Shadowing Practice: storyfun 5 unit 3 treasure - Learn English Speaking with Video
Les maken...
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Students' Book Page 20 3.
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Treasure Emma was on holiday, but she was really bored.
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There were too many people in the hotel pool.
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She had no one to play volleyball with and her parents just wanted to sit in the sun.
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Emma walked along the beach and sat down by a rock.
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What a boring day, she thought.
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Then something hit her on the head.
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It was a beach ball.
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Sorry, a little boy said.
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He picked up his ball and stood in front of her.
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He was only about six or seven.
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Emma wanted him to go away.
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What do you want?
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Emma asked him.
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Nothing?
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But you look unhappy.
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What's the matter?
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I'm bored.
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Emma said.
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We could look for treasure The little boy said Emma thought that was a silly idea Where are your parents?
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She asked They're on our ship Out there by the island I'm the son of a pirate The boy said Emma laughed
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There's no ship and you can't be a pirate Pirates are only in films and stories.
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The boy didn't move.
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Believe me, he smiled.
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I am the brave son of a brave pirate and our ship is there.
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You can't see it because you believe we're only in films and stories.
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Emma thought the little boy was funny and suddenly she didn't feel bored.
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Okay, she said and stood up.
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Let's explore the beach and look for treasure.
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The boy pointed at some rocks.
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Shall we begin looking there?
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He whispered.
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Between the rocks, there were lots of pools of seawater.
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They were full of small sea creatures, beautiful stones and shells.
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Those stones and shells are lovely, aren't they?
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The little boy said, they're a kind of treasure.
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Mmm, Emma said.
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Then she saw something blue in the rock pool too.
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What's that?
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It's a glove, isn't it?
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Yes, the little boy said.
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Perhaps someone lost it here.
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He picked up the wet glove.
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This is a kind of treasure as well, he said, and put it in a large bag that he carried on his shoulder.
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Then they climbed over the rocks to the next pool.
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They were looking unusual in that one too.
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What is it?
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Emma asked.
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It looks like a silver fork.
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Can you get it for me?
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Of course I can, the little boy said.
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He pulled out the silver fork and put it in his bag too.
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Then Emma saw something else.
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There was an old pair of sunglasses in another rock pool.
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The little boy pulled his sleeve up over his elbow and took the sunglasses out of the water.
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More wonderful treasure!
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He laughed.
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Then they arrived at a fourth pool.
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The water there was really deep and the rocks around it hurt their knees.
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It's quite dangerous here, Emma said.
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I don't want to stay here.
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Let's go back instead.
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But the little boy said, Look, there's a ring under that black and gold fish.
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I can get that for you too.
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It's the very, very best kind of treasure. Are you sure?
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Emma said.
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That fish looks angry, doesn't it?
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And it's got really scary big teeth.
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It might bite your fingers.
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That ugly crab might climb out and bite your toes too.
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Don't worry.
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These things aren't frightening, he said.
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I'm the brave son of a brave pirate.
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Deep water, fish with big teeth or ugly crabs are no problem for a child like me.
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The little boy took the glove, fork, and the old pair of sunglasses out of his bag.
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He put on the glove and put the old pair of sunglasses on the fork.
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Then, slowly, slowly, put his hand,
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then his elbow, down, down into the deep water.
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The brave little boy soon hooked the ring out of the water with the end of the sunglasses.
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He gave it to Emma.
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Here you are, he said.
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No problem them.
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The ring was so pretty, Emma couldn't speak.
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But when she looked up to thank the little boy, he wasn't there.
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She was very surprised.
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Where did he disappear to?
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Emma didn't know, but she carried the ring carefully back to the hotel to show her parents.
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They weren't sitting in the sun, so Emma went upstairs to their room.
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Emma's mother was there.
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She looked very worried and sad.
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What's the matter, Mum?
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Emma asked.
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I lost my beautiful gold ring when I went for a swim.
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I was having fun in the waves, but it suddenly came off my finger.
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Emma opened her hand. Is this it?
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She asked.
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Yes, her mother said.
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Where did you find it?
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A pirate's son fished it out of a rock pool for me, Emma answered.
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Emma looked out of the hotel window.
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A pirate ship was sailing away and a little boy was waving to her.
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And this time Emma could see them both, the boy and the pirate ship.
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau A2 is gebaseerd op de video “storyfun 5 unit 3 treasure”. Deze woorden komen het vaakst terug: Emma, boy, rock, pirate, treasure. Deze video bevat 102 zinnen en 823 woorden om na te spreken. Het gesproken deel duurt 7:29. De spreker praat in een gelijkmatig tempo van ongeveer 110 woorden per minuut, prettig om te shadowen. 82% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken. 16 van de 102 zinnen zijn vragen, dus het is goede oefening voor vraagintonatie en korte antwoorden.
Belangrijke woorden in deze video
15 woorden uit de video die het leren waard zijn, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| treasure zelfstandig naamwoord | /ˈtɹɛʒəɹ/ | schat |
| pirate zelfstandig naamwoord | /ˈpaɪɹət/ | piraat, zeerover |
| brave bijvoeglijk naamwoord | /bɹeɪv/ | moedig |
| sunglasses zelfstandig naamwoord | zonnebril | |
| fork zelfstandig naamwoord | /fɔɹk/ | vork |
| bore werkwoord | /boɹ/ | vervelen |
| glove zelfstandig naamwoord | /ɡlʌv/ | handschoen |
| finger zelfstandig naamwoord | /ˈfɪŋɡɚ/ | vinger |
| ugly bijvoeglijk naamwoord | /ˈʌɡli/ | lelijk |
| shell zelfstandig naamwoord | /ʃɛl/ | schelp |
| bite werkwoord | /baɪt/ | bijten |
| climb werkwoord | /ˈklaɪ̯m/ | klimmen |
| elbow zelfstandig naamwoord | /ˈɛlboʊ̯/ | elleboog |
| crab zelfstandig naamwoord | /kɹæb/ | krab |
| carefully bijwoord | /ˈkɛɹf(ə)li/ | voorzichtig |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| pick up werkwoord | oppakken, optillen |
| go away werkwoord | weggaan |
| go back werkwoord | teruggaan |
| sit down werkwoord | gaan zitten |
| stand up werkwoord | opstaan |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- What do you want?
- Let's explore the beach and look for treasure.
- Shall we begin looking there?
- Can you get it for me?
- Where did you find it?
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Past continuous was/were + -ing — iets dat op een moment in het verleden bezig was | were looking · weren't sitting · was having |
| Mogelijkheid met “might / may” might/may + werkwoord — iets is mogelijk maar niet zeker | might bite · might climb |
Uitspraak om op te letten
De spreker gebruikt 20 samentrekkingen en verkorte vormen, zoals didn't, I'm, aren't. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: treasure /ˈtɹɛʒəɹ/, shell /ʃɛl/, unusual /ʌnˈjuːʒ(u)əl/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: brave /bɹeɪv/, glove /ɡlʌv/, crab /kɹæb/, arrive /əˈɹaɪv/, sleeve /sliv/
- /æ/ — opener dan de Nederlandse “e”: crab /kɹæb/, unhappy /ʌnˈhæpi/
- /g/ — een harde plofklank, geen Nederlandse “g”: glove /ɡlʌv/, finger /ˈfɪŋɡɚ/, ugly /ˈʌɡli/
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 treasure, pirate, brave.
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.