Prática de Shadowing: Understand Native English Speakers with this Advanced Listening Lesson - Aprenda a falar inglês com vídeo
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Hi guys, it's Keith from IELTS Speaking Success
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and today I'm going to show you how to understand native English speakers and how to really improve your listening skills.
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What's more, I'll show you the biggest mistake students make
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when trying to understand native speakers and also when doing the IELTS Listening Test.
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Let's do it!
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Hello, my name is Keith and I run the website IELTS Speaking Success and also the YouTube channel and the Facebook group.
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If you haven't joined the Facebook group, go downstairs, down below, follow the link and come and join us.
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So how are your listening skills.
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Do you sometimes find it hard to follow native speakers?
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To understand films or videos on YouTube?
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Or even, oh my, to understand the IELTS speaking examiner?
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What about this phrase?
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Can you understand this?
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Shall we go and have a good day?
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So, I want you to write that down on a piece of paper or in the comment box.
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Have a go.
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Shall we go and have a good day?
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By the end of this video, you will understand that and also you will know the five things
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that you need to know to take your listening skills right up to the next level.
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What's more, hey, we're going to be practicing so
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that you will even see a change in your listening skills by the end of the video.
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How good is that?
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Let's begin.
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So what is the biggest mistake students make with listening, right?
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It's they focus on words, individual words, and try and translate them.
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That's not good, right?
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Because this is the secret.
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Words change in context.
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When you put two words together, the sound changes.
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And so if you're listening for individual sounds, you're not listening for the right thing.
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Right?
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Take the words or take this phrase, right?
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Good day.
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Good day.
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It sounds like one sound, right? right?
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Good day.
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But it's two words.
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Good day.
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But we don't say good day, good day, good day.
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No, we say good day, good day.
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We drop the D.
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So we drop sounds.
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We drop vowels and consonants when words come together, right?
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For example, excuse me.
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We don't say that.
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We say excuse me, excuse me.
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The ek disappears.
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We drop it.
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Excuse me.
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Shwee go.
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Shwee go.
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Shwee is actually shall we.
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The al we drop.
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Shwee go.
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Shwee go.
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We even drop words, right?
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It's fine.
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That's fine.
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It's fine.
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So we drop vowels, consonants and words.
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How on earth are you going to understand?
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Well, knowing that those sounds disappear when you put words together, then it's going to help you.
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Let's look at another thing that happens when you put words together.
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We link sounds, right?
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Have a, have a, goes together, have a, right?
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Have a good day, have a good day.
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You see?
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Sometimes when we link words, we actually add another sound that you don't write, okay?
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Go and is go an, go, w, w, there's a w, we add a w, how mad is that?
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go and go and go and and the D drops.
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So just to confuse you we add a W and we drop the D.
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Go and see.
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Go and see.
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Go and have a good day.
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Go and have a good day.
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Get it?
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Put that all together right should we go
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and have a good day should we go and have a good day
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that was the phrase at the beginning
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so we've got all these things we add sounds we link things we drop things boom not only
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that right we also stress certain words we reduce some words we add intonation we add rhythm,
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all of these things and tone, not forgetting.
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So it makes it more difficult.
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So knowing all of this can help us listen and understand better.
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I'm going to show you all of these in a bit more detail.
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We're going to practice them so you can develop your listening skills.
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Just a small note, I'm not encouraging you to speak like this yet.
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This is a higher level of speaking and if you can,
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fantastic, but our focus today is on listening and being able to recognise and notice these sounds.
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So as you start listening more and more,
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you become aware of them and you understand the sounds rather than focusing on those individual words and translating.
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Right, so let's get going.
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So I'm going to look at five things, okay?
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Word stress, chunks, weak forms, contractions and connected speech, which cover all of the aspects we've talked about.
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Let's begin with word stress.
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Actually, grammatically, this is sentence stress.
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It's the words that we stress in a sentence.
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So, for example, can you spot and tell me which words I am stressing in this sentence?
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I'd like to get a ticket to London.
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I'd like to get a ticket to London.
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like ticket London I'd like to get a ticket to London what about this one can you pay by cash
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pay cash can you pay by cash okay so when you're listening to stuff
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focus first of all on the stressed words because because those are the ones that carry the main meaning.
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They're the most important words.
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Typically the noun, the verbs, the adjectives, the adverbs, the bigger words, right?
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Pay cash.
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You can understand.
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Can you pay by cash?
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Okay.
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Two more examples.
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Again, pick out the words I stress.
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You should have asked.
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I would have been happy to do it.
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Asked happy do.
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You should have asked.
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I would have been happy to do it. Or, ah, it's fine.
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I didn't want to trouble you.
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Fine.
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Trouble you.
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It's fine.
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I didn't want to trouble you.
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Okay, so picking out those stressed words.
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great so here's a quick tip for you you should be doing two kinds of listening right intensive
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and extensive intensive is very short audio clips
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or video clips maybe up to a minute where you're analyzing
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specific things extensive can be 20 minutes 30 minutes an hour watching a film
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listening to a podcast where you're just exposing yourself and following the general idea.
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You need to be doing both kinds.
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When you're doing intensive listening, one exercise is to focus on the words that are stressed.
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So listen to the sentences.
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If you have the tape script, transcript, you can underline the stressed words or make a note here or on paper
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as you listen and focus on the stressed words because they carry the meaning.
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So when you're doing IELTS listening, listening for gist, for the main idea, the stressed words are the main ones, right?
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Can you pay by cash?
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Pay cash.
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That's all you need to know.
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You don't need to be focusing on every word.
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Okie dokie, moving on.
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Secondly, chunks.
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Chunks are really important, right?
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You remember at the beginning of the video, I said, good day, good day, good day, have a good day, right?
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Have a good day is a chunk.
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It's a piece of language where we take the sound of that language and we focus on the sound.
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Have a good day.
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Right?
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I don't know how many words that is.
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Have a good day.
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It's actually four.
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But what's in my head is the sound.
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Have a good day.
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And you'll notice most grammatical forms are really chunks.
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Right?
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I'd like to.
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I'd like to.
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I'd like to get a ticket to London.
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I'd like to.
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You can actually practice with me.
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I'd like to.
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I'd like to.
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And really, right, close your, I was going to say your ears, close your eyes and really listen to the sound.
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I'd like to.
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I'd like to.
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That's what you need to get.
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The same with I should have.
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I should have.
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I should have called before coming.
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right I would have the same I would have
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so listen to those sounds can you can you can you
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help can you come can you give me can you can
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you right get the sound okay others very common I want to I didn't want to.
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I didn't want to.
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Notice here.
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I didn't.
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The to.
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I dropped it.
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Drop the to.
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I didn't want to.
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Want to.
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Want to.
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I dropped the T.
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Oh, you've got the D here.
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The T here.
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I didn't want to.
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I didn't want to.
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Try.
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I didn't want to.
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I didn't want to go.
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I didn't want to come.
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So start training your ear to pick out these sounds or these chunks, right?
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The secret is chunks.
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Most idiomatic expressions are chunks, right?
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It's a piece of cake.
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I don't know how many words that is.
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It is a piece of cake, but it's just one sound.
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It's a piece of cake.
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It's a piece of cake.
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It's a piece of cake.
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It doesn't matter.
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Right?
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Notice again, it doesn't.
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The T drops.
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It doesn't matter.
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It doesn't matter.
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So your grammatical structures and your idiomatic expressions are mostly chunks.
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And this is what you need to be listening for.
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Excellent.
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Moving on.
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By the way, if you want to practice more and more chunks, go and check out the Fluency Gym on the website.
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The link's below.
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There's lots of chunks there, lots of IELTS questions and answers, and they're done by chunks.
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And you can just practice listening and speaking.
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How good is that?
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Now, talking of the gym, the fluency gym, when you go to the gym, you see some people who are really strong, right?
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Now what's the opposite of strong?
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The opposite of strong is weak.
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It's the same with language and words.
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So many words in English have a weak form and a strong form.
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Right.
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Particularly the small little words in English.
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Okay.
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Have a look at these words.
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How do you pronounce them?
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Well, I don't know what you said, but I'm guessing you said for, to, do, are, you.
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Now that's true 10% of the time, right?
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That's the strong form.
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And we use that when we stress the word, right?
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It's for, no. For example, who is this for, right?
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Who is this for?
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Who do I give it to?
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You stress the word and it's the strong form.
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But did you know, 90% of the time we don't stress the word and we don't use the strong form,
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we use the weak form.
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Exactly.
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So actually, how do you pronounce these words?
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F, T, D or J, U, Y, U, Y.
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How strange is that?
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But that's how we really pronounce them.
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And that's what you're listening to when you listen to native speakers, right?
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They don't say it's for you.
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Say it's for you.
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It's for you.
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Or even the it's for you.
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It's for you.
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It's for you.
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The you is stressed, right?
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It's for you.
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For example, let's take do, right?
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I do like pizza.
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I'm stressing it, right?
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I do like pizza.
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Do you like pizza?
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Do you like pizza?
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You see, that's the unstressed form.
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In our phrases we're using at the beginning, I'd like to get a ticket to London.
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A ticket to London.
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It's not to, it's to, right?
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You could say to if it was, I want a ticket to London, not from London, because you're stressing to.
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But normally, a ticket to London.
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A ticket for two.
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A table for two.
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Go to the restaurant.
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A table for two.
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A table for two.
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I've changed from two to four.
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Right?
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A ticket to London.
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Good.
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So you may be thinking or asking, Keith, what are these small words that have a weak form and a strong form?
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Well, there's a lot, but the main ones are auxiliaries, right?
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Like these, be, do, have, can, which will be pronounced, the B is was or were.
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Was, were, de, have, can.
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Personal pronouns, you, he, and she would be ya, hi, sha Prepositions, right, to,
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at, of, for become ta, at, of, fa Conjunctions, and,
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but, than, an, but, than
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by and large it's the schwa sound
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that we're using in the weak form not always but usually
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so that's it the weak form's really really important let's move on
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next I'm going to mention contractions right contract is to reduce
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contractions are where for example instead of saying I will we say I'll.
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I am, I'm.
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In spoken English we normally use contractions.
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In written English, especially academic English, we don't.
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But when you're speaking and listening to people in conversations on films you will be listening for these contractions.
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So you'll have I'll, I'd instead of I would,
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should've, I should've instead of I should have, I would've instead of I would have,
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I'd've, right, I would've or I'd've, I'd've told you, for example.
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In our examples, we had, I'd like to get a ticket to London.
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Or I should have called before coming.
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We also had, you should have asked.
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I would have been happy to do it.
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You should have asked.
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I would have been.
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I would have been happy to do it.
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Or it's fine.
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It's fine.
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Drop your tea.
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Drop your it.
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It's fine.
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Let's move on.
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And now number five, connected speech.
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And this is the biggie.
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This is the big one that makes listening really difficult.
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But once you get this your listening skills are just gonna rock it
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so here's the rule okay when a word ends with a consonant sound
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and the next word begins with a vowel sound we usually
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connect the two words okay we can connect the sounds
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or we can add a sound to make the connection let's
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have a look at the first chunk we mentioned before I'd
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like to get a ticket to London right there's There's two connections here.
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I'd like to get a, get a, we just link get a, get a.
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Ticket to, ticket to, we also link, but because the T and the T are the same, we just have one.
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Ticket to, ticket to, get a ticket to.
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Got it?
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I'd like to get a ticket to London.
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More examples.
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In the phrase, I should have called you before coming.
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Called you.
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Called you.
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The you is yeah, right?
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Called you.
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It's sometimes a duh, sometimes a j.
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I should have called you.
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Called you.
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I should have called you before coming.
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close your eyes I should have called you before coming can you hear the ch?
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great more examples I should have asked I should have asked vast vast I should have asked
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notice we often drop the k right as well in asked right we often drop the k You should have asked.
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And another one, I would have been happy to do it.
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Here we add a sound.
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Do, because it's a were, we put the word do it, like a wit, wit, do it, do it.
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Happy to do it.
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Get it?
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I would have been happy to do it.
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Or as well, I didn't want to trouble you.
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So here we connect the didn't and the want, but we drop the T.
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I didn't want to, want to, want to, want to.
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I didn't want to trouble you.
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I didn't want to trouble you.
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Again, close your eyes and see if you can hear the sounds.
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Want to.
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I didn't want to trouble you.
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If you can hear it, you're starting to get the gist, to get the hang of it.
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Excellent.
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So those are some examples with the connected speech.
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So as you're listening intensively or extensively, try and notice the connected words.
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Try and listen to them.
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Stop if you want and try repeating it because that can also help you.
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And if you've got the transcript, you can just make the connection.
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You can write and make the connection.
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It's just building up the habit and starting to notice this, right?
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Let me go through those four sentences we began with and see if you can start hearing the different things.
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I'd like to get a ticket to London.
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Can you pay by cash?
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You should have asked.
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I would have been happy to do it.
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That's fine.
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I didn't want to trouble you.
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Right.
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Excellent.
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Hopefully you're starting to notice.
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What would be great would be to go back and listen again.
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Make a note of all of these features.
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They're in there.
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They're in English every day.
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And all of this will help you understand native speakers much, much better.
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And it's the key to your success in the IELTS listening, right?
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So, as I began, should we go and have a good day? Shall we go?
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Let's go and have a good day.
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Just before you go, though, I hope all of this helps.
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If you want more practice or you want more details about listening skills, follow the link below to the website.
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There's a whole article with more information.
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Go and check out the Fluency Gym.
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Great for your listening and your pronunciation.
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If you like this video, go and check out my online course.
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It's on Udemy, IELTS Speaking Success.
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Get a Band 7+.
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It will really help you level up and get ready for your speaking test coming up soon.
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It's been a pleasure being with you as always today.
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Do take care, stay safe, and I look forward to seeing you next week with a new video, new ideas.
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Take care now.
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O Cenário: Entendendo Falantes Nativos no Cotidiano
Se você já se sentiu perdido ao assistir a um vídeo no YouTube, conversar com um falante nativo ou até mesmo durante um exame como o IELTS, sabe que a compreensão auditiva vai além de ouvir palavras isoladas. No vídeo, Keith explica que o maior erro dos alunos é se concentrar em traduzir cada termo individualmente. Na realidade, as palavras mudam de som quando combinadas, como no exemplo "good day", que soa como uma única sílaba ("guday") porque o "d" é omitido. Essa situação reflete o cotidiano: falantes nativos usam contrações, omitem sons e conectam palavras de forma natural, e entender isso é chave para se comunicar sem esforço.
Trechos Úteis e Colocações para Memorizar
Aprender "blocos de palavras" em vez de termos isolados é a chave para falar e ouvir como um nativo. Aqui estão 5 colocações essenciais do vídeo:
- "Have a good day": Uma despedida comum, mas pronunciada como "havaguday" (omite o "e" de "have" e o "d" de "good").
- "Excuse me": Usado para pedir atenção, mas pronunciado "scuse me" (omite o "ek" de "excuse").
- "Shall we go": Uma pergunta para sugerir ação, que soa como "shalwe go" (junta "shall" e "we" e omite o "l" final).
- "Take your listening skills to the next level": Expressão para melhorar habilidades auditivas, usada em contextos de aprendizado.
- "Drop sounds": Falar de omissão de sons, como no exemplo "good day" (drop the D).
Seu Desafio de Shadowing: Pratique Agora Mesmo
O shadowing é uma técnica comprovada para melhorar a pronúncia em inglês e a compreensão. Aqui está sua tarefa concreta:
1. Reproduza o trecho do vídeo onde Keith fala "Shall we go and have a good day" e "excuse me".
2. Ouça o áudio uma vez, prestando atenção nas omissões de sons (como o "d" em "good" e o "ek" em "excuse").
3. Repita a frase imediatamente após o falante, tentando imitar a entonação, o ritmo e as omissões. Faça isso 5 vezes consecutivas.
4. Grave sua voz e compare com o original: note se você conseguiu omitir os sons corretos e manter o fluxo natural.
Essa prática ajuda a treinar o cérebro a reconhecer padrões de fala nativos e a falar de forma mais fluente. Para ampliar, use um shadowing site ou vídeos do YouTube (aprender inglês com YouTube é uma excelente estratégia!) e escolha trechos curtos de 10-15 segundos. Lembre: o shadow speech não é sobre perfeito, mas sobre imitar e se acostumar com a pronúncia real.
Com essas dicas, você já está no caminho para entender e falar inglês como um nativo. Basta praticar diariamente!
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 | haven't joined · we've talked · I've changed |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | people who are · can, which will |
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.