Shadowing Practice: Don't Let Your Arguments Die (Ep 06) - Learn English Speaking with Video
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Hello everyone, Argument Alice here.
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Today I'm going to train you in a crucial part of building arguments.
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Rebuilding arguments.
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We have learned from Rebuttal Rosie that every speaker, after the first speaker, must provide a rebuttal to the arguments of the previous speaker.
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I have told you that building an argument is like building a house.
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Rosie teaches us that a rebuttal is like tearing down or deconstructing the house of your opponents.
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When your opponents tear down your team's arguments,
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you need to rebuild these arguments in the next speech. from attack.
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In some ways, rebuilding arguments is like a rebuttal to the rebuttal of your opponents.
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There are a few things to keep in mind when rebuilding our arguments.
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Let's look at the key steps we need to take when rebuilding arguments.
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Step 1: Let the audience know that you will begin to rebuild your partner's argument.
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As always, Structure Sam reminds us to clearly signpost the
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We should make it clear in our introduction that we will rebuild our partner's argument later in the speech.
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When we get to that part in our speech, we should clearly let the audience know that we will rebuild.
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Step 2.
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Briefly summarize the argument of your partner and explain why it is so important.
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In this step, we make sure to restate the main claim of our argument.
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Step 3.
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Briefly summarize the rebuttal of your opponent to this argument.
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your team's argument.
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Here you can restate the reasoning provided by your partner, you can restate the evidence and examples provided by your partner,
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you can also offer new reasoning and evidence.
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Step 5: Conclude the rebuilding.
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Make it clear that you have finished this part of your speech, and you will now move on to the next section.
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Let's take a look at these five steps in an actual debate.
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We will first hear an example of an argument.
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Then we will listen to an example of a rebuttal to that argument.
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Finally, we will see an example of how to rebuild the argument.
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Listen carefully to the original argument.
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Ladies and gentlemen, my first argument to support the topic
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that kids should not be allowed to have mobile phones is: 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, 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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introduced 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, listen carefully to the rebuttal.
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My opponent's first argument was mobile phones are harmful to kids' eyes.
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They explained that the blue light on the phone, along with the inability of kids to control phone use, will damage their eyes and can even lead to blindness.
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However, I would like to challenge this argument.
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I think this argument is flawed for two reasons.
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One, it is not true that kids cannot control their use of phones.
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We believe that parents can control phone use through screen control apps.
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We also think that kids can control their phone use and
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that they prefer to play with friends and do things other than look at their phones.
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So it is just not right that if kids have phones, they will look at them like zombies all day long.
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2. Even if kids do look at mobile phones a lot, we don't think it will be that bad for kids' eyes.
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The worst case scenario is that kids have to wear glasses, but we don't believe this is such a big deal.
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Also, reading a lot of books can hurt kids' eyes too, but we would never say that kids should not be allowed to read.
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Therefore, we think that the effects of mobile phones on kids' eyes are not a reason kids should not have mobile phones.
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Now we can see an example of how to rebuild the original argument.
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you I will now rebuild our team's argument.
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In our team's first argument, my partner explained to you that mobile phones are harmful to students' eyes.
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My opponent has attempted to rebut this argument by saying that parents can control the mobile phone use of their kids.
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They have also explained that kids can manage their own mobile phone use
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and that the impact on kids' eyes is not so bad.
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However, this rebuttal is not enough to defeat our argument.
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My partner clearly explained that mobile phones are addictive.
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He explained that the phones are designed to be addictive.
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My opponents have said that kids and parents can control themselves.
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The bright images, sounds, and videos are addictive to kids.
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If it is true that phones are addictive, it isn't easy for kids and parents to control.
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Even if some kids and parents can monitor their phone use, many kids cannot.
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So it is best to not allow them to have phones.
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Therefore, our team's first argument still stands.
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Sometimes, your opponent will not provide a rebuttal to one of your team's arguments In this case, it is imperative to point this out to the judge.
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You can say: Ladies and gentlemen, my partner explained to you that mobile phones are harmful to students' eyes and that eyes are critical.
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We have heard absolutely no response to this argument, which means that my opponents accept the argument to be true.
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Remember, the debate is a team activity.
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You should always support your partner's arguments and defend them from attack.
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At the end of the debate, you want all of your team's arguments standing strong.
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Now go out there and rebuild!
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Thank you.
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you you you
About This Lesson
In this lesson, learners will practice a key aspect of persuasive speaking: rebuilding arguments. Based on the techniques introduced by Argument Alice, students will learn how to effectively counter rebuttals from opponents by systematically presenting and strengthening their original arguments. By following the outlined steps, learners will enhance their ability to communicate persuasively, an essential skill for both formal debates and everyday discussions. This practice will not only improve your English speaking skills but also sharpen your argumentative skills in real-life scenarios.
Key Vocabulary & Phrases
- Rebuilding arguments: The process of reinforcing your points after they have been challenged.
- Rebuttal: A counter-argument that addresses the points made by an opposing speaker.
- Signpost: A phrase or gesture that indicates the structure of your speech, helping the audience follow your points.
- Summarize: To briefly restate the main ideas or points of an argument for clarity.
- Evidence: Facts or information used to support an argument.
- Conclusion: The final part of a speech, summarizing the key points made.
- Argument structure: The organizational layout of an argument, which includes claims, evidence, and conclusions.
Practice Tips
To effectively improve your English pronunciation and speaking skills through this lesson, consider the following shadowing tips:
- Shadow Speech Technique: Listen to the arguments and rebuttals presented in the video, then repeat them aloud simultaneously (or just after) to mimic tone and inflection. This will help you gain confidence in your speech delivery.
- Focus on Pace: The video may present ideas rapidly; start by pausing after every few sentences to fully grasp the content and pronunciation before attempting to shadow along.
- Emphasize Key Phrases: Pay close attention to how Argument Alice emphasizes different keywords and phrases related to rebuilding arguments. Mimicking these can help you sound more persuasive in your own speaking.
- Practice with Peers: Engage in group discussions or debates focused on a similar topic. Use the key steps learned in the lesson to rebuild arguments collaboratively, enhancing both your English speaking practice and argumentative skills.
- Use a Shadowing Site: Find video resources that align with your learning style. These can serve as a platform to practice shadowing and improve your English with YouTube content that enhances your skills.
What is the Shadowing Technique?
Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.