Shadowing Practice: SWEET vs SALTY vs BITTER Food Challenge! Ruby and Bonnie - Learn English Speaking with Video
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Vocabulary and speaking notes for this lesson
This speaking lesson is built on the video “SWEET vs SALTY vs BITTER Food Challenge! Ruby and Bonnie”. The speaker keeps coming back to these words: sweet, salty, bitter, taste, round. This video has 339 sentences and 2727 words to shadow. The speech runs for 18:16. The speaker talks at a steady 149 words per minute, a comfortable pace for shadowing. Only 78% of the words are among the 3,000 most common in English, so the vocabulary is demanding.
Key vocabulary in this video
15 words from the video worth learning, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| salty adjective | /ˈsɔlti/ | Tasting of salt. |
| bitter adjective | /ˈbɪ.tɚ/ | Having an acrid taste (usually from a basic substance). |
| granny noun | /ˈɡɹæni/ | A grandmother. |
| olive noun | /ˈɑ.lɪv/ | A tree of species Olea europaea cultivated since ancient times in the Mediterranean for its fruit and the oil obtained from it. |
| flavor noun | /ˈfleɪvə/ | The quality produced by the sensation of taste or, especially, of taste and smell in combined effect. |
| versus | /ˈvɝsəs/ | Against; in opposition to. |
| sour adjective | /ˈsaʊ.ə/ | Tasting of acidity. |
| honey noun | /ˈhʌni/ | A sweet, viscous, gold-colored fluid produced from plant nectar by bees, and often consumed by humans. |
| bite verb | /baɪt/ | To cut into something by clamping the teeth. |
| chip noun | /t͡ʃɪp/ | A small piece broken from a larger piece of solid material. |
| lemon noun | /ˈlɛmən/ | A yellowish citrus fruit. |
| rocket noun | /ˈɹɑk.ɪt/ | A cylindrical projectile that can be fired to a great height through combustion, (specifically) a type of firework of this form, typically exploding with light… |
| spoon noun | /spuːn/ | An implement for eating or serving; a scooped utensil whose long handle is straight, in contrast to a ladle. |
| salad noun | /ˈsæl.əd/ | A food consisting principally of raw vegetables (especially greens, e.g. lettuce), other savoury ingredients (typically cooked), fruit, or confectionary; often… |
| subtle adjective | /ˈsʌtəl/ | Of an action or movement: very delicate or slight, and thus barely noticeable; not obvious; inconspicuous, unintrusive. |
Phrasal verbs you will hear
| Word | Pronunciation | Meaning |
|---|---|---|
| end up verb | To bring to a conclusion. | |
| find out verb | To discover, as by asking or investigating. | |
| come out verb | /ˌkʌm ˈaʊt/ | To be discovered; to be revealed. |
| grow up verb | To mature and become an adult. | |
| look forward to verb | To anticipate, expect, or wait for, especially with a feeling of approval or pleasure; to be excited or eager to. | |
| throw back verb | /θɹoʊ ˈbæk/ | To hinder the development of something. |
Sentences worth repeating
Short, complete lines from the video that you can reuse in everyday conversation:
- You don't like it?
- Do I have to eat it all?
- Can I take a bite?
- Granny, why did you put a spoon?
- Do you put cream in there?
Grammar in this video
The structures the speaker uses most, with the exact words from the video:
| Structure | In the video |
|---|---|
| Conditional sentences if + clause, will/would + verb — a condition and its result | If they were salted, the shells would be |
| Present perfect have/has + past participle — a past action that still matters now | I've never tried · I've delayed · i've ever tasted |
| Passive voice be + past participle — the focus is on what happens, not who does it | is made · were salted |
| Superlatives the -est / the most … — the top or bottom of a group | the worst · the best · the most bitter |
Pronunciation to watch
The speaker uses 131 contractions and reduced forms, such as I'm, gonna, don't. Say them the short way, as you hear them.
- The “th” sounds: thumb /ˈθʌm/, mouthful /ˈmaʊθfʊl/
- The “sh” and “zh” sounds: shell /ʃɛl/, dish /dɪʃ/, invention /ɪnˈvɛnʃən/, gosh /ɡɑːʃ/, shuffle /ˈʃʌfəl/
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 salty, bitter, granny.
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.












