Prática de Shadowing: Speak English Fluently — Use STRESS Correctly! - Aprenda a falar inglês com vídeo
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Today I want to teach you a lesson about stress.
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Not the kind of stress you get when you're going to pay your taxes or your partner's upset with you,
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but stress in language because many of you hear all the words, but don't understand what someone's actually saying.
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Ready?
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Yeah, you said it.
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You understand every word they say, but not what they mean together.
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That's because language isn't just words words, we have intonation, and stress is one of those where we're trying to tell you what's important.
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Okay?
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So, I'm going to go to the board, and I'm going to teach you today how we can use stress to communicate better when we speak,
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but also to understand when someone's speaking to us.
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Ready?
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Let's go to the board.
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We're going to work on spotlight.
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I'm going to teach you the spotlight method to work with stress, and that's what this is here.
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A spotlight is used when you want to show something very specific.
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As you can see, I want you to just see Mr. E, so the spotlight comes down on Mr. E.
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It brings my attention to where I want it to, want you to go.
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Okay?
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So, let's give an example, all right?
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I didn't say she stole the money, okay?
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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Different type of spotlight.
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I lost mine.
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Okay.
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Okay, so what does that mean?
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You noticed I said it, same words, about seven or eight times, but each one was a little bit different.
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What I was doing that was trying to show you number one, this is what I call the frame.
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I said the same words, but not the same message.
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When I say something like, I didn't say she stole the money, it means someone else said it.
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Mr. E said it.
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Tony said it, but it wasn't me.
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When I didn't, when I say, I didn't say, she stole the money, I'm like, the money was stolen,
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but it wasn't her, it was maybe him.
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I didn't say she stole the money.
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Something was stolen by that person, but not necessarily the money.
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I have said these same words over and over again, but each message is different.
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Now to you, if you're just learning English, you're like, they said the same thing.
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Why is this person angry?
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Why is this person angry?
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Why is this person.. why?
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The message was switched.
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Because same words don't mean the same message.
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When I stress I, for instance, right, stress tells you what is important.
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When I say I didn't say she stole the money, I'm telling you my involvement, me, I didn't have anything to do with it.
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So me, as the speaker, that's important, right?
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I'm saying I didn't do X.
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Or I could talk about the object.
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I didn't say she stole the money, so then I'm talking about the thing, not myself.
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I'm not important, because I didn't say that.
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Something was taken, and that's what is important.
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So stress tells you what is important.
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Now, when we come to number three, take one and two and put them together.
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Change the stress, change the meaning.
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You can't just randomly say words and think it's all okay.
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Sometimes, even worse, is when students go, I did not say she stole the money.
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Now, we understand all the words, but all the juice, je ne sais quoi, the taste, the flavor is taken out of it.
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You're not telling me where to point my attention.
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And that's what the spotlight is for.
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What do you want me to really understand from what you say?
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And that's why sometimes when people are speaking, they can say something like, I didn't say she stole the money because I was pointing, right?
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So, I'm giving you information that's there, so you have to listen to the stress on the words.
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Now, if we take these three together, right, same words does not equal same message.
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Stress tells you what is important.
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Change the stress, change the message message, we can come up with a principle,
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which is an idea, a basic idea I want you to keep from this lesson, right?
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And the basic idea is this, stress the information you want the listener to see.
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Just like with my flashlight when it's dark, what do I want to see is where I point it, or the spotlight tells you, okay?
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Now simple enough message, I'm sure you got it, right?
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change the stress.
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I want to check to see if you really got it, okay?
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So, what I want to do is go here.
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It's called fluency.
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That's what you're here for, you don't want to just know English, you want to be fluent at it. So,
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I'm going to give you three different activities I'm going to run through to check to see your understanding or your fluency.
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Let's check...
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Let's do the first one.
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See where I stress the word.
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Pay attention.
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Tom didn't go home last night.
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Tom didn't go home last night. Where was the stress?
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If you said didn't, you got it correctly.
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You listened.
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So I said, Tom didn't go home last night.
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I could have said, Tom didn't go home last night, which meant Tom went somewhere.
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But not to his house, right?
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So that stress would change the information you were receiving.
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So if you got the right word, didn't, you just passed the listening test.
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How about choose?
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Now, choosing, how would I say this?
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Okay?
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I want to say go.
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Go.
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Tom didn't go home last night.
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Tom didn't go home.
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And I want to emphasize it.
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How would I actually say it?
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Would I say, Tom didn't go home last night, or Tom didn't go home last night?
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Which one would I choose, A or B?
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If you said A, good.
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You chose the right one.
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You knew what I wanted to give the information, what I wanted you to pay attention to,
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and you chose which word to emphasize, which was the verb.
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What didn't he do?
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Didn't is an auxiliary verb, right?
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But I was really talking about the direction going.
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Good on you.
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Now, here's the third one.
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Tom didn't go home last night.
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That's the answer.
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What do I have to emphasize?
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You got it.
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Tom, which is the subject, right?
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The answer was Tom didn't go home.
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I emphasized that, so you have to pick which word if I want to get the message.
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And what was the message I was sending?
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Well, I'm picking
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Tom out of many people because it could have been Tom, Tony, Bill, and Tara, but Tom didn't go home.
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The rest did go home.
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So, by telling you that, I picked out
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Tom as the one person I wanted you to identify.
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And you see how I said the sentences, they're almost the same.
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Not to a native speaker, because they would have said, why did you say
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Tom like that?
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You wouldn't, but they would have noticed.
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But now you will, because you did well at the listening, the choosing, and the reverse.
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And the reverse is just where I give you the answer, and I want you to think back at the question,
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like where would that come from?
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Why would they do that?
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I'm getting you to think a little bit about where the information comes from.
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All right?
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So, you did well in the frame, all right, we got our principle down,
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you got some fluency, but here's the deal.
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You're not going to be able to do this after a 10 -minute lesson.
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That's just not the way how the world works.
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So, how am I going to help you to get good at doing this for yourself at home when you're by yourself?
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Well, I've got some field work for you.
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Field work.
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If you've got a garden, it's when you go out and you pick out the weeds and whatnot.
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But if you're in the army, field work is where you do your job.
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It's going out in the field.
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Scientists do it as well.
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You go out into the field and practice.
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See if this is, you know, will work for you or you can get better.
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My field work is for your practice.
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The first thing I want you to do is to move it.
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I like to move it, move it.
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I like to...
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No. Now, if your family's going, what's wrong with you?
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They're right.
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Sit down.
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When I mean move it, remember what I did at the beginning of this lesson.
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I said, I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she...
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I moved it.
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Now by moving it, what I was doing is changing the stress.
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But that's not all I want you to do.
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When you move it, I want you to examine and say, well, when I move it, how does the message change?
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I didn't say she stole the money.
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It wasn't me.
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Maybe it was him.
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Didn't say that it's not true, but it wasn't me.
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So, I go, the message is saying, the speaker's saying, not me.
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I didn't say she stole the money.
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What's the difference?
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She stole it.
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I go, no, no one, no, nobody said she stole it.
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She might have borrowed the money.
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She might have lost the money, because that verb, I said, no, I didn't say she stole it.
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She could have lost it, she could have borrowed it.
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By saying that, I'm saying this word does not apply in this sentence.
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So I don't want you just to move the words.
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That's easy, but it doesn't mean anything.
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Look at what it means as you move it, pay attention, write it down and go, what am I saying to them?
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And remember the spotlight we talked about, you're putting a spotlight.
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This is the information I want them to pay attention to.
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Hunt it.
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Dun, dun, dun, dun.
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Some of you aren't hunters because you're vegetarians and vegans, and I respect that greatly.
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But in this case, hunt it means look for it.
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It's great that you produce this yourself, but because you're learning a language,
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you want to be able to see it to see how it changes messages.
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So I've been doing it this whole video, even when I'm not doing the special sentences, and other videos I've done, you can go over them,
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hunt, go watch my videos, look where I put emphasis or, like, a stress on something,
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and then try and look at what I was trying to tell you, what I repeated, because in videos like this,
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I will repeat and go blah and then show you.
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That's very obvious, so that's good.
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But you can do it on YouTube videos, you can do it when you're watching politicians.
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I did not steal the money.
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No, I did not steal the money.
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Huh?
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Those aren't the same sentences.
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He's like, I didn't steal it, I borrowed it, all right?
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So hunt it.
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Watch television and notes.
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Pay attention in the real world.
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Before you go into the real world, right, look for it.
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Where do people stress?
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Why don't people just talk like this all the time?
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It would be very robotic and boring, but even in the movies, nothing like that happens.
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Where's the bomb?
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No, like, where is the bomb?
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Like, where's the bomb?
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Is there a bomb?
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They're telling you, where should your attention go?
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Now correct it.
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Correct it?
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How do I correct it?
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This is where this becomes very useful.
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Sometimes you're speaking to someone and they'll tell you something, and you can correct them by using stress, right?
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You said you would do it on Tuesday.
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I didn't say I would do it on Tuesday, right?
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Okay?
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It means, I said I would do it, but I never said Tuesday.
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So I've used stress to tell them that.
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Or you could say, I didn't say, I didn't say I would do that, means that never happened.
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Hmm?
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One, I'm talking about the actual day, which I did say I'd do it, but it's not this day.
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The other one could be, I didn't say this at all.
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Correct it.
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Use the stress method to listen, or sorry, when you speak, and that's why I said this lesson is about listening and speaking, to correct people.
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show where they made the mistake.
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It could be, you know, what was said, what thing they were speaking about, right?
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So, you can correct it in conversation.
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Cool?
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All right.
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So, we've got...
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Here's your fieldwork.
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Move it, right?
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I like to move it, move it.
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Move it through a sentence, and then don't just do that.
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Write down how it changes the sentence so you can get the understanding.
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Next, hunt it.
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Watch television, watch politicians, watch movies.
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Where are they stressing?
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What are they trying to tell you?" and correct it.
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You can pretend on this one, or you can try it out in real life, right?
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So, I didn't say...
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I didn't say Tuesday.
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I didn't say Tuesday, and that changes the message.
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Correct someone by using your English.
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Now, we've gone through fieldwork fluency, yadda yadda yadda yadda.
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What I want to go to is forum.
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And the forum, in case you don't know it because it's a fancy word, it's you people, you're the forum, you're watching.
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You are watching this video, you are going into the comment section, and that's where I would like you to go.
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When I am done this lesson, I've got one thing to give you more, I would like you to go into the comment section,
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whether it be on YouTube or wherever you're finding this, and I want you to write this sentence.
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I didn't say, she bought my car.
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Why?
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Okay, here's where it gets interesting.
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Number one, I want you to capitalize, so if you say, say, for example, you might do this.
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You might do this.
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I didn't say she bought my car, or you could do this.
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I didn't say she bought my car.
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So take one of them, one word, highlight it, make it all capitals, and then explain how that changes the sentence.
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And then other people can check and tell you if you're right or wrong.
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Because now you're writing it down and you're going to go, did I stress the right part for the information I want the spotlight on?
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Do I really understand this lesson?
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And then with other people help you, it's great to have more than one teacher, especially live, right?
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Because every day we have the videos up, people come by regularly and check and we'll give you hints.
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I've seen people write many comments.
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Anyway, I want to finish up this lesson.
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And as I finish it up, I want to not just leave you with your homework.
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I want to give you some place you can go to, to learn more.
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And it's not just on the stress method.
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Some of it is.
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Okay?
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But it's how to speak better and how to listen better.
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And these are some other lessons I've done, and I call this section further.
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So what we're doing here is giving you three videos you can go to to enhance your speaking or listening skills,
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reading and writing in other videos.
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In this case, improve your pronunciation with the grab -and -break method.
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Check that video out.
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Okay, I've also got another one.
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Secret to English fluency is not speaking.
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All right?
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I know, this whole video is on speaking.
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Oh, yeah, but guess what?
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It's not the secret.
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So, now you can combine these lessons, right?
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And finally, the two essential skills you need for great conversations.
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So by using this for listening and using this for conversation,
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you're going to find that your ability to speak and understand English is going to grow like crazy.
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Anyway, listen, thank you for taking the time and listening.
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And where I'd like you to go is, if you're not on YouTube, go to www .ing as in English,
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vid as in video dot com to see these videos, of course, and other great teachers we have there.
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It's been a pleasure.
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Have a good one.
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See you soon.
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Vocabulário e dicas de fala para esta lição
Esta aula de conversação usa o vídeo “Speak English Fluently — Use STRESS Correctly!”. As palavras que mais se repetem: stress, stole, word, Tom, message. Este vídeo tem 294 frases e 2794 palavras para praticar shadowing. A fala dura 16:18. O falante fala em ritmo natural, cerca de 171 palavras por minuto, próximo de uma conversa do dia a dia. 87% das palavras estão entre as 3.000 mais comuns do inglês, por isso o vocabulário é fácil de acompanhar. 67 das 294 frases são perguntas, por isso é um bom treino para a entonação de perguntas e respostas curtas.
Vocabulário principal deste vídeo
15 palavras do vídeo que vale a pena aprender, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| steal verbo | /stiːl/ | roubar, furtar |
| lesson substantivo | /ˈlɛs.ən/ | lição |
| spotlight substantivo | /ˈspɒtˌlaɪt/ | refletor, holofote |
| emphasize verbo | /ˈɛm.fə.saɪz/ | enfatizar |
| forum substantivo | /ˈfɔːɹəm/ | fórum |
| borrow verbo | /ˈbɑɹ.oʊ/ | emprestar, tomar emprestado |
| verb substantivo | /vɝb/ | verbo |
| skill substantivo | /skɪl/ | habilidade, talento |
| reverse substantivo | /ɹɪˈvɝs/ | contrário |
| principle substantivo | /ˈpɹɪn.sɪ.pəl/ | princípio |
| politician substantivo | /ˌpɑ.ləˈtɪʃ.ən/ | político, política |
| necessarily advérbio | /ˌnɛs.əˈsɛɹ.ə.li/ | necessariamente |
| hunter substantivo | /ˈhʌntɚ/ | cão de caça, sabujo |
| juice substantivo | /d͡ʒuːs/ | sumo, suco |
| fancy substantivo | /ˈfæn.si/ | fantasia |
Phrasal verbs que você vai ouvir
| Palavra | Significado |
|---|---|
| come up with verbo | pensar (em), alcançar |
| finish up verbo | finalizar, terminar |
| go out verbo | sair |
| sit down verbo | sentar-se |
| write down verbo | anotar |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- How would I actually say it?
- What do I have to emphasize?
- He's like, I didn't steal it, I borrowed it, all right?
- They're telling you, where should your attention go?
- How do I correct it?
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | have said · I've done · I've used |
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | is used · was stolen · was switched |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | emphasize, which was · Tom, which is |
Pronúncia para ficar de olho
O falante usa 126 contrações e formas reduzidas, como didn't, you're, I'm. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “sh” e “zh”: politician /ˌpɑ.ləˈtɪʃ.ən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, flashlight /ˈflæʃˌlaɪt/, intonation /ɪntəˈneɪʃən/
- Palavras longas — acerte a sílaba tônica: politician /ˌpɑ.ləˈtɪʃ.ən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, communicate /kəˈmjuːnɪkeɪt/, vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/, auxiliary /ɔɡˈzɪl.(jə).ɹi/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: spotlight /ˈspɒtˌlaɪt/, verb /vɝb/, pretend /pɹəˈtɛnd/, involvement /ɪnˈvɑlv.mənt/, weed /wiːd/
- /l/ final — a língua toca o céu da boca, não vira “u”: steal /stiːl/, skill /skɪl/, principle /ˈpɹɪn.sɪ.pəl/
- /h/ — um sopro suave, diferente do “r”: hunter /ˈhʌntɚ/, wherever /(h)wɛɹˈɛvɚ/, highlight /ˈhaɪˌlaɪt/, homework /ˈhoʊmˌwɝk/, hint /hɪnt/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Comece na velocidade 0,75×, faça shadowing frase por frase e volte à velocidade normal quando ficar fácil.
- Grave a sua voz e compare com o original, prestando atenção a palavras como steal, lesson, spotlight.
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.