Shadowing Practice: STOP Saying "My Name Is…" When Someone Asks About You in English - Learn English Speaking with Video

Tell me a little about yourself.

Four seconds go by.

Then you hear yourself say it.

My name is, I'm from, I work in a company.

And you sit there thinking, that's not me.

I know so much more English than that.

You see, here's what nobody tells you.

That answer is not wrong.

It's just forgettable.

And in a job interview, a first meeting, a new class, forgettable costs you.

People decide who you are in the first 15 seconds you speak

and your English is giving them a form to read instead of a person to meet.

That changes today.

I'm going to give you two answers to that same question, then show you the exact three part shape behind the good one.

It works for almost any question in English.

And along the way, I'll give you one advanced word, one expression, and one idiom that will make you sound instantly more natural.

But stay with me to the end, because I want to tell you a true story.

A boy who didn't speak a single word in his class for eight years, not one word to his classmates.

And he grew up to have one of the most famous voices in the world.

What changed for him is exactly what needs to change for you.

Are you ready?

Well, then let's jump right in part one,

the question, can you tell me a little about yourself?

This is a question that you have probably been asked many times.

It's a question that people ask on a regular basis.

Can you tell me a little about yourself?

But how can you answer this question?

I want to give you two different responses to this same question.

Response number one, the learner response.

Hello, my name is Daniela.

I am from Brazil.

I am 34 years old.

I work in a company.

I like my job.

I have two children.

In my free time, I like to watch movies.

Thank you.

That was the learner response.

Now listen to the fluent English speaker response and notice the differences.

Here we go.

Oh, sure.

So I'm Daniela.

I'm from Curitiba down in the South of Brazil.

I work as a project manager for a logistics company where I oversee shipments across Latin America.

And I've got two kids who keep me pretty busy.

Honestly, I'd say the best part of my life right now is my job.

I really love it.

Mostly because no two days are the same.

I get to work with people from all over the world and I'm always learning something new.

Like just last year, my team and I flew to Chicago for a big client meeting.

It was my first time presenting in English in front of about 20 people and I was so nervous,

but I pushed through because I knew it was a huge opportunity for my career.

And honestly, we knocked it out of the park.

We landed the contract.

So yeah, that's a little about me.

You see how different these two responses are.

This leads us to our next part why are they different

here's the first thing a form versus a person this is reason number one you see the learner's answer

that first answer we heard sounds like she's filling out a form

name country age job however the fluent answer

that second answer sounds like you've actually started to meet someone you're actually engaging with someone one is a form

that you're checking off the other is actually a person here's

reason number two it has a shape the learner's answer

that first one could end after each sentence any sentence that was stated could end the response However,

the fluent answer builds from simple facts to what she thinks to a real moment and lands with a clear finish.

This is what makes it so different.

You're not just saying one point, two points, three points.

You're actually going from one point to the next and connecting them.

This is reason number two.

Now we have reason number three.

Thank you.

A door versus a wall.

You see that thank you that was said at the end of the learner's response.

That thank you ends the conversation.

It's a door that is closing Chicago, the presentation, landing the contract,

all give the listeners something to ask about in the second response, the fluent English speaker's response.

One answer closes the door.

The other one opens it.

Ooh, what about Chicago?

Oh, the presentation, wait a minute.

You landed a contract causing the person to actually want to know more opening the door, not closing it like a wall.

This leads us now to our next part,

the method, how can you sound like the fluent English speakers response and not the learner response?

So I want you to think about this.

Remember that shape we talked about that shape I mentioned earlier, it has a name it's called the fluency panion,

and it looks like a target with a center and three rings.

Let me show this to you visually.

Again, we're speaking about this method that can help you sound like that fluent response.

So let's draw this out.

We have in the center, this target right in the center.

And then we have three rings around it.

Again, this is the method you need to follow to sound like that fluent speakers response, the second response that we had.

Now, the next thing is the three rings.

We have the target in the center, and then we have three rings around this target.

This is called the fluency panion.

Now, every time you answer a question, you start in the middle and you move outward one ring at a time.

So what does this center ring represent?

It represents the question, or you can say the topic.

This is our center.

100

The target starts with the question.

101

Everything starts here.

102

Before you say a word, get clear on what you're actually being asked.

103

What is the person asking you?

104

This is your starting point and every ring connects back to it.

105

So remember, we started off with the question, can you tell me a little about yourself?

106

Now, how did Daniela respond?

107

The second person, right?

108

Looking at that fluent speaker response, let's say her name actually was Daniela.

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I'm going to give her a name, Dan Yella.

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This was the second response, the more fluent response.

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Now, Dan Yella responded to the question.

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Again, the question, can you tell me a little about yourself?

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Her response, the first one was, oh sure.

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So I'm Dan Yella.

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Again, the question was, can you tell me about yourself?

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Her starting point.

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So I'm Dan Yella.

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All right.

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Now this leads us to ring number one.

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We have the target.

121

We have the question, but ring number one is where we start to get into the nitty gritty.

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So ring number one, this represents three details.

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So ring number one represents three details.

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Now you're going to give three specific facts or detailed connected to the question,

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not general information, but details that could only be about you.

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This is very important for you to realize these details need to be about you.

127

This ring actually helps the listener see you clearly.

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So ring number one, the three details, it's very important.

129

So going back to our question again, tell me about yourself, Daniela, again, we're having this name for our response.

130

This is what she said for ring number one.

131

I'm from Curitiba down in the South of Brazil.

132

I work as a project manager for a logistics company where I oversee shipments across Latin America,

133

and I've got two kids who keep me pretty busy.

134

What was detail number one?

135

She's from Curitiba in the South of Brazil,

136

detail number two, she's a project manager who oversees shipments across Latin America and detail number three,

137

she has two kids who keep her busy.

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So once again, ring number one of our fluency opinion, our method is the three details.

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This is our first ring

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and she gave three details now within her response we heard

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a brand new advanced vocabulary word the word was oversee good

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again after me oversee excellent now this word oversee just means to be in charge of something

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and make sure it's done correctly to be in charge of something

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and make sure it's done correctly an example sentence i oversee a team of six people

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so my calendar fills up fast all right

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so she said where i oversee shipments across latin america all right

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so we have our first ring again ring number one three details this leads us now to ring number two.

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Ring number two is all about giving your opinion plus three reasons.

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All right.

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Giving your opinion and you have to add three reasons.

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All right.

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Your opinion plus three reasons.

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This is ring number two.

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Again, the target is the question or the topic.

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Ring number one, three details at ring number two, your opinion, plus three reasons.

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Now, what you're going to do is share what you think or how you feel.

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Then you're going to give three reasons why you actually feel this way.

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Again, we're making this shape to help you sound more fluent, like a native speaker.

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So this second ring, again, your opinion, plus three reasons, this ring shows the listener who you are on the inside,

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not just the facts.

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Remember ring number one is where you gave the details, but ring number two actually invites them in.

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So Daniela, our individual said this, honestly, I'd say the best part of my life right now is my job.

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I really love it.

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Mostly because no two days are the same.

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I get to work with people from all over the world

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and I'm always learning something new what happened we heard daniella

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do what she gave her opinion plus three reasons again this is ring number two opinion plus three reasons

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so what was her opinion the opinion the best part of

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her life right now is her job what about her three reasons reason Number one, no two days are the same reason.

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Number two, she works with people from all over the world.

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And reason number three, she's always learning something new again, ring.

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Number two, your opinion plus three reasons.

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And this is exactly what she did.

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Now, as you listened to her opinion and three reasons, you heard a brand new expression.

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The advanced English expression is no two days are the same again,

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after me, no two days are the same.

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Excellent.

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Now this expression just means that every day is different.

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Things are always changing, usually in a way you enjoy.

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Here's an example sentence.

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I love being a nurse.

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No two days are the same.

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Makes sense, right?

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Excellent.

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Now, Daniela in her response said, I really love it mostly because no two days are the same.

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All right.

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So we have ring number one, the details and ring number two, your opinion plus three reasons.

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This leads us to ring number three.

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Now, ring number three is a personal experience plus the five W's.

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Again, a personal experience plus the five W's.

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Now, remember our five W's are who, what, when, where, and why.

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All right.

193

So a personal experience plus the five W's.

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This is what you're going to do.

195

You're wrapping up your response by sharing a real moment from your life.

196

Something that actually happened.

197

You're inviting the listener in.

198

Now you're connecting your response to your life.

199

You're going to use the five W's who, what, when, where, and why.

200

So your listener can start picturing what you're saying.

201

This ring, our third ring makes your answer memorable.

202

So listen again to what was said by Daniela.

203

Like last year, just last year, my team and I flew to Chicago for a big client meeting.

204

It was my first time presenting in English in front of about 20 people.

205

And I was so nervous, but I pushed through because I knew it was a huge opportunity for my career.

206

And honestly, we knocked it out the park.

207

We landed the contract.

208

So this was Daniela's last part of her response.

209

That third ring, again, her personal experience, plus the five W's.

210

Now let's break it down.

211

Her personal experience was her first presentation in English, which helped land a contract.

212

The who?

213

Daniela and her team.

214

What?

215

A big client presentation. When?

216

Last year. Where?

217

Chicago.

218

Why?

219

It was a huge opportunity for her career.

220

Now in that response, we heard a new English idiom.

221

The English idiom was knock it out of the park.

222

Good again, after me, knock it out of the park.

223

Excellent.

224

Now the definition of this idiom, it just means to do something extremely well, to succeed even more than expected.

225

For example, it came from baseball when a player hits the ball completely out of the stadium.

226

Wow.

227

He or she did better than expected.

228

Knock it out of the park.

229

Now here's an example sentence, you knocked that interview out of the park.

230

I'd be shocked if they didn't call you back, knocked it out of the park.

231

So again, looking at the shape, this shape that we have for our method to help you sound like a native speaker.

232

Our last ring again was the personal experience plus five W's.

233

We have our three rings.

234

The center again is the question or the topic.

235

Then you give the facts or the details for ring number one.

236

Then you give your feelings, your opinion, right?

237

And your reasons.

238

And then you give a real moment, your personal experience.

239

And notice how Daniela finishes.

240

She finished by saying, so yeah, that's a little about me.

241

In other words, she brings it right back to the center.

242

This is the shape.

243

This is the shape you want to use when you answer a question, when you speak about a topic.

244

Now this fluency opinion is just one of six fluency methods I use to help you speak English with confidence.

245

If you want to learn the other five and master every one of them, grab my fluency handbook.

246

The link is right here in the description, or you can go to my website.

247

Again, the link is right in the description and you can find out how you can master these fluency methods, go get it.

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And let's keep building your fluency together.

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I'll talk to you next time.

250

You still there?

251

You know what time it is.

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It's story time.

253

I said it's story time.

254

All right.

255

Story time is back, but it is story time 2 .0.

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I am going to be telling you a story, a true story.

257

This story is called the silent boy who became the voice.

258

I want you to imagine you have something to say, but you can't say it.

259

Not for a day, not for a week, for eight long years.

260

This, my friend, is a true story.

261

And the boy in this story grew up to have one of the most famous voices in the world.

262

But I'm not going to tell you his name, not yet.

263

When he was about five years old, his world changed.

264

His entire world changed.

265

He moved from Mississippi to live with his grandparents on their farm in Dublin, Michigan.

266

Everyone thought the move would be a wonderful new beginning.

267

What child wouldn't love living on a farm?

268

But years later, when he wrote his autobiography, he described it very differently.

269

He wrote, for me, it was a heartbreak.

270

And not long after that move, something happened to this little boy's voice.

271

he began to stutter he couldn't get his words out properly now lots of children stutter

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but his stutter became so severe

273

that he made a decision no child should ever have to make this little boy decided to stop talking,

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to not say a word to any of the kids at school.

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His first year of school became his first silent year.

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Then another and another.

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From first grade all the way to his first year of high school, this boy barely spoke a word.

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How did he talk to his teachers? he wrote notes.

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What about his classmates?

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He wrote notes.

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Now he could talk to the animals on the farm, but talking to people, that was too painful, too embarrassing because of his stutter.

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So imagine being that boy, sitting in class, full of thoughts, full of ideas, full of feelings,

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and keeping every single one of them locked inside.

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But here's what nobody could see.

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Inside that silent boy, inside that little boy who had chosen not to speak, there were words, beautiful words.

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He was writing poetry.

287

And in high school, this same little boy had a change happen to him.

288

You see, one person noticed his English teacher, a man named Donald Crouch.

289

Mr. Crouch read one of the boy's poems.

290

Remember, he was writing, even though words weren't coming out of his mouth, they were coming out of his head and his heart on paper.

291

Mr. Crouch read one of the boy's poems.

292

And then he said something surprising.

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He told him the poem was so good, he didn't believe the boy had written it and then came the challenge.

294

The teacher said, listen, if you really wrote this poem, prove it.

295

Stand up in front of the whole class and say it out loud.

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Think about that.

297

Not months of silence, not a year of silence,

298

years of silence, years of simply writing notes and now every eye in the room is on him.

299

Would he freeze?

300

Would the words get stuck again?

301

He stood up.

302

He opened his mouth and he said the poem.

303

Every word without stuttering.

304

He knocked it out of the park.

305

Years later, he remembered that moment with two simple words.

306

Nice surprise.

307

But you see, that moment was only the beginning.

308

Mr. Crouch kept working with him, helping oversee his progress as he slowly rebuilt his voice.

309

And once he found his voice, he didn't want to stop using it.

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He wrote that he couldn't get enough of speaking, debating, and acting.

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The boy who had been silent for years became his high school valedictorian, the top student with the best grades.

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That same little boy would stop speaking from first grade to the first year of his high school.

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He was now the valedictorian.

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Then he went to the University of Michigan.

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He planned to study medicine, but he failed a pre -med exam.

316

So he switched to drama.

317

He served in the army.

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Then he moved to New York where he

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and his father waxed floors to pay the bills while he looked for acting jobs.

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And in 1958, he got his first role on Broadway.

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From there, his career lasted seven decades on stage and on screen.

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For an actor like him, no two days were the same.

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New roles, new stages, new characters.

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And one of those characters, you definitely know.

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The boy who once couldn't say a word to his classmates became the voice of Darth Vader.

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His name was James Earl Jones.

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The silent boy became the voice.

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I mean, a voice that even to me has been a part of my life.

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The voice that is one of the most recognizable in the world came from that silent boy.

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But here's the part of the story I love most.

331

You see, James Earl Jones never said his stutter disappeared.

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He said he was still a stutterer.

333

He just learned how to work around it.

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He compared it to a weak muscle.

335

You exercise it and sometimes it becomes your strong muscle.

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James Earl Jones passed away in 2024 at 93 years old.

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Today, there's a Broadway theater with his name on it.

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So what does this mean for you, my friend?

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Maybe you've gone quiet in English.

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Maybe there's a voice in your head that says, don't speak.

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You'll get it wrong.

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Everyone will notice.

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Maybe other people have looked at you and already decided what you can and can't do.

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My friend, don't listen to those voices.

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James Earl Jones didn't wait until his stutter was gone.

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He stood up with the words he had and he spoke anyway.

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And then he kept going through the failed exam, through waxing floors, through every audition.

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Your English, my friend, doesn't have to be perfect for you to speak.

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You just have to keep moving forward.

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Your words are already inside you.

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Now it's time to stand up and say them out loud.

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I believe in you.

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You can do it.

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Vocabulary and speaking notes for this lesson

This B2 speaking lesson is built on the video “STOP Saying "My Name Is…" When Someone Asks About You in English”. The speaker keeps coming back to these words: ring, response, word, English, detail. This video has 353 sentences and 3482 words to shadow. The speech runs for 25:55. The speaker talks at a steady 134 words per minute, a comfortable pace for shadowing. 89% of the words are among the 3,000 most common in English, so the vocabulary is easy to follow.

Key vocabulary in this video

The 15 most advanced words in the video, with pronunciation and meaning:

Word	Pronunciation	Meaning
fluent adjective	/ˈfluənt/	That flows; flowing, liquid.
oversee verb	/ˌəʊ.vəˈsiː/	To survey, look at something in a wide angle.
fluency noun	/ˈfluːənsi/	The quality of smoothness of flow.
stutter noun	/ˈstʌtɚ/	A speech disorder characterized by stuttering.
listener noun	/ˈlɪs(ə)nɚ/	Someone who listens, especially to a speech or a broadcast.
idiom noun	/ˈɪdiəm/	A manner of speaking, a mode of expression peculiar to a language, language family, or group of people.
shipment noun	/ˈʃɪpmənt/	A load of goods that is transported by any method (not just by ship).
classmate noun	/ˈklæs.meɪt/	A student who is in the same class at school.
learner noun	/ˈlɜɹnəɹ/	One who is learning; one receiving instruction.
forgettable adjective		Possible to be forgotten.
valedictorian noun	/ˌvæl.ə.dɪkˈtoɹ.i.ən/	The individual in a graduating class who delivers the farewell or valedictory address, often the person who graduates with the highest grades.
logistics noun	/ləˈd͡ʒɪstɪks/	The process of planning, implementing, and controlling the efficient, effective flow and storage of goods, services and related information from their point of…
wax noun	/waks/	Beeswax.
embarrass verb	/ɪmˈbæɹəs/	To disrupt someone's composure or comfort with acting publicly or freely.
grandparent noun	/ˈɡɹæn(d)pɛəɹənt/	The parent of someone's parent.

Phrasal verbs you will hear

Word	Pronunciation	Meaning
push through verb		To force (legislation or a plan) to be passed or agreed to or a decision to be reached.
ring around verb		To call a number of people by phone, usually a circle of friends, to organise something.
stand up verb		To rise from a lying or sitting position.
check off verb		To mark items on a list (with a checkmark or by crossing them out) that have been chosen for keeping or removal or that have been dealt with (for example…
fill out verb	/fɪl ˈaʊt/	To complete a form or questionnaire with requested information.
fill up verb		To make (something) completely full.
find out verb		To discover, as by asking or investigating.
go back to verb		To stem from; to originate in.

Sentences worth repeating

Short, complete lines from the video that you can reuse in everyday conversation:

You see, here's what nobody tells you.
Can you tell me a little about yourself?
What is the person asking you?
This is what you're going to do.
You're inviting the listener in.

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	been asked · was stated · was said
Present perfect have/has + past participle — a past action that still matters now	have probably been asked · you've actually started · has been
Relative clauses who / which + clause — extra information about a person or thing	kids who keep

Pronunciation to watch

The speaker uses 53 contractions and reduced forms, such as you're, I'm, didn't. Say them the short way, as you hear them.

The “sh” and “zh” sounds: shipment /ˈʃɪpmənt/, audition /ɑˈdɪʃən/
Long words — get the stress right: valedictorian /ˌvæl.ə.dɪkˈtoɹ.i.ən/, autobiography /ˌɔː.tə.baɪˈɒɡ.ɹə.fi/, visually /ˈvɪzju.əli/, vocabulary /vəˈkæb.jə.lə.ɹi/

How to practise with this video

Listen to the whole video once without speaking and note the words you do not know.
Shadow it sentence by sentence at normal speed, repeating each one until your rhythm matches the speaker.
Record yourself and compare with the original, paying attention to words like fluent, oversee, fluency.

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.

Shadowing technique: read the full step-by-step guide →

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The 7-Day English Plan That Finally Makes You Speak

Welcome to the Course | Full English Lessons

ENGLISH SLANG FOR DAILY CONVERSATIONS

HOW TO INTRODUCE YOURSELF IN ENGLISH | 3 SIMPLE STEPS FOR SELF INTRODUCTION IN ENGLISH

HOW TO LEARN ENGLISH 4X FASTER BY FINDING YOUR LEARNING STYLE

The Trick To Sounding Fluent? Always Explain Why

LEARN ENGLISH LIKE A PRO: THE TOP WORDS YOU MUST KNOW FOR FLUENCY

REAL LIFE ENGLISH | Speak English Like A Native Speaker Episode 7

From Basic to Fluent: Transform Your English Fluency with These 5 Elements

Getting Fluent In English By Yourself - Where To Actually Start

STOP Thinking In Your Language Before You Speak English

Think In English With Me | Episode 1: Motivation

A2-B2 English listening practice podcast | Tell Me About Yourself in English | 30-Day Speaking

You know the words but you can't SPEAK

Stop introducing yourself like this.

The Most Common English Questions (And Perfect Answers) | 30-Minute Real English Podcast (B1-B2)

She Spoke Almost No English. Now She Runs Her Own Business in English

Stop Saying This When You Introduce Yourself (A1-B2)

You Have 30 Seconds to Answer! | English Speaking Practice | B1-B2 Speaking Challenge

How to Talk About Your Job & Career in English (A2-B1 English Podcast)

How to Talk About Yourself with Confidence in English | English Conversation Practice (B1-B2)

E1: Who Am I? _ Master Your Personal Introduction in English! (B1-B2) level

Talk About Yourself in English: 99 Natural Sentences | Shadowing Practice |English Speaking Practice

Who Can Make You Speak English Fluently?

Vocabulary and speaking notes for this lesson

Key vocabulary in this video

Phrasal verbs you will hear

Sentences worth repeating

Grammar in this video

Pronunciation to watch

How to practise with this video

What is the Shadowing Technique?