Практика Shadowing: Speak English Fluently — Use STRESS Correctly! - Изучайте разговорный английский по видео

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Today I want to teach you a lesson about stress.

Not the kind of stress you get when you're going to pay your taxes or your partner's upset with you,

but stress in language because many of you hear all the words, but don't understand what someone's actually saying.

Ready?

Yeah, you said it.

You understand every word they say, but not what they mean together.

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.

Okay?

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,

but also to understand when someone's speaking to us.

Ready?

Let's go to the board.

We're going to work on spotlight.

I'm going to teach you the spotlight method to work with stress, and that's what this is here.

A spotlight is used when you want to show something very specific.

As you can see, I want you to just see Mr. E, so the spotlight comes down on Mr. E.

It brings my attention to where I want it to, want you to go.

Okay?

So, let's give an example, all right?

I didn't say she stole the money, okay?

I didn't say she stole the money.

Different type of spotlight.

I lost mine.

Okay.

Okay, so what does that mean?

You noticed I said it, same words, about seven or eight times, but each one was a little bit different.

What I was doing that was trying to show you number one, this is what I call the frame.

I said the same words, but not the same message.

When I say something like, I didn't say she stole the money, it means someone else said it.

Mr. E said it.

Tony said it, but it wasn't me.

When I didn't, when I say, I didn't say, she stole the money, I'm like, the money was stolen,

but it wasn't her, it was maybe him.

I didn't say she stole the money.

Something was stolen by that person, but not necessarily the money.

I have said these same words over and over again, but each message is different.

Now to you, if you're just learning English, you're like, they said the same thing.

Why is this person angry?

Why is this person.. why?

The message was switched.

Because same words don't mean the same message.

When I stress I, for instance, right, stress tells you what is important.

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.

So me, as the speaker, that's important, right?

I'm saying I didn't do X.

Or I could talk about the object.

I didn't say she stole the money, so then I'm talking about the thing, not myself.

I'm not important, because I didn't say that.

Something was taken, and that's what is important.

So stress tells you what is important.

Now, when we come to number three, take one and two and put them together.

Change the stress, change the meaning.

You can't just randomly say words and think it's all okay.

Sometimes, even worse, is when students go, I did not say she stole the money.

Now, we understand all the words, but all the juice, je ne sais quoi, the taste, the flavor is taken out of it.

You're not telling me where to point my attention.

And that's what the spotlight is for.

What do you want me to really understand from what you say?

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?

So, I'm giving you information that's there, so you have to listen to the stress on the words.

Now, if we take these three together, right, same words does not equal same message.

Stress tells you what is important.

Change the stress, change the message message, we can come up with a principle,

which is an idea, a basic idea I want you to keep from this lesson, right?

And the basic idea is this, stress the information you want the listener to see.

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?

Now simple enough message, I'm sure you got it, right?

change the stress.

I want to check to see if you really got it, okay?

So, what I want to do is go here.

It's called fluency.

That's what you're here for, you don't want to just know English, you want to be fluent at it. So,

I'm going to give you three different activities I'm going to run through to check to see your understanding or your fluency.

Let's check...

Let's do the first one.

See where I stress the word.

Pay attention.

Tom didn't go home last night.

Tom didn't go home last night. Where was the stress?

If you said didn't, you got it correctly.

You listened.

So I said, Tom didn't go home last night.

I could have said, Tom didn't go home last night, which meant Tom went somewhere.

But not to his house, right?

So that stress would change the information you were receiving.

So if you got the right word, didn't, you just passed the listening test.

How about choose?

Now, choosing, how would I say this?

Okay?

I want to say go.

Go.

Tom didn't go home last night.

Tom didn't go home.

100

And I want to emphasize it.

101

How would I actually say it?

102

Would I say, Tom didn't go home last night, or Tom didn't go home last night?

103

Which one would I choose, A or B?

104

If you said A, good.

105

You chose the right one.

106

You knew what I wanted to give the information, what I wanted you to pay attention to,

107

and you chose which word to emphasize, which was the verb.

108

What didn't he do?

109

Didn't is an auxiliary verb, right?

110

But I was really talking about the direction going.

111

Good on you.

112

Now, here's the third one.

113

Tom didn't go home last night.

114

That's the answer.

115

What do I have to emphasize?

116

You got it.

117

Tom, which is the subject, right?

118

The answer was Tom didn't go home.

119

I emphasized that, so you have to pick which word if I want to get the message.

120

And what was the message I was sending?

121

Well, I'm picking

122

Tom out of many people because it could have been Tom, Tony, Bill, and Tara, but Tom didn't go home.

123

The rest did go home.

124

So, by telling you that, I picked out

125

Tom as the one person I wanted you to identify.

126

And you see how I said the sentences, they're almost the same.

127

Not to a native speaker, because they would have said, why did you say

128

Tom like that?

129

You wouldn't, but they would have noticed.

130

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?

133

Why would they do that?

134

I'm getting you to think a little bit about where the information comes from.

135

All right?

136

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.

138

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?

141

Well, I've got some field work for you.

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Field work.

143

If you've got a garden, it's when you go out and you pick out the weeds and whatnot.

144

But if you're in the army, field work is where you do your job.

145

It's going out in the field.

146

Scientists do it as well.

147

You go out into the field and practice.

148

See if this is, you know, will work for you or you can get better.

149

My field work is for your practice.

150

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...

153

No. Now, if your family's going, what's wrong with you?

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They're right.

155

Sit down.

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When I mean move it, remember what I did at the beginning of this lesson.

157

I said, I didn't say she stole the money.

158

I didn't say she stole the money.

159

I didn't say she...

160

I moved it.

161

Now by moving it, what I was doing is changing the stress.

162

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?

164

I didn't say she stole the money.

165

It wasn't me.

166

Maybe it was him.

167

Didn't say that it's not true, but it wasn't me.

168

So, I go, the message is saying, the speaker's saying, not me.

169

I didn't say she stole the money.

170

What's the difference?

171

She stole it.

172

I go, no, no one, no, nobody said she stole it.

173

She might have borrowed the money.

174

She might have lost the money, because that verb, I said, no, I didn't say she stole it.

175

She could have lost it, she could have borrowed it.

176

By saying that, I'm saying this word does not apply in this sentence.

177

So I don't want you just to move the words.

178

That's easy, but it doesn't mean anything.

179

Look at what it means as you move it, pay attention, write it down and go, what am I saying to them?

180

And remember the spotlight we talked about, you're putting a spotlight.

181

This is the information I want them to pay attention to.

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Hunt it.

183

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,

187

you want to be able to see it to see how it changes messages.

188

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,

189

hunt, go watch my videos, look where I put emphasis or, like, a stress on something,

190

and then try and look at what I was trying to tell you, what I repeated, because in videos like this,

191

I will repeat and go blah and then show you.

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That's very obvious, so that's good.

193

But you can do it on YouTube videos, you can do it when you're watching politicians.

194

I did not steal the money.

195

No, I did not steal the money.

196

Huh?

197

Those aren't the same sentences.

198

He's like, I didn't steal it, I borrowed it, all right?

199

So hunt it.

200

Watch television and notes.

201

Pay attention in the real world.

202

Before you go into the real world, right, look for it.

203

Where do people stress?

204

Why don't people just talk like this all the time?

205

It would be very robotic and boring, but even in the movies, nothing like that happens.

206

Where's the bomb?

207

No, like, where is the bomb?

208

Like, where's the bomb?

209

Is there a bomb?

210

They're telling you, where should your attention go?

211

Now correct it.

212

Correct it?

213

How do I correct it?

214

This is where this becomes very useful.

215

Sometimes you're speaking to someone and they'll tell you something, and you can correct them by using stress, right?

216

You said you would do it on Tuesday.

217

I didn't say I would do it on Tuesday, right?

218

Okay?

219

It means, I said I would do it, but I never said Tuesday.

220

So I've used stress to tell them that.

221

Or you could say, I didn't say, I didn't say I would do that, means that never happened.

222

Hmm?

223

One, I'm talking about the actual day, which I did say I'd do it, but it's not this day.

224

The other one could be, I didn't say this at all.

225

Correct it.

226

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.

227

show where they made the mistake.

228

It could be, you know, what was said, what thing they were speaking about, right?

229

So, you can correct it in conversation.

230

Cool?

231

All right.

232

So, we've got...

233

Here's your fieldwork.

234

Move it, right?

235

I like to move it, move it.

236

Move it through a sentence, and then don't just do that.

237

Write down how it changes the sentence so you can get the understanding.

238

Next, hunt it.

239

Watch television, watch politicians, watch movies.

240

Where are they stressing?

241

What are they trying to tell you?" and correct it.

242

You can pretend on this one, or you can try it out in real life, right?

243

So, I didn't say...

244

I didn't say Tuesday.

245

I didn't say Tuesday, and that changes the message.

246

Correct someone by using your English.

247

Now, we've gone through fieldwork fluency, yadda yadda yadda yadda.

248

What I want to go to is forum.

249

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.

250

You are watching this video, you are going into the comment section, and that's where I would like you to go.

251

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,

252

whether it be on YouTube or wherever you're finding this, and I want you to write this sentence.

253

I didn't say, she bought my car.

254

Why?

255

Okay, here's where it gets interesting.

256

Number one, I want you to capitalize, so if you say, say, for example, you might do this.

257

You might do this.

258

I didn't say she bought my car, or you could do this.

259

I didn't say she bought my car.

260

So take one of them, one word, highlight it, make it all capitals, and then explain how that changes the sentence.

261

And then other people can check and tell you if you're right or wrong.

262

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?

263

Do I really understand this lesson?

264

And then with other people help you, it's great to have more than one teacher, especially live, right?

265

Because every day we have the videos up, people come by regularly and check and we'll give you hints.

266

I've seen people write many comments.

267

Anyway, I want to finish up this lesson.

268

And as I finish it up, I want to not just leave you with your homework.

269

I want to give you some place you can go to, to learn more.

270

And it's not just on the stress method.

271

Some of it is.

272

Okay?

273

But it's how to speak better and how to listen better.

274

And these are some other lessons I've done, and I call this section further.

275

So what we're doing here is giving you three videos you can go to to enhance your speaking or listening skills,

276

reading and writing in other videos.

277

In this case, improve your pronunciation with the grab -and -break method.

278

Check that video out.

279

Okay, I've also got another one.

280

Secret to English fluency is not speaking.

281

All right?

282

I know, this whole video is on speaking.

283

Oh, yeah, but guess what?

284

It's not the secret.

285

So, now you can combine these lessons, right?

286

And finally, the two essential skills you need for great conversations.

287

So by using this for listening and using this for conversation,

288

you're going to find that your ability to speak and understand English is going to grow like crazy.

289

Anyway, listen, thank you for taking the time and listening.

290

And where I'd like you to go is, if you're not on YouTube, go to www .ing as in English,

291

vid as in video dot com to see these videos, of course, and other great teachers we have there.

292

It's been a pleasure.

293

Have a good one.

294

See you soon.

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Лексика и советы по произношению к этому уроку

Этот урок разговорной практики построен на видео «Speak English Fluently — Use STRESS Correctly!». Чаще всего повторяются слова: stress, stole, word, Tom, message. В этом видео 294 предложений и 2794 слов для шедоуинга. Речь длится 16:18. Говорящий говорит в естественном темпе, около 171 слов в минуту, близком к повседневной речи. 87% слов входят в 3000 самых частых слов английского языка, поэтому лексика простая. Вопросов здесь 67 из 294 предложений, так что это хорошая тренировка вопросительной интонации и коротких ответов.

Ключевая лексика этого видео

15 слов из видео, которые стоит выучить, с произношением и значением:

Слово	Произношение	Значение
steal глагол	/stiːl/	красть, укра́сть
lesson существительное	/ˈlɛs.ən/	уро́к, ле́кция
spotlight существительное	/ˈspɒtˌlaɪt/	проже́ктор
emphasize глагол	/ˈɛm.fə.saɪz/	подчёркивать, подчеркну́ть
forum существительное	/ˈfɔːɹəm/	фо́рум
borrow глагол	/ˈbɑɹ.oʊ/	занима́ть, заня́ть
verb существительное	/vɝb/	глаго́л
skill существительное	/skɪl/	уме́ние, на́вык
principle существительное	/ˈpɹɪn.sɪ.pəl/	при́нцип
politician существительное	/ˌpɑ.ləˈtɪʃ.ən/	поли́тик, полити́ческий де́ятель
necessarily наречие	/ˌnɛs.əˈsɛɹ.ə.li/	обяза́тельно
hunter существительное	/ˈhʌntɚ/	охо́тничья соба́ка
juice существительное	/d͡ʒuːs/	сок
fancy существительное	/ˈfæn.si/	воображе́ние, фанта́зия
greatly наречие	/ˈɡɹeɪ̯t.li/	си́льно, суще́ственно

Фразовые глаголы, которые вы услышите

Слово	Значение
pick out глагол	выковы́ривать, вы́ковырять
come up with глагол	придумывать, приходить в голову
go out глагол	выходи́ть, вы́йти
go over глагол	хорошо́ принима́ться
sit down глагол	сади́ться, сесть
write down глагол	запи́сывать, записа́ть

Фразы, которые стоит повторять

Короткие законченные фразы из видео, которые пригодятся в повседневном разговоре:

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?

Грамматика в этом видео

Конструкции, которые говорящий использует чаще всего, с точными словами из видео:

Конструкция	В видео
Present Perfect have/has + причастие прошедшего времени — прошлое действие, важное сейчас	have said · I've done · I've used
Пассивный залог be + причастие прошедшего времени — важно, что происходит, а не кто это делает	is used · was stolen · was switched
Придаточные определительные who / which + предложение — уточнение о человеке или предмете	emphasize, which was · Tom, which is

Произношение, на которое стоит обратить внимание

Говорящий использует 126 сокращённых и редуцированных форм, например didn't, you're, I'm. Произносите их коротко, так, как слышите.

Звуки «sh» и «zh»: politician /ˌpɑ.ləˈtɪʃ.ən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, flashlight /ˈflæʃˌlaɪt/, intonation /ɪntəˈneɪʃən/
Длинные слова — следите за ударением: politician /ˌpɑ.ləˈtɪʃ.ən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, communicate /kəˈmjuːnɪkeɪt/, vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/, auxiliary /ɔɡˈzɪl.(jə).ɹi/

Звуки, трудные для русскоязычных:

/w/ — губы округлены, это не /v/: weed /wiːd/, wherever /(h)wɛɹˈɛvɚ/, homework /ˈhoʊmˌwɝk/, fieldwork /ˈfiːldwɜːk/, whatnot /ˈwʌt.nɑt/
/h/ — лёгкий выдох, а не русское «х»: hunter /ˈhʌntɚ/, wherever /(h)wɛɹˈɛvɚ/, highlight /ˈhaɪˌlaɪt/, homework /ˈhoʊmˌwɝk/, hint /hɪnt/
Звонкие согласные в конце слова — не оглушайте их: emphasize /ˈɛm.fə.saɪz/, verb /vɝb/, pretend /pɹəˈtɛnd/, weed /wiːd/, capitalize /ˈkæpətəˌlaɪz/

Как заниматься с этим видео

Прослушайте всё видео один раз молча и выпишите незнакомые слова.
Начните со скорости 0,75×, повторяйте предложение за предложением и вернитесь к обычной скорости, когда станет легко.
Запишите себя и сравните с оригиналом, обращая внимание на такие слова, как steal, lesson, spotlight.

Что такое техника Shadowing?

Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.

Техника шедоуинга: читать полное пошаговое руководство →

Практика Shadowing: Speak English Fluently — Use STRESS Correctly! - Изучайте разговорный английский по видео

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Лексика и советы по произношению к этому уроку

Ключевая лексика этого видео

Фразовые глаголы, которые вы услышите

Фразы, которые стоит повторять

Грамматика в этом видео

Произношение, на которое стоит обратить внимание

Как заниматься с этим видео

Что такое техника Shadowing?