know for what I do for a living was quite difficult
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because if you give me a page of dialogue now I can just about do it
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but I mean it jumps about and you know it takes me a while, I really need to learn it, I need to sit with it.
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I always have to say, you cannot give me a rewritten scene on the day and think that I'm going to be able to perform it well.
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If you give me a rewritten scene the day before and I have a night to work on it, I will be able to do it well.
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I think I was really lucky that it was diagnosed when I was six.
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So that early diagnosis was key to absolutely everything.
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So I think probably because of my dyslexia, my work ethic has always been really high.
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I think it's vital that teachers are trained about dyslexia, about spotting it and about working with dyslexic kids.
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It's absolutely vital.
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Because the world is changing and imagination is key to everything
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and there's going to be a lot of kids whose potential are lost unless we train our teachers to effectively teach them.
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “Keira Knightley OBE - Made By Dyslexia Interview”. Deze woorden komen het vaakst terug: teacher, reading, spelling, dyslexia, carrot. Deze video bevat 54 zinnen en 815 woorden om na te spreken. Het gesproken deel duurt 3:57. De spreker praat snel, ongeveer 207 woorden per minuut, dus reken op verbonden en ingeslikte klanken. 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 10 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| spelling zelfstandig naamwoord | /ˈspɛl.ɪŋ/ | spelling |
| dyslexia zelfstandig naamwoord | /(ˌ)dɪsˈlɛk.si.ə/ | dyslexie |
| carrot zelfstandig naamwoord | /ˈkæɹət/ | wortel, peen |
| diagnose werkwoord | /ˈdaɪ.əɡˌnoʊs/ | diagnosticeren |
| rewrite werkwoord | /ɹiˈɹaɪt/ | herschrijven |
| unbelievably bijwoord | ongelooflijk | |
| dangle werkwoord | /ˈdæŋ.ɡəl/ | bengelen, bungelen |
| punctuation zelfstandig naamwoord | /ˌpʌŋk.t͡ʃuˈeɪ.ʃən/ | interpunctie |
| fortunately bijwoord | /ˈfɔɹ.t͡ʃə.nɪt.li/ | gelukkig, gelukkigerwijs |
| diagnosis zelfstandig naamwoord | /daɪəɡˈnəʊsɪs/ | diagnose |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- I think I've always been very creative.
- It's just that my spelling was awful.
- I mean I'll make, it'll mean something else completely.
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 | been diagnosed · was diagnosed · are trained |
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | I've always been · has always been |
Uitspraak om op te letten
De spreker gebruikt 25 samentrekkingen en verkorte vormen, zoals you're, hadn't, I'm. Spreek ze kort uit, zoals je ze hoort.
- Lange woorden — let op de klemtoon: dyslexia /(ˌ)dɪsˈlɛk.si.ə/, punctuation /ˌpʌŋk.t͡ʃuˈeɪ.ʃən/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
Klanken die Nederlandstaligen lastig vinden:
- /æ/ — opener dan de Nederlandse “e”: carrot /ˈkæɹət/, dangle /ˈdæŋ.ɡəl/
- /g/ — een harde plofklank, geen Nederlandse “g”: diagnose /ˈdaɪ.əɡˌnoʊs/, dangle /ˈdæŋ.ɡəl/, diagnosis /daɪəɡˈnəʊsɪs/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Begin op 0,75× snelheid, spreek zin voor zin na en ga terug naar normale snelheid zodra het makkelijk gaat.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als spelling, dyslexia, carrot.
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.