Prática de Shadowing: How to Make Reading FUN Again in ESL Classes | Teacher Val - Aprenda a falar inglês com vídeo
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In lower grades, students learn to read.
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In higher grades, they read to learn.
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And somewhere along the way, reading can start to feel less like discovery and more like a task.
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Most students see a text and immediately look for the balded words to answer question number one.
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They scan, search, and move on as quickly as possible.
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And honestly, can we blame them?
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Many reading lessons follow the same pattern.
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Read the text, answer the question, check comprehension, and move on.
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There is nothing wrong with this approach, but if we rely on it too often,
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reading can become repetitive and mechanical and students begin to lose interest.
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Sometimes I feel like we treat reading like an autopsy rather than an experience.
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So how do we turn reading into an experience?
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Take a look at this text from one of the grade 7 lessons, the Marie Celeste.
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I'd like you to take a moment and think about how you would teach it.
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What activities would you use?
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How would you engage your students beyond simple comprehension?
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Now, let me show you a few ideas for how we can turn the same text into an experience.
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Something closer to an adventure than a worksheet.
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Introduce the topic, the Marie Celeste, and ask a few questions to find out what your students already know.
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This activates prior knowledge and creates curiosity before reading even begins.
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Questions like these help students connect to the topic and prepare their minds for the story.
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Usually we introduce key vocabulary and ask students to copy it into their notebooks.
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Again, there is There's nothing wrong with that.
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But what if we ask students to discover the vocabulary instead?
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What if we turned it into a detective story?
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Tell your students that today they will become detectives.
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They will investigate a mysterious case, the Marie Celeste.
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This simple roleplay immediately increases engagement and gives students a clear purpose for reading.
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For that purpose, I created a short video that introduces the lesson and sets the mood.
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Hello, detectives.
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Today we're going to investigate a mysterious case, the Marie Celeste.
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This is not just a story, it's a mission.
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As we read, you will collect clues, solve problems and think like real detectives.
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Get your pens ready, keep your eyes open.
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Every detail matters.
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Are you ready to begin the investigation?
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Let's go!
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Let's read.
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Quick tip.
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Don't put the whole story on one slide.
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it into smaller sections.
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After each part, pause and ask students to make predictions.
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What do you think happened?
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What clues stand out?
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What might happen next?
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This keeps students actively involved and encourages them to think ahead instead of passively reading from beginning to end.
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Now take a look at this slide.
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There are two mystery words hidden in the next section of the text.
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One means a group of people working on a ship and the other means empty with no people.
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Student must find these words in the passage and write them in their detective log along with their guest meanings.
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Now show the next slide.
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Set the timer to one minute and let students search for the words.
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After the time is up, reveal the answers.
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A group of people working on a ship is crew and empty with no people means deserted.
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Now do you think your students read the text carefully?
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I seriously doubt it.
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Most of them probably scanned the passage because they were focused on finding the correct words.
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And that's exactly why we show them the next slide.
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Oh wait, wait, we still need three more pieces of evidence.
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Look for a large boat with sails,
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a story that is hard to explain and the way the ship looks from the outside.
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Add those to your log.
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This time click the play button and let students listen to the pre-recorded narration while searching for the mystery words.
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This approach gives you multiple benefits at once.
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Students hear correct pronunciation, stay focused on the text,
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and are less likely to miss important details.
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One shot, multiple goals achieved.
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And of course, don't forget to reveal the correct answers once everyone has completed the task.
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Next comes the 60-second search mission.
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Students have 60 seconds to find four reasons why the captain was confused.
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This activity adds urgency, encourages quick scanning skills,
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and gives students a clear purpose for reading.
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Click the play button and then start the timer to begin the countdown.
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Make sure to include translations for any difficult words.
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This lowers frustration and keeps the focus on comprehension rather than decoding individual vocabulary items.
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When the time is up, have a short discussion with your students.
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What facts did they choose?
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Did different groups notice different clues?
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Encourage students to justify their answers before revealing the correct ones.
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This small discussion stage helps students move beyond simply finding information and into explaining their thinking.
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Then reveal the correct answers.
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Next is the gap-filled challenge.
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Some words are in the wrong places.
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Can your students find them and fix the sentences?
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Notice how I included these four keywords and their translations directly on the slide.
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This may look simple, but it serves an important purpose.
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Subconsciously, students begin noticing and processing these words before they even begin the task,
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making the next activity feel more manageable and familiar.
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The next slide also includes a 60-second timer.
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Students read the sentences and correct the mistakes.
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If you like, you can turn this into a pair work activity
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and let students compare their answers before checking together as a class.
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When the time is up, play the narration and reveal the correct answers.
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Again, one activity is achieving several goals at once.
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reading, noticing language patterns, listening practice, and peer discussion.
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Next is the liar's summary activity.
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Tell your students, listen carefully to the last paragraph.
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When you finish, you'll see a summary with three factual errors.
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Can you find them?
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I've covered the keywords with rectangles containing translations.
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As students listen to the narration, they must identify these missing words and write them in their notebooks.
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This keeps listening active and purposeful rather than passive.
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Now show them the liar summary.
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Put Put students into groups or pairs and start the timer.
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As they discuss, they must work together to identify the three factual mistakes.
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When the time is up, elicit answers from the groups.
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Which mistakes did they find?
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Did everyone agree?
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Only after discussion should you reveal the correct answers.
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like this encourage students to become critical readers.
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Instead of simply accepting information, they learn to question it,
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verify it, and support their thinking with evidence from the text.
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Since we're teaching higher grades,
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we often ask students to identify or write the main idea after reading.
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The main idea is simply what is most important in the text.
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Essentially it's a one-sentence summary.
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Traditionally this is often taught as a fill-in-the-gap activity where students
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complete a sentence after discussing it with their desk mates or in groups.
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And again there is nothing wrong with this approach.
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However, writing the main idea can be challenging for many students,
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especially if they're not confident writers.
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So here are a couple of more engaging alternatives.
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Ask students to write the main idea as a front-page newspaper headline.
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Give them a word limit.
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For example, the headline must be exactly 6 words long and include at least one target vocabulary word.
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For example, mystery crew leaves deserted sailing ship.
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This adds a creative challenge while keeping students focused and concise.
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And because headlines naturally highlight important information,
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Students are practicing main idea skills without always feeling like they're completing a traditional summary task.
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Another option is the text message summary.
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Ask students to write the main idea as if they were sailors,
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sending a final SOS message to their families.
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This approach encourages emotional engagement and gives students more freedom of expression.
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Instead of simply repeating information,
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they begin imagining the situation and responding to it from a personal perspective.
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And sometimes that emotional connection makes the learning more memorable.
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Now, if everything I suggested earlier feels a bit too complicated or time-consuming to prepare,
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here's a simple, effective, and flexible post-reading strategy that works with almost any text.
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It's called the 3-to-1 activity.
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Students complete the following in their notebooks or logs or whatever they used to write in.
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Three new vocabulary words they found.
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Two useful sentence structures they liked.
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One sentence summarizing the main idea.
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What I like about this strategy is its simplicity.
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It combines vocabulary, sentence patterns,
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and summarizing into one short activity and requires very little preparation from the teacher.
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Sometimes simple works best.
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Final tip, be consistent, but also vary your post-reading strategies.
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Not every reading lesson needs to become a full detective mission.
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And not every lesson should follow the exact same routine either.
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A little variety goes a long way.
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And remember, you only need to prepare these materials once.
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But a well-designed lesson can stay with you and your students for many, many years.
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If you found this video useful, please leave a like and subscribe to the channel.
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And if you have your own favorite reading activities or post-reading strategies,
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I'd love to hear about them in the comments below.
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Sharing ideas is one of the best parts of teaching.
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You can also help support the channel by sharing this video with other teachers who might find it useful.
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Thank you very much for watching and I'll see you in my next video.
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Bye!
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Vocabulário e dicas de fala para esta lição
Esta aula de conversação de nível B2 usa o vídeo “How to Make Reading FUN Again in ESL Classes”. As palavras que mais se repetem: student, reading, word, text, answer. Este vídeo tem 160 frases e 1610 palavras para praticar shadowing. A fala dura 15:59. O falante fala devagar, cerca de 101 palavras por minuto, o que dá tempo para imitar cada som. 83% das palavras estão entre as 3.000 mais comuns do inglês; vale a pena estudar o restante antes de começar.
Vocabulário principal deste vídeo
As 15 palavras mais avançadas do vídeo, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| vocabulary substantivo | /vəˈkæb.jə.lə.ɹi/ | vocabulário |
| timer substantivo | /ˈtaɪmɚ/ | temporizador, timer |
| narration substantivo | /ˌnæɹˈeɪ.ʃən/ | narração |
| comprehension substantivo | /ˌkɑmpɹɪˈhɛnʃn̩/ | compreensão |
| notebook substantivo | /ˈnoʊtˌbʊk/ | caderno |
| headline substantivo | /ˈhɛd.laɪn/ | manchete |
| scan verbo | /skæn/ | varrer |
| clue substantivo | /kluː/ | indício, sugestão |
| keyword substantivo | /ˈkiː.wɜːd/ | palavra-chave |
| summarize verbo | /ˈsʌməˌɹaɪz/ | resumir |
| factual adjetivo | /ˈfæk.tʃ(u)əl/ | factual, fatual |
| sail substantivo | /seɪl/ | vela |
| mysterious adjetivo | /mɪˈstɪɹi.əs/ | misterioso |
| concise adjetivo | /kənˈsaɪs/ | conciso, sucinto |
| decode verbo | /dɪˈkəʊd/ | descodificar, decodificar |
Phrasal verbs que você vai ouvir
| Palavra | Significado |
|---|---|
| find out verbo | descobrir |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- What activities would you use?
- How would you engage your students beyond simple comprehension?
- What if we turned it into a detective story?
- Are you ready to begin the investigation?
- What do you think happened?
Pronúncia para ficar de olho
O falante usa 11 contrações e formas reduzidas, como don't, I'd, they're. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “sh” e “zh”: narration /ˌnæɹˈeɪ.ʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, prediction /pɹɪˈdɪkʃən/, frustration /fɹʌsˈtɹeɪ.ʃən/
- Palavras longas — acerte a sílaba tônica: vocabulary /vəˈkæb.jə.lə.ɹi/, mysterious /mɪˈstɪɹi.əs/, manageable /ˈmænəd͡ʒəb(ə)l/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, repetitive /ɹɪˈpɛtɪtɪv/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: notebook /ˈnoʊtˌbʊk/, keyword /ˈkiː.wɜːd/, decode /dɪˈkəʊd/, elicit /ɪˈlɪsɪt/, activate /ˈæktɪˌveɪt/
- /l/ final — a língua toca o céu da boca, não vira “u”: factual /ˈfæk.tʃ(u)əl/, sail /seɪl/, manageable /ˈmænəd͡ʒəb(ə)l/, purposeful /ˈpɝ.pəs.fəl/, flexible /ˈflɛk.sɪ.bəl/
- /h/ — um sopro suave, diferente do “r”: comprehension /ˌkɑmpɹɪˈhɛnʃn̩/, headline /ˈhɛd.laɪn/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Faça shadowing frase por frase na velocidade normal, repetindo cada uma até o seu ritmo ficar igual ao do falante.
- Grave a sua voz e compare com o original, prestando atenção a palavras como vocabulary, timer, narration.
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.