Shadowing Practice: TEST 2 PART 3 - LUYỆN TẬP VÀ THỰC HÀNH LISTENING - TỰ HỌC VSTEP - Learn English Speaking with Video
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I was
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a small child when I left Vietnam and moved with my family to live in America.
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For me and my little brother, it didn't take long before we felt American.
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But for my parents and two older sisters, it was a different story
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The biggest problem for my mother was the language We were living in New York
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And although there were quite a lot of Vietnamese families near
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us They didn't work in the stores This meant my mother had to take me with her
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when she went shopping And I was usually at school For my father, the most important thing when we arrived was to find a job Luckily,
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he had friends who knew us in Vietnam and they helped him get a job in a factory.
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It was hard for him to do that sort of work.
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In Saigon, he had been a doctor.
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My two older sisters went to high school.
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They worked hard and did well, and the school gave them extra English lessons.
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Even now, though, they speak with Vietnamese accents.
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My brother and I are lucky.
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We may look Vietnamese, but we speak with American accents.
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My family found the way of life very different.
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In Vietnam, my mother used to spend a lot of time visiting her sisters
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and brothers and looking after her mother and father.
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She feels quite lonely now.
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She says that in America you live inside your house,
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but in Vietnam you take your house outside onto the street and share your life with everybody.
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I don't remember that, but I I do find the winters are quite hard to put up with in New York.
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It's very cold and snows a lot.
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My mother still wears traditional Vietnamese clothes at home and always cooks us rice and noodles.
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I must admit, I prefer burgers and chips.
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Although my friends like to visit us, I often feel a bit embarrassed by my parents' way of life.
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They don't understand Americans, and I think I am more American than Vietnamese now.
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I suppose it's sad for them to have such a strange daughter.
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In American schools, almost every classroom is a mix of boys and girls.
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However, it was not always this way.
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In the past, schools did not teach girls subjects like science and math.
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In 1972, a law called Title IX was made in America.
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It gave girls an equal chance at education.
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Since then, boys and girls have been taught together.
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Recently, though, some schools are reconsidering separating classes.
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This is different than in the past, however.
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Girls still learn the same subjects as boys.
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They just study without boys in the classroom.
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Why?
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Well, scientists know that boys and girls learn differently.
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They also behave differently in the classroom.
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Boys are louder and more confident.
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They like to talk and show what they know.
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In general, girls are quieter.
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They prefer to listen and think carefully before they give their answers.
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When boys and girls are together, the boys can be too dominant.
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Also, boys and girls can bother each other.
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Instead of thinking about the lesson, they think about each other.
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In a separated classroom, they behave better and can focus on studying.
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Another reason for separated classes is that boys and girls often like different things.
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For instance, boys prefer stories with action and adventure.
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In an all-boys English class, the teacher can choose books that will be interesting to boys.
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This way, they will be more excited about the stories.
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Not all the classes are separated, just the main subjects, like English, math, science, and social studies.
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Still, some teachers think that separate education is not good.
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They worry that boys and girls will not learn how to work well together.
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Right now, less than 600 schools are trying separate classrooms.
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Time will show if it is a good idea or something that should be left in the past.
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Hi, I'd like to welcome all of you to the International Student Orientation at Norwalk College.
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I hope that your travels from your home country have been easy and that you are all settling in well.
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I believe I've met everyone, but just in case, I'm the Director for International Student Affairs,
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the person you can come to if you're having problems with your classes, your housing, visas.
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You're always welcome to stop by my office.
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We'll have several short workshops today, and we'll be talking about some common issues that international students face.
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The first one that I want to deal with is about communication, and in particular, nonverbal communication.
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Now, all of you have been studying English for some time.
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You have a good vocabulary, and you probably know all about verb tenses and modals and can ask directions and order from a menu.
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But communication is not only verbal.
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That is, talking is not the only language we use to communicate.
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Another way we communicate is through nonverbal communication, or body language.
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The term body language means the movements we use and the facial expressions we have, like smiling or frowning, the way we sit or stand,
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the way we touch or look at someone, the distance we stand from another person.
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Some psychologists say that more than 60% of our communication is actually done through body language.
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We do it without thinking, or without ever having been specifically taught what the gestures or expressions mean.
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The problem is that body language is a little bit different in each culture, and this can often cause some problems with communication.
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Here's an example.
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In many places, it may be a little rude
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or disrespectful to look at another person directly in their eyes as you talk with them.
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So many international students will avoid this eye contact.
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But in America, we expect it.
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We think of eye contact as a sign of honesty and straightforwardness.
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American parents actually encourage their children to look people in the eye when speaking.
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Just imagine a conversation where an international student was trying to
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be respectful by not looking into the eyes of her American classmate.
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The American might wonder why her classmate wouldn't look directly at her
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And the international classmate would be wondering why she was being stared at The end result is an awkward
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and frustrating interaction Oh, here's another one Americans shake hands firmly when they greet each other Because to Americans,
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a firm handshake signifies strength and power But a soft or limp handshake is considered a sign of weakness In some cultures,
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handshakes are less common, or a gentle, soft handshake is acceptable.
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So students need to know that when shaking hands, it's important to be firm.
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Thank you.
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “TEST 2 PART 3 - LUYỆN TẬP VÀ THỰC HÀNH LISTENING - TỰ HỌC VSTEP”. Deze woorden komen het vaakst terug: boys, girls, communication, student, language. Deze video bevat 92 zinnen en 1121 woorden om na te spreken. Het gesproken deel duurt 9:01. De spreker praat in een gelijkmatig tempo van ongeveer 124 woorden per minuut, prettig om te shadowen. 86% 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 |
|---|---|---|
| classroom zelfstandig naamwoord | /ˈklɑːsɹʊm/ | klaslokaal |
| handshake zelfstandig naamwoord | /ˈhæn(d)ˌʃeɪk/ | handdruk |
| classmate zelfstandig naamwoord | /ˈklæs.meɪt/ | klasgenoot, klasgenote |
| behave werkwoord | /bɪˈheɪv/ | zich gedragen |
| accent zelfstandig naamwoord | /ækˈsɛnt/ | accent, klemtoon |
| mathematics zelfstandig naamwoord | /mæθ(.ə)ˈmæt.ɪks/ | wiskunde, mathematiek |
| frustrate werkwoord | /ˈfɹʌsˌtɹeɪt/ | frustreren |
| noodle zelfstandig naamwoord | /ˈnu.dəl/ | noedel |
| signify werkwoord | /ˈsɪɡnɪfaɪ/ | duidelijk maken, te kennen geven |
| reconsider werkwoord | /ˈɹiːkənˌsɪdə/ | heroverwegen |
| disrespectful bijvoeglijk naamwoord | /dɪs.ɹɪˈspɛkt.fəl/ | respectloos, oneerbiedig |
| respectful bijvoeglijk naamwoord | /ɹɪˈspɛkt.fl̩/ | eerbiedig, respectvol |
| verb zelfstandig naamwoord | /vɝb/ | werkwoord |
| greet werkwoord | /ɡɹiːt/ | begroeten, ontvangen |
| psychologist zelfstandig naamwoord | /ˌsaɪˈkɑl.ə.d͡ʒɪst/ | psycholoog, psychologe |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| put up with werkwoord | ondergaan, verdragen |
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 | was made · have been taught · are separated |
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | have been taught · have been · I've met |
Uitspraak om op te letten
De spreker gebruikt 12 samentrekkingen en verkorte vormen, zoals didn't, don't, we'll. Spreek ze kort uit, zoals je ze hoort.
- De “th”-klanken: mathematics /mæθ(.ə)ˈmæt.ɪks/, cloth /klɒθ/
- De klanken “sh” en “zh”: handshake /ˈhæn(d)ˌʃeɪk/, facial /ˈfeɪ.ʃəl/, workshop /ˈwɝk.ʃɑp/
- Lange woorden — let op de klemtoon: mathematics /mæθ(.ə)ˈmæt.ɪks/, reconsider /ˈɹiːkənˌsɪdə/, disrespectful /dɪs.ɹɪˈspɛkt.fəl/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/, vocabulary /vəˈkæb.jə.lə.ɹi/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: behave /bɪˈheɪv/, verb /vɝb/
- /æ/ — opener dan de Nederlandse “e”: handshake /ˈhæn(d)ˌʃeɪk/, classmate /ˈklæs.meɪt/, accent /ækˈsɛnt/, mathematics /mæθ(.ə)ˈmæt.ɪks/, vocabulary /vəˈkæb.jə.lə.ɹi/
- /g/ — een harde plofklank, geen Nederlandse “g”: signify /ˈsɪɡnɪfaɪ/, greet /ɡɹiːt/, burger /ˈbɝ.ɡɚ/
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 classroom, handshake, classmate.
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.