Shadowing Practice: Learn English | Reading for Vocabulary | Level B | Lesson 06 | Brian Stuart (미국교과서) - Learn English Speaking with Video
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Hey kids, how are you today?
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Welcome back to Reading for Vocabulary.
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This is our last lesson about rocks and in this lesson we're going to talk about a really really really big rock.
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What What is it?
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It's called Mount Rushmore.
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So in this lesson, we will focus on learning about Mount Rushmore.
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Of course we have to ask, what is Mount Rushmore?
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There's a little clue by the way.
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Mount means mountain.
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And as we can see, whoa, there it is.
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This is a mountain.
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one big rock.
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That's amazing.
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Look at how big it is.
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Here are a couple of people on motorcycles.
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Here's a road and look at how big this rock is.
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Now can you see something special about this mountain?
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Sure.
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There are some faces in the mountain.
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How did they get there?
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Well we'll figure that out when we look at the reading.
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Here are some more pictures of Mount Rushmore.
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This is a coin that's used in America.
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It's a coin that shows famous people or places.
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Many coins in America will do that.
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They're special coins.
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This coin here shows Mount Rushmore.
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Look at the date, 1889.
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This coin is very old, but it celebrates the making of Mount Rushmore.
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And we can see the four faces here.
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We'll talk about those four faces in the reading.
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Next, we can see another type of example of this.
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This is a stamp in America.
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A stamp, of course, you lick it.
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Of course, in Korea, you put glue on it and you put it on your envelope, 편지, right?
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And then you can mail it.
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Well this is a stamp.
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Like this, we can see that like these things, the coin and the stamp, famous people, famous famous places,
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famous events are used as pictures on coins and stamps.
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And again, we saw the coin, now we see the stamp of Mount Rushmore.
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And this is a special stamp that's made for a certain time.
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So Mount Rushmore is very important in American history.
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Finally, we can see this picture shows the park entrance.
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There's a park in front of Mount Rushmore where many millions of people go there every year to look at Mount Rushmore.
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When I was a little boy, I went to this park.
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I can still remember standing there.
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It was a nice sunny day.
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I think it was spring, so it wasn't too hot, not too cold, but it was a very beautiful day.
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And my family and I, we looked up at the Mount Rushmore and we looked at the shops in the park.
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Okay, so it's a very important place in America.
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Let's learn some words that we need to know when we look at the reading passage about Mount Rushmore.
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Who made it?
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What's it all about?
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Okay, well let's start with the words of course.
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Here we have having a high price.
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Look at this car.
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That car costs a lot of money.
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What can we say about the car?
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we can say that it is expensive.
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It is expensive.
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It takes a lot of money.
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You need a lot of money to buy this car or to pay for this car, having a high price.
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Cars can be expensive.
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Buildings can be expensive.
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Construction projects, if you're building something, that can be expensive too.
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expensive means it needs a lot of money number two whoa
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Joe Jameo be careful TNT of course these things what are these things of course you can have one alone
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or you can tie many together in movies about the old west you know cowboys
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and Indians sometimes you see them being used in the movie right people will light them
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and throw them
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and they go boom right a powerful bomb is called dynamite
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dynamite die na might three sounds die na might put
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them all together dynamite dynamite by the way it's interesting dynamite means a bomb
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but dynamite is also used by young kids to say something is cool or wonderful hey man That's dynamite,
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means that's great.
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That's dynamite because boom, it's really good.
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Sometimes people will say, that's dynamite, that's really good.
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But dynamite also means that it's a bomb, the actual meaning.
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Number three, be careful Santa Claus.
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Santa Claus is playing a fiddle, but look where he is.
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He's in a very, what kind of position?
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Able to cause harm.
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He's in a very dangerous position.
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It's very dangerous to be sitting on the edge of a building.
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Don't do that.
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That situation is very dangerous.
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So when you're talking about a situation that can cause harm,
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that can hurt somebody, that is a dangerous situation.
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Or we can say that it is dangerous.
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Okay, next one.
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Number four, finish, right?
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To come to the end of something.
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All these people are running.
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They look like they're in a marathon.
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They were in a race.
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They ran for a long time.
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Finally, they come to the ending point, the end of something.
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Of course, the word we're looking for is the same as the word on the sign.
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Finish, right?
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Finish, finish.
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When you finish something, you come to the end of it.
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Whether it's running in a marathon or doing your homework, you finish your homework.
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Or if you're in some long project, you finish.
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You come to a finish.
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Five.
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Wow, that's really cool.
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This guy's at the beach.
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Did you ever build something like this?
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Right?
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This is, of course, we call this a sand castle.
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A sand castle.
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Now, can you build this sand castle?
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That's very difficult.
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This man is really good at creating art.
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We can call him an artist.
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So he's an artist.
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Now artists make many different things.
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This man is making a sand castle.
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It looks like art.
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It's very beautiful.
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But of course artists also paint, right?
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They can also make music.
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We call these people who create things that we like and we enjoy, that are beautiful, we call them artists.
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Okay, next one, five, no, six, sorry, six.
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Where are your eyes, your nose and your mouth?
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Where are they?
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Of course they're here.
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What do we call this part of our body?
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This part of our body here, we call it our face.
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Okay?
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She's having fun hiding one of her eyes, right?
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So where your eyes, nose and mouth are, that's a person's face.
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Remember when we looked at Mount Rushmore, we saw four faces.
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So of course we need to know what a face is.
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Seven, wow, that's really cool looking, isn't it?
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This of course is a volcano,
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volcano volcano right a very high hill a very high hill now it's interesting
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because these are hills right these down here are hills they're not very high but
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if you look at this that's not a hill that's really
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really high we call it a mountain that's a mountain so the difference between a hill and a mountain.
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Hill versus mountain.
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Hills are small as you can see.
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They're not that tall, but a mountain, wow, look at that.
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That's really steep and really high.
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That's a mountain.
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Some people argue and they say, that's a mountain.
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Another person is saying, that's not a mountain, that's a hill, right?
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It depends also where people are from.
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If somebody's from a place that's very flat, they might think, wow, that's a mountain.
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But people who live in the mountains say, that's not a mountain.
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That's a mountain over there.
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Okay, very high.
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Okay, next one, eight.
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Now these two people are doing something interesting.
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What happened?
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Looks like some earthquake maybe came through.
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An earthquake shook the earth and what did it do?
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It made small openings in something.
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What do we call this here?
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This of course is called a crack.
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CR, CR.
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The C is hard.
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CR and R, R.
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Put them together.
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CR, CR, CR, CRACK.
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OK?
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A, C, K, CRACK.
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Now that's maybe difficult to pronounce.
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CRACK, CRACK.
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So when you see a small opening, especially in stone or even metal,
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a little opening looks like it might break soon.
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You see cracks.
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If you see cracks, be careful because that means that something might break or something is not strong.
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It got weak somehow.
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So if you see a crack, be careful.
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It's not strong anymore.
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Number 9, wow, this is pretty cool.
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Do you have one of these?
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It's like a puzzle board, right?
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There are many different what?
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The outline of something.
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Here we have an outline.
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What is that?
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And we have a different outline.
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These, of course, are different shapes.
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This is a circle, a triangle, a square.
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Those are different shapes.
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So the outline of something is its shape.
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Next one, number 10.
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Looks like Junior is wearing Daddy's clothing.
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He's got clothes that are too big for him.
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He looks kind of cute, but it looks kind of strange.
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His feet are so big for his face, but of course those are his dad's shoes.
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His feet are probably very small inside that big shoe.
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Big, another word for big is large.
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Large.
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The boy's clothes are too large for him.
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Too large for him, too big for him.
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Okay, so large.
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Large is something that's very big or huge.
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Huge is another word you could use.
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Huge has more emphasis, strength.
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It's huge, Really, really big.
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Not just big, but huge.
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Big and large and huge.
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11. Wow, that's a lot of money.
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My gosh, that's a lot of money.
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Here we have 1, 0, 0, 0, 0, 0, 0.
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What is that?
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What number do we call it? we call it million.
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Remember in English we put zero zero zero then comma zero zero zero then comma.
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Okay so three zeros comma three zeros comma and then one.
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We go all right one ten hundred thousand ten thousand one hundred thousand then one million.
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Okay so one million that's a really big number one million.
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I don't think there is a, I think this picture is not real.
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I don't think there's a real one million dollar bill.
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That's crazy.
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Can you imagine going to a store?
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Yeah, I'd like some milk, please.
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Here, a million dollars.
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Do you have change?
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That's crazy.
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Okay, next one.
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12, far above the ground, far above the ground is high.
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These balloons, that looks really cool by the way, right?
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These balloons are high in the air, right?
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They're far above the ground.
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They're very high.
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Like that mountain we talked about before, right?
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The mountain is really high.
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The hills are lower than the mountain.
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So something that's far above the ground is high.
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13. Not hard.
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So in other words, it means that it's not difficult, right?
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If somebody took a test, they got an A+.
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That test was not hard, it was easy.
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It was very easy.
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That test was easy.
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I hope your tests are easy.
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Of course, if you want your tests to be easy, study hard.
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Then your tests will be easier.
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Number 14.
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Whoa, what kind of car is that?
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That's really long.
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By the way, just Kunyang I'll go ship out.
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We call that a limousine.
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You could call it a limo for short.
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It's a limo.
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It's a really long car.
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It looks like it's been stretched, right?
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It's been stretched.
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Stretch.
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It's great in distance or time.
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Great in distance or time.
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So you're talking about great, big, or long in distance or time.
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I just told you long.
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It's long.
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It's great in distance or time. To feel painful.
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Oh no, to feel painful.
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Poor guy looks like he was playing soccer and boom, maybe somebody hit him on the knee.
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It feels painful.
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We say it hurts.
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So if you're playing sports and something hits you or you get a bruise.
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By the way, we could call this a bruise.
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That's like a purple or blue,
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maybe red because you hit something on your leg or your arm and you have a strange color.
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That's a bruise.
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A bruise hurts.
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You say it It hurts.
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It hurts.
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Do not say it's sick.
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안 돼요.
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Don't say it's sick.
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하지 마.
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Don't say that.
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Don't say my arm is sick.
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That's crazy.
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If you say my arm is sick, it's like, achoo achoo.
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Oh, poor arm.
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Drink some orange juice.
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Right?
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That's crazy.
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Your arm can't be sick.
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Your whole body is sick.
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Sick is like 감기, right?
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Cough.
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Cough.
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Or you have a cold, right?
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You're sneezing.
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Achoo.
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sick.
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But if your arm is injured or your arm has a bruise, then you say, my arm hurts.
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Don't say my arm is sick.
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That's conglish.
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My arm is sick is conglish.
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Do not say that say, my arm hurts.
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That's correct.
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Okay, my arm hurts.
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Yeah, sorry about that.
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Is sick is wrong.
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And you know, it's hard for me to write that, right?
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Because it's wrong.
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But many students say that.
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It's Konglish.
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Don't say my arm is sick.
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Don't say that.
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Say my arm hurts.
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I hope not, but that's what you say.
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Okay, to feel painful, to hurt.
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And here we have hurt, hurt, hurt, because hurt, here hurts is a verb, right?
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It hurts.
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It hurt yesterday.
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It has hurt for a long time.
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So hurt, hurt, hurt.
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The verb doesn't change.
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We don't use ED.
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Don't say my arm hurted yesterday.
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No, my arm hurt yesterday.
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My arm hurts now.
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It hurt yesterday and it has hurt for a long time.
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Okay, good.
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So that's hurt.
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Be careful with that word as you can see.
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Sixteen, to stop living.
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This is very sad, right?
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To stop living, the person, there's a body inside the box, right?
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It used to be a person.
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That person died.
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Okay, to die means to stop living.
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And that's very unfortunate.
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It looks like a soldier lost his or her life in a battle.
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So to die is to stop living.
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Okay, well that wraps up our words.
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Let's use the words to complete each sentence.
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So we're going to complete a sentence with a word from the box.
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We have many sentences, parts of the sentence are missing.
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We need to complete the sentence with these words here.
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Let's go over these words.
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First we have expensive, expensive, expensive.
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Dynamite, dynamite.
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Next one, artist, artist.
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That's It's easy.
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Face, face.
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Dangerous, dangerous.
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Mountain, mountain.
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Finish, finish.
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And crack, crack.
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Okay, those are our words.
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Let's see how they fit into these sentences.
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Number one, I dropped my phone.
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I hope you don't drop your phone.
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Now it has a what?
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And that's too bad.
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Sometimes I see students, they're carrying their phone and the glass on the front has many what?
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Well, of course, many what?
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They have many cracks.
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Now it has a crack.
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Do you see that?
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Sometimes your friends or you're on the subway or the bus, you see somebody with their phone and it looks like their phone,
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they dropped their phone, and there's a lot of cracks in the glass.
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That's too bad, right?
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That's terrible if that happens.
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You drop your phone, now it has a crack or it has many cracks.
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Usually it has many cracks, not just one.
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Number two, I climbed up a very big what?
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What would you climb up?
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Now, of course, when you say climb, this means climb, right?
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If you walk up, you hike up.
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So you could also say, I hiked.
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Probably, you guys hike.
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I don't think too many of you will climb with ropes and expensive gear.
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So, I climbed up a very big what?
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What do you climb up?
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What do you hike up?
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You hike up a mountain.
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I hiked up a very big mountain or I climbed up a very big mountain.
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We climb up, we hike up mountains.
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I hike, I don't really climb.
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It's kind of dangerous and you need special equipment to climb a mountain.
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3. Your eyes your eyes and your nose are on your what?
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On your elbow?
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No. On your knee?
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No. They're on your face.
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Of course we know that.
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That's easy.
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Your eyes and nose are on your face.
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Number four, it took 14 years.
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It took 14 years?
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That means I needed 14 years.
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Start, finish 14 years in between.
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It took 14 years to Mount Rushmore.
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It took 14 years to do what to Mount Rushmore?
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Well, if you start something and then you finish something, You can say it took certain amount of time to finish,
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to finish Mount Rushmore.
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It took 14 years to finish Mount Rushmore.
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It took 14 years to finish my homework.
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What?
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That's crazy.
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What kind of homework did you have, right?
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Usually, hopefully, it took you one hour to finish your homework.
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It took me five minutes to finish washing the dishes, right?
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So it takes you a certain amount of time to finish, to complete doing something.
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5. Don't run across the street.
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That's good advice.
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Don't run across the street.
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Why?
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Because there are cars, right?
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If you do that, you could get hurt.
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It's a situation that can cause harm.
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It is what?
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It's dangerous.
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Don't run across the street.
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walk across the street and be careful.
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Look both ways and cross where you're supposed to cross.
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Don't run across the street in the middle.
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Number six, beep makes a loud noise if you light it.
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What makes a loud noise if you use fire to light something?
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Of course we're talking about dynamite.
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Dynamite makes a loud noise if you light it.
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It doesn't just make a loud noise, it also makes a really powerful explosion that's very dangerous.
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So it's not just a loud noise, dynamite makes a loud explosion.
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Boom!
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Lots of force.
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Very dangerous, be careful.
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Of course, you shouldn't be around dynamite.
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You'll probably never experience dynamite in your life, unless you're a miner.
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But dynamite makes a loud explosion if you light it.
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Okay, that wraps up the vocabulary section.
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Let's take a short break here.
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We'll come back and let's read about Mount Rushmore.
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Who built it?
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How long did it take?
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How did they build it?
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We'll wait after the break to find the answers to those questions.
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Okay, welcome back.
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Let's go over the reading together.
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Now, the reading of course is about Mount Rushmore, but the passage doesn't talk about Mount Rushmore right away.
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It talks about artists first and then it goes into Mount Rushmore.
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Let's see how that works.
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Some artists don't use paint.
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Okay, so that's a very general statement, right?
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We're not talking about Mount Rushmore yet, we're talking about artists.
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They use rocks to make art.
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First of all, we're talking about some artists, and that's what they refers back to.
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They is some artists.
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Some artists don't use paint.
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They use rocks to make art.
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So, they, those some artists, they don't use paint, they use rocks.
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They use rocks to make art?
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Well, they don't put rocks together, they're doing something different different.
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They shape them into different things.
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Some artists don't use paint to make art, they use rocks.
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They use rocks how they shape them.
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Remember we learned about hammer and chisel?
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They use those tools to shape rocks into different things.
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Some, some what?
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Some artists?
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No, some things.
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Some things look like people, some look like animals, some are big and some are small.
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So we can talk about these rocks that artists use, right?
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Sometimes they make the rocks look like people, sometimes they make them look like animals, some of them are big and some of them are small.
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In 1927, specific date, long time ago, almost 100 years ago, almost 100 years ago,
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an artist shaped a very big rock, a very big rock.
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That's this rock down here.
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How big was the rock?
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It was the size of a mountain.
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So this section starts to talk about Mount Rushmore, but not specifically yet it's still very general, right?
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Talking about the date that Mount Rushmore was started, and also talking about the rock, the size of the rock.
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The size of the rock was really, really, really big.
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Like I said before, it was the size of a mountain, right?
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Really big rock.
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It's a huge rock.
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In America, there is a large stone mountain.
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There is a large stone mountain in America.
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That's this mountain down here.
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At the top are four faces.
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You can see one, two, three, four faces.
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Who are those people?
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Whose faces are they?
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They are the faces of famous Americans.
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We call this place Mount Rushmore.
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Okay, so this place is called Mount Rushmore, and these are the faces that are carved into the mountain.
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By the way, who are these people?
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Who are the faces?
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Well, we have, these are all presidents.
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This is Washington.
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Over here, we have Jefferson.
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We have Roosevelt.
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And who's this guy over alone.
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That is Lincoln.
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It's interesting that he's alone, right?
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He had a very difficult time as a president and he was kind of unique among the presidents.
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It's interesting that he's alone away from the other three.
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But these are all past presidents of America, very famous presidents.
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Not just famous people, right?
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Not just famous Americans, famous American presidents.
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Okay, call the place Mount Rushmore.
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Many people go there every year.
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Two million people go there every year.
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How big are the faces?
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The faces are 18 meters high.
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Wow, that's really high isn't it?
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18 meters high, very big.
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You can see them from far away.
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So if you're far away you can still see those faces.
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Wow, Wow, that's really amazing.
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Who is the artist that made Mount Rushmore?
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His name was...
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Whoa, that's a strange name, right?
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I think it's a Danish name, right?
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But how to pronounce that?
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Gutsan Borglum.
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Gutsan Borglum is how you would pronounce that name.
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Gutzon Borglum is the artist that made Mount Rushmore.
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He made Mount Rushmore.
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It wasn't easy to make Mount Rushmore.
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It took him 14 years to finish.
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That was one of our vocabulary questions.
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It took him 14 years to finish it.
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That's a big rock.
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It's a very big piece of art.
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In fact, he needed 400 workers to make the faces.
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400 people helped him to make the faces.
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Wow.
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He also wanted to make the bodies.
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He wanted to make the bodies, but it was too expensive.
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If you look back again at the picture, we just see the faces.
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There's no bodies.
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He wanted to make the bodies, but it was too expensive, so he couldn't do it.
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He just made the faces.
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Okay.
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How did Borglum shape a rock this big?
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How did he shape such a big rock, right?
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These are people on the rock.
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That's pretty crazy.
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How did he do that?
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Well, did he use a chisel?
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That's a guess.
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Did he use a chisel?
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No, that would take too long.
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So too long means it's too long, more time than they had.
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It would have taken him too long to make these stone faces with a chisel.
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So what did he use?
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He used dynamite.
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Ah, he used dynamite.
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Dynamite, of course, is very dangerous, but it's very powerful, right?
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It can blast the rock boom, the rock will be gone away.
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Of course, they used dynamite.
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They also did probably use some chisels, but they used dynamite to move the big pieces of rock out of the way.
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Of course this was very dangerous.
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Dynamite is dangerous.
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Some people were hurt.
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Luckily no one died.
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So if something is dangerous, people have a chance to get hurt or there's a chance that people might die.
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This is what happens in accidents too, if you think about it.
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Sometimes in accidents people are hurt, they are injured, sometimes unfortunately people die, they are killed.
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Thankfully, luckily, luckily, it's good luck that yes, some people were hurt because of the dynamite,
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but luckily no one died.
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That's good.
560
If you want to see Mount Rushmore, you should go soon.
561
Why?
562
There are cracks in the faces.
563
So in the faces, there are cracks that are beginning to appear in the faces.
564
Why?
565
Because of time and weather.
566
As you know, rocks in the mountain, they do change over a long time.
567
Cold weather will make them shrink a little bit.
568
Hot weather, they expand.
569
rain, water will get inside the rock and the rock will start to crack.
570
That's what's going on.
571
Soon their noses might fall off.
572
Oh my gosh, George Washington's nose will fall off.
573
Maybe, might, it's not for sure, might fall off, but because of the cracks in the rock.
574
Soon the noses of the sculptures might fall off.
575
So if you want to see these faces, you should go soon.
576
Let's talk about this story.
577
This story is about what?
578
This story is about A, a mountain made into art, B, an expensive bomb, C, a famous artist, or D, dynamite.
579
Now we have a couple of good choices here.
580
Our letter A, a mountain made into art.
581
When we're talking about this story, this whole story, everything that we talked about was about Mount Rushmore, right?
582
At the beginning, right, they were talking about some different types of artists who make art,
583
but that was kind of an introduction into the Mount Rushmore or Mount Rushmore that is a mountain made into art.
584
So everything that we talked about, you know, we talked about who made it, how many people were needed to make it, how did they make it,
585
they used dynamite, and also it's important to go see it soon because the noses might fall off.
586
All of those things are about a mountain made into art, Mount Rushmore.
587
So this story is about a mountain made into art, which is the same as saying this story is about Mount Rushmore.
588
That's the same thing.
589
We could say the same thing here and they mean the same.
590
This story is about Mount Rushmore.
591
What is Mount Rushmore?
592
Mount Rushmore is a mountain made into art.
593
So that's the right answer.
594
It's about an expensive bomb?
595
No, that's kind of silly.
596
We didn't talk about expensive bombs.
597
A famous artist?
598
That's a little tricky because you say, well, isn't this story about the artist Borglum who made Mount Rushmore?
599
Sure, a little bit of the story was about Borglum, but most of the story was about Mount Rushmore.
600
They mentioned Borglum just in answering the question, who made Mount Rushmore?
601
So that's not the correct answer.
602
And D, the story's about dynamite?
603
No, there was a very short little thing about dynamite that they said dynamite was used to make Mount Rushmore,
604
but the whole passage is not about dynamite.
605
It's about a mountain made into art.
606
Okay, so that's the right answer.
607
Okay, number two, Gutsun Borglum used dynamite to do what?
608
What did he use dynamite to do?
609
Did he use it to crack the mountain?
610
He wanted to make cracks in the mountain?
611
No, he didn't want to make cracks in the mountain.
612
B, he wanted to shape the mountain?
613
What do artists do with rock, right?
614
They shape rock.
615
So that's the right answer.
616
Gutsun Borglum used dynamite to shape the mountain.
617
He wanted to make the mountain into a shape, a certain shape, and hammer and chisel would have taken too long,
618
so he used dynamite.
619
He used dynamite to shape the mountain.
620
He didn't use it to finish the mountain, if you think about that, to finish the mountain.
621
Dynamite is not a very exact tool, right?
622
It blows up a lot of rock.
623
He probably used dynamite at the beginning and then used a chisel later to make the fine details.
624
So I wouldn't say he used it to finish the mountain.
625
He used dynamite to face the mountain?
626
They're just playing with words there.
627
Face the mountain is look at something, turn your body towards the mountain.
628
So I'm over here, I'm going to use dynamite, boom!
629
Okay, now I'm facing the mountain.
630
That's crazy and dangerous, so that's very silly.
631
So we don't do that, right?
632
Okay, so Gutzon Borglum used dynamite to shape the mountain.
633
That is the correct answer.
634
Okay, number three.
635
It was too expensive to do what?
636
Remember what Gutzon Borglum wanted to do?
637
Remember I switched back between the pictures?
638
Right now we can see the faces, but Gutzon Borglum wanted to do what?
639
He wanted to finish the mountain.
640
B, pay Gutzon Borglum.
641
C, use a chisel.
642
D, make bodies for the faces.
643
What did we talk about in that section?
644
We talked about making bodies for the faces.
645
D is the answer.
646
It was too expensive to complete the art.
647
He made the faces, but it was too expensive to make the bodies.
648
Not to finish the mountain.
649
Not to pay Gutz and Borglum.
650
The passage did not say that and it was too expensive to use a chisel, the passage didn't say that.
651
The passage specifically said it was too expensive for Borglum to make bodies for the faces.
652
The passage said he wanted to make the bodies, but it was too expensive, so he could not.
653
Okay, number four, of course, it was too expensive to make bodies for the faces.
654
Okay, now number four.
655
Four, you can see the faces of Mount Rushmore.
656
Remember, the faces of Mount Rushmore are really big, 18 meters high.
657
Wow, that's really big.
658
So you can see the faces from anywhere, right?
659
If you go outside your house right now, look towards America, you can see the faces.
660
No, that's crazy.
661
Not from anywhere.
662
Anywhere? From Korea? From India? From Indonesia?
663
No. That's too much, right?
664
That's too much.
665
Not from anywhere.
666
From far away?
667
That's what the passage said.
668
From far away.
669
From maybe a few kilometers away you can see the faces.
670
Well that's far away.
671
That's the answer.
672
That's what the passage said. On many cars?
673
You can see the faces of Mount Rushmore on many cars?
674
The passage didn't say anything about that.
675
You can see the faces inside the mountain?
676
No. No, the pictures we looked at were on the outside of the mountain.
677
They didn't carve the faces in a cave in the mountain, right?
678
It's on the outside of the mountain.
679
So of course the right answer is B.
680
You can see the faces of Mount Rushmore from far away because they're very high.
681
Okay, let's take a look at the review here.
682
What can we say about Mount Rushmore?
683
This is a big picture.
684
This is a really cool picture of the mountain.
685
And we can see this very interesting here, we got the four faces here, right?
686
And of course you can see it looks like he wanted to start making the body, but he didn't finish it.
687
Remember, it was too expensive.
688
So they are the faces of famous Americans, right?
689
I talked about these.
690
These are the pictures of faces of famous presidents, former presidents of America, right?
691
Washington, Jefferson, Roosevelt, and Lincoln.
692
Gutsen Borglum is the artist that made Mount Rushmore.
693
So the artist who made this, his name is Gutsen Borglum.
694
The faces are 18 meters high.
695
So from here, from the chin to the top, 18 meters high on average.
696
Maybe not all of them are the same, but they're all about 18 meters high.
697
It's really high.
698
And it took him 14 years to finish.
699
This is a huge art project, isn't it?
700
It took a long time to make them.
701
It took him 14 years, even with 400 workers, to finish this art project.
702
It's very famous, as we can see on the coins and on the stamps in America.
703
That's kind of an interesting place.
704
If you ever have a chance, if you're in America and you're near South Dakota, that's where it is by the way, in the state of South Dakota, take a look.
705
Go on over and take a look at Mount Rushmore.
706
It's very impressive.
707
And remember, you got to go soon because the noses might fall off someday.
708
Okay?
709
So make sure you get over there.
710
Take care everybody.
711
We'll see you next time.
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Why This Video Is Great for English Speaking Practice
This video is a fantastic tool for english speaking practice because it combines simple, conversational language with vivid descriptions. The speaker, Brian Stuart, uses a calm, clear tone that’s easy to follow, making it ideal for shadow speech—a technique where you repeat phrases immediately after hearing them. The topic of Mount Rushmore is engaging, with relatable details like personal memories and everyday objects (coins, stamps), which help learners connect new vocabulary to real-life contexts. This mix of storytelling and factual information keeps practice dynamic, ensuring you stay motivated while building fluency.
Breaking Down Natural Speech Patterns
Let’s look at a few lines from the video to see why they sound natural. First, "Hey kids, how are you today? Welcome back to Reading for Vocabulary." This greeting is casual and direct, using contractions and a friendly tone—common in spoken English. Next, "When I was a little boy, I went to this park. I can still remember standing there." The short, connected sentences mimic how people talk in real life, avoiding complex structures. Finally, "It was a nice sunny day. I think it was spring, so it wasn't too hot, not too cold." Here, the speaker uses "so" to link ideas, a natural way to explain cause and effect. These examples show that natural speech relies on simplicity, flow, and relatable details—key to improving your own pronunciation and fluency.
A Simple Shadow Speech Routine for This Lesson
To practice with this video, try a shadow speak loop: 1) Watch a 10-second clip and listen carefully to the rhythm and intonation. 2) Pause, then repeat the clip out loud, matching the speaker’s speed and stress. 3) Record yourself and compare it to the original—note where your pronunciation differs (e.g., "Mount Rushmore" or "millions of people"). 4) Repeat until your version sounds similar. This routine helps train your mouth to form English sounds correctly and builds muscle memory for natural speech patterns. For extra practice, focus on phrases with linked words, like "a nice sunny day" or "many millions of people," to improve your fluency. Over time, this shadowspeaks method will make your English sound more confident and native-like.
Grammar in this video
The structures the speaker uses most, with the exact words from the video:
| Structure | In the video |
|---|---|
| Passive voice be + past participle — the focus is on what happens, not who does it | is called · been stretched · is injured |
| Present perfect have/has + past participle — a past action that still matters now | it's been stretched · have hurt · has hurt |
| Relative clauses who / which + clause — extra information about a person or thing | people who create · people who live · art, which is |
| Possibility with “might / may” might/may + verb — something that is possible but not certain | might three · might think · might break |
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.