Практика Shadowing: Think In English With Me | Episode 2: “Relationships“ - Изучайте разговорный английский по видео

Выберите режим практики

Каждый режим открывает полноэкранную комнату практики.

463 предложений

Если предложения слишком короткие или длинные, нажмите Edit, чтобы их изменить.

You know English, you've studied for years.

So why, when someone asks about your family, your best friend, the person you're dating, do you freeze?

And out comes, they're nice, we're close, flat, small, nothing like the real you.

It's not your English.

Nobody ever showed you how native speakers actually think through these answers.

So today we fixed that.

not going to translate.

We're going to think in English together.

Are you ready?

Well then let's jump right in section number one, the gap you can hear.

We're going to look at three real life situations, each shown two different ways.

How an English learner would handle it and how a native English speaker would handle it.

No teaching yet.

No breakdown, no analysis.

I just want you to listen to the differences.

The gap between the two versions is the whole point.

Once you hear it clearly, you can't unhear it.

Let's start with situation number one, the friend catching up.

Here's the learner version.

Person a, how was your new boyfriend?

Person B.

He's good.

We're happy.

Person a, that's nice.

How did you meet?

Person B at a party.

My friend introduced us.

That was good.

Very simple, but it was the learner version.

Now listen to the native English speaker version.

Person A.

Okay.

So how's it going with Danny?

You've been kind of quiet about him.

Person B.

I know I've been holding back.

It's going really well, actually like suspiciously well.

I keep waiting for the thing, you know, the red flag.

It just hasn't shown up yet.

Person A, maybe there isn't one.

Person B, that's what he says.

He's very, why are you looking for problems? Which, fair.

And honestly, even the way we met was ridiculous.

Kara sat us next to each other at her birthday and then wouldn't own up to it.

Very different conversations, both grammatically having no issues, but one is the learner version and one is the native speaker version.

What about this situation?

The manager.

Here's the learner version.

Person A.

How is the project with Mark?

Person B.

It is difficult.

He does not answer any emails.

Person A, I see that's a problem.

Person B, yes, I don't know what to do.

Again, good conversation, very simple, to the point, but still a learner version.

Now listen closely to the native English speaker version.

Person A, how's the handoff with Mark going?

I know that's been a little bumpy.

person B honestly it's been slow I'll send something over

and then hear nothing for three four days person A is it everything

or specific things person B mostly anything

that needs a decision from him quick questions he'll answer same day

so I don't read it as personal I think he's stretched thin.

He picked up two extra accounts last month and I'd rather not escalate over a bandwidth issue,

but I do need a decision by Thursday to protect the timeline.

Notice the difference again, the learner version and the native English speaker version.

What about this situation?

The siblings again, remember we are on section number one,

the gap you can hear just listening for the gaps between the learner version and the native English speaker version.

Now with this situation, we have two siblings.

Here's the learner version.

Person A, do you still talk to Nadia?

Person B, no, not really.

We stopped talking.

Person B, What happened?

Person B Nothing, we just became different.

That's the learner version.

Here's the native English speaker version.

Person A Hey, do you ever hear from Nadia anymore?

Person B Not in like two years.

It's weird because nothing happened.

There was no fight.

We just drifted apart and I don't think either of us noticed until it was already done.

Person A Do you miss her?

Person B.

Sometimes, mostly I miss who I was around her.

I was funnier back then, I think.

Two different versions.

The learner version and the native English speaker version.

You just listened to hear the gap.

Now we move to section number two.

The word you don't have yet.

You see, inside each native English speaker dialogue is a word or phrase that an English learner wouldn't think to use.

Not because it's complicated, but because nobody ever taught it as active vocabulary.

So we're going to pull one term out of each dialogue.

Three terms total.

These are real words used in real life by native English speakers.

The kind that shift how you sound the moment they enter your speech.

100

These terms will make you sound more like a native.

101

So section two, the word you don't have yet.

102

Let's look at situation number one, situation number one.

103

We had a dialogue.

104

The term from that dialogue we're going to look at is holding back, holding back.

105

Now, where does this live in the dialogue?

106

The dialogue between the two individuals in the dialogue?

107

This is how it was used.

108

I've been holding back again.

109

I've been holding back.

110

So what does it mean in real use?

111

It means deliberately keeping something to yourself like news and opinion of feeling usually out of hesitation or self-protection.

112

This is the meaning of this term holding back.

113

Now, why would you as an English learner not have this expression, this term?

114

You see in a situation, you'd probably say, I didn't say anything or I kept it secret.

115

Neither of these phrases though carries the sense of a choice made while being unsure.

116

Holding back, however, contains the hesitation itself.

117

When I, as a native English speaker say I was holding back, I'm letting the person listening to me know,

118

ah, there was a measure of hesitation along with me not saying something.

119

So here's how you can use it, right?

120

I could tell she was holding back during the interview or don't hold back.

121

I want the real feedback or he held back on announcing it until the contract was signed.

122

This is how you can use it.

123

These are examples of how you can use this term.

124

What about situation number two?

125

In situation number two, we had a new term, a new expression.

126

Stretched thin.

127

Stretched thin.

128

So how was it used in the dialogue?

129

This expression was used like this.

130

I think he's stretched thin.

131

I think he's stretched thin.

132

Now, what does this mean in real use?

133

What's the definition?

134

You see, it means to be pulled in too many directions at once with not enough of you to go around.

135

You can't spread yourself around.

136

It's professional while still being warm.

137

It explains someone's failure without blaming them.

138

Ah, he's just stretched thin.

139

He's not able to do everything, but it's very kind still.

140

Now, why would you as an English learner not have this?

141

You see, instead of saying stretched thin, you'd probably say he is very busy or he has too much work.

142

These are accurate statements, but they're a little flat.

143

Stretched thin, on the other hand, carries the sympathy built in,

144

which is what makes it safe to say about a colleague in front of a manager.

145

Hey, he's a bit stretched thin because it shows you care about the person.

146

Now here's the portability check, right?

147

How you can use this in many different ways.

148

It's portable.

149

It's a phrase that can be used in many different ways.

150

The first way I'm stretched thin until Friday.

151

Can this wait?

152

Next, the support team's been stretched thin since the launch.

153

And finally, she looked stretched thin.

154

So I took two things off her plate.

155

Again, stretched thin, a natural expression phrase that we as native English speakers use.

156

What about situation three?

157

Again, the dialogue between two native speakers in that dialogue, we had the expression drifted apart.

158

Again, drifted apart.

159

Now, where does this live in the dialogue?

160

How was it used?

161

It was used like this.

162

We just drifted apart again.

163

We just drifted apart.

164

Now, what does this mean in real life?

165

In real use to people slowly becoming distant with no single cause and no decision.

166

The key ideas are gradual and unintentional.

167

There was no fight.

168

There was no argument.

169

There was no disagreement.

170

It just was a gradual separating gradual and unintentional.

171

Now, why would you as an English learner probably not have this?

172

Because you would probably just say we stopped talking, which sounds like somebody chose to stop talking.

173

On the other hand, drifted apart is precisely the wording, the phrase we need for when nobody chose anything, it just happened.

174

You see why listening to real conversations helps you start thinking like a native English speaker

175

because there are lots of meanings behind what we say as native speakers.

176

So how can you use this in many different ways?

177

Drifted apart.

178

Here's the portability.

179

How portable is it?

180

First, my college roommate and I drifted apart after graduation.

181

Next, the two departments have drifted apart since the reorg.

182

And finally, we drifted apart for a few years and then found our way back.

183

Again, drifted apart.

184

So section number two, the second part is all about finding the words you didn't have by looking at the dialogues,

185

the conversations between native English speakers, which now leads us to section number three, how they build their sentences,

186

how native English speakers build sentences.

187

Now we have the same three dialogues, but now we look underneath.

188

You see native speakers, native English speakers don't just use better words.

189

We build our answers on hidden patterns, three patterns to recognize answering with details,

190

defending an opinion with reasons, and walking someone through a personal experience.

191

These are things that we build upon again, details, opinions, and personal experiences.

192

Now, once you as an English learner see these patterns, you'll start hearing them everywhere.

193

These are patterns that native speakers learn.

194

I learned these patterns all throughout my schooling.

195

So let's see what these patterns are.

196

Situation.

197

Number one, the structure was details.

198

Listen, a learner would say he is good.

199

We are happy, but that has zero detail.

200

Remember the first dialogue he's good.

201

We are happy, but there's no detail in this.

202

The listener learns nothing about him, her, or them just knows the detail.

203

No detail actually.

204

However, what the native speaker does is stacks specific concrete details.

205

So again, the learner just says, we're happy.

206

We're good.

207

No specific details, but the native speaker gives concrete and specific details.

208

For example, what was the feeling?

209

Suspiciously well in the dialogue.

210

He said, suspiciously well, what's the thing being waited for the red flag.

211

What were his actual words?

212

Remember she was talking about her boyfriend, his actual words.

213

Why are you looking for problems?

214

And then the meeting she explained, Kara sat us next to each other at her birthday.

215

So what's the pattern that you should notice?

216

Native English speakers answer how questions with things that you can picture, things that you can visualize,

217

not abstractions, not we are happy.

218

We give native speakers give specific images, specific.

219

Woo.

220

That was a tongue twister.

221

Specific.

222

That's staying in there.

223

Specific quotes and specific scenes.

224

We give details.

225

In our first dialogue, we saw the female giving details about her boyfriend and their relationship.

226

Then in situation number two, the structure was opinion plus reasons.

227

Opinion plus reasons.

228

Now, what does the learner do?

229

When we looked at the dialogue for situation two, the learner just said, he does not answer my emails.

230

I don't know what to do.

231

This states the problem, but it gives no read on it.

232

You don't know what's going on.

233

You don't have an opinion and it hands the thinking to someone else.

234

A learner is just stating, Hey, this is the problem, but I don't know what to do.

235

However, what does a native speaker do?

236

A native speaker on the other hand, lays out evidence, then stakes a position, gives the evidence and then gives a position.

237

Listen from the dialogue for situation number two, here's the first evidence.

238

I'll send something over and then hear nothing for three or four days.

239

They gave evidence.

240

Evidence number two, quick questions.

241

He'll answer the same day.

242

Remember this was said during the conversation.

243

The conclusion is then drawn.

244

So I don't read it as personal.

245

I think he's stretched thin giving an opinion position.

246

I'd rather not escalate over a bandwidth issue, but I do need a decision by Thursday.

247

You see the difference.

248

The learner said he doesn't answer my emails.

249

I don't know what to do.

250

Whereas the native speaker gives evidences and then says, Hey, this is what I'm thinking.

251

And this is my position.

252

Here's the pattern I want you to notice when it comes to the structure of opinion plus reasons,

253

the opinion arrives after the evidence, not before.

254

So you're giving the evidence and then you're giving your opinion, right?

255

The order is what makes it sound like analysis.

256

Instead of complaining, the person's not complaining.

257

They're just analyzing the evidence.

258

And in a professional setting, that difference is everything.

259

This makes a difference.

260

So what about situation number three, situation number three, the structure is personal experience.

261

You see these different structures, right?

262

The first one was details.

263

Then we had opinion plus reasons.

264

Now we have personal experience.

265

So what did the learner do in the dialogue?

266

The learner said, we stopped talking.

267

We just became different.

268

That was the whole thing.

269

It confirms the fact and then closes the door.

270

What's the fact?

271

We stopped talking.

272

We just became different.

273

Door closed.

274

No more conversation.

275

However, a native speaker does something different.

276

A native speaker walks the listener through an actual experience.

277

Listen closely to how the individual walked us through their experience.

278

What was the timeframe?

279

They said not in like two years, the obvious explanation removed.

280

There was no fight.

281

The real process named.

282

We just drifted apart.

283

The self knowledge.

284

I don't think either of us noticed until it was already done.

285

And finally the layer underneath.

286

Mostly I miss who I was around her.

287

So what's the pattern here? here, the pattern you should notice native English speakers don't summarize their experiences.

288

It's not about memorization.

289

Instead, they place the listener inside of the personal experience and then go one layer deeper than the question actually asked for.

290

Take a person deeper.

291

Again, section number three is all about how native speakers build their sentences by taking someone deeper,

292

using details, using opinions and reasons, and using personal experiences.

293

Now we move to section number four, how to sound exactly like the native English speaker.

294

Here's where the two layers come together.

295

The structure from section three plus the term from section two, working in one response.

296

This is what it actually sounds like

297

when a native speaker handles the situation at what it could sound like

298

and what it could sound like coming out of your mouth.

299

So let's start with situation number one.

300

We learned that the structure is based on details and the term was holding back.

301

So details plus holding back.

302

So here's the learner response one more time, just for contrast.

303

The learner response was, he is good.

304

We are happy.

305

Now here's the fully emulated native English speaker response using details and holding back.

306

Honestly, it's going really well.

307

I've been holding back on saying anything because I kept waiting for some red flag to show up and it just hasn't.

308

Even the way we met was ridiculous.

309

Kara sat us next to each other at her birthday and then acted like it was a coincidence.

310

This is the entire native English response, English speaker, details, plus the term holding back.

311

What do you notice?

312

The structure supplies the images, the red flag, the birthday, the take or fake coincidence that Kara set up.

313

However, the term supplies the reason those images went unmentioned until now.

314

Details without the term sound like a story without a narrator.

315

The term holding back without details sounds like a confession with nothing or nothing behind it.

316

So again, these two together are important details plus holding back.

317

What about situation number two?

318

It's about to get interesting.

319

Situation number two is opinion plus reasons plus the term stretched thin.

320

Again, opinion plus reasons and then the term stretched thin.

321

Now, here's what the learner response was one more time just for comparison.

322

It is difficult.

323

He does not answer my emails.

324

The grammar is perfect, but that was a learner response.

325

It is difficult.

326

He does not answer my emails.

327

Now we have the fully emulated native English response with the opinion, the reasons, and the expression stretched thin.

328

Listen closely.

329

It's been slow.

330

Anything that needs a decision from him sits for three or four days.

331

Quick questions he answers same day though, so I don't read it as personal.

332

I think he's just stretched thin since he picked up those extra accounts.

333

I'd rather not escalate over a bandwidth issue, but I do need a decision by Thursday to protect the timeline.

334

This is the full response, opinion plus reasons plus stretched thin.

335

So what you need to notice is this, the structure earns the conclusion by laying out the evidence first.

336

The term delivers that conclusion generously instead of accusingly.

337

Without it though, the sentence becomes, he has too much work.

338

Same idea, but it sounds like a learner and slightly more like blame.

339

This is why using the term stretched thin is so important

340

and makes this sound more like a native English speaker said it.

341

Now we look at situation number three.

342

Personal experience is a structure and our term is drifted apart.

343

Again, personal experience and drifted apart.

344

So here's the learner response one more time for situation three.

345

No, not really.

346

We stopped talking again.

347

No, not really.

348

We stopped talking.

349

That was the learner response.

350

However, when we look at the fully emulated native English speaker response, we see the personal experience plus the term drifted apart.

351

Listen closely, not in about two years years and the strange part is there was no fight.

352

We just drifted apart and I don't think either of us noticed until it was already done.

353

What I miss isn't even the conversations, it's who I was around her.

354

So what I need you to notice, the experience structure, time frame, no fight, the real process,

355

the layer underneath, it carries the whole answer.

356

Now drifted apart the term is the term that explains an ending without assigning any blame to anyone,

357

which is the only reason the sentence can turn inward instead of turning into an accusation because of this term,

358

this natural term drifted apart.

359

This now leads us to section number five.

360

It's your turn to think in English.

361

Now we have fresh questions, not dialogues, the kind of discussion questions that you could be asked in a real conversation tomorrow.

362

Yep.

363

Tomorrow.

364

Each one comes with the flat learner response and then three native responses.

365

One built on each pattern.

366

Remember the patterns, details, opinions, plus reasons, and personal experience.

367

The point isn't to memorize any of them.

368

The point is to notice what changes when you,

369

my friend, stop answering like a learner and start thinking like a native speaker.

370

So let's dive deeper into these examples.

371

Here's the question.

372

Question number one.

373

Are you close with your family?

374

Again, are you close with your family?

375

Now, a learner response would be, yes, we are close.

376

We talk sometimes.

377

Perfect grammar.

378

No issue, but it's a learner response.

379

Now let's check out three different native English speaker responses to the question.

380

Are you close with your family?

381

First native response based on the detailed structure.

382

Pretty close.

383

Yeah.

384

My sister and I text constantly, mostly nonsense, screenshots, stuff we saw.

385

And my mom calls every Sunday around noon, whether I pick up or not.

386

The structure, giving details.

387

Here's the second native response again to the question, are you close with your family?

388

But this time using opinion plus reasons.

389

Answer, closer than we used to be, honestly.

390

We all live in different cities now and I think the distance made us more intentional about it.

391

When you have to schedule a call, you actually show up for it.

392

The structure, opinion plus reason.

393

And finally, the third native response.

394

Personal experience answering the question, are you close with your family?

395

Here's the response.

396

We weren't for a long time.

397

Then my dad got sick a few years ago and everybody sort of collapsed back toward each other.

398

It's better now, but it took something serious to get us there.

399

So again, you see the three native responses based on the three structures.

400

What about this question?

401

Question number two, what makes someone a good friend?

402

What makes someone a good friend?

403

Now here's the learner response, a very simple response that a learner would give.

404

A good friend is kind and helps you.

405

That's good.

406

The grammar is great, but it's not a native English speaker response.

407

So now to the same question, we're going to look at three native responses based on the three structures, details, opinions, plus reasons and personal experience.

408

So again, the question, what makes someone a good friend?

409

And native response number one, based on details.

410

Someone who remembers the small stuff.

411

They'll text you the morning of your job interview unprompted, or they'll bring up something you mentioned once four months ago.

412

That's the whole thing, really.

413

That's details.

414

Native response number two, opinion plus reasons.

415

Consistency more than anything.

416

Plenty of people are wonderful when things are exciting.

417

The ones worth keeping are the ones still around during the boring stretches

418

when there's nothing to celebrate and nothing to show up for.

419

And finally, the third native response based on the structure of personal experience.

420

The question again, what makes someone a good friend?

421

I found out when I moved and was completely miserable for about six months.

422

One person kept checking in even when I was terrible company.

423

I didn't really understand what friendship was until then.

424

So question two, what makes a good friend?

425

We have three natural responses.

426

Why?

427

Because of the structures.

428

And what about question number three?

429

Do you find it easy to make new friends as an adult?

430

Here's the learner response.

431

No, it is difficult.

432

I don't have time.

433

Again, do you find it easy to make new friends as an adult?

434

The learner response, it answers the question, but there's no structure.

435

So it's a learner response.

436

Now look at these three native responses.

437

Response number one, based on the detailed structure.

438

Not really.

439

It's the repetition you lose in school.

440

You saw the same people every day at the same time.

441

Now you schedule a coffee three weeks out and one of you cancels.

442

Here's the second native response based on the structure of opinion plus reasons.

443

Again, the question, do you find it easy to make new friends as an adult?

444

Harder, but I don't think it's about time.

445

I think adults are afraid to look like they need people.

446

Nobody wants to be the one who follows up twice.

447

So everybody waits and nothing happens.

448

And finally, response number three, the native response based on our structure of personal experience.

449

Same question.

450

Do you find it easy to make new friends as an adult?

451

Here's the response.

452

It took me two years to make one real friend after I moved.

453

We ended up in the same running group and just kept showing up on the same mornings.

454

Proximity did what effort couldn't.

455

This is how you start thinking in English.

456

Section five is your turn to think in English, but look at the sections we went through.

457

We started by listening to real English conversations, and finally we were led to the structures that native speakers use.

458

I hope you enjoyed this lesson.

459

And if you want to continue learning how to think in English and speaking like a native, you can join our family.

460

All you have to do is go to www.speakenglishwithtiffany.com forward slash native N-A-T-I-V-E

461

and continue learning each month how to think in English and how to speak like a native speaker.

462

I'll talk to you in the next lesson.

463

Thank you.

Скачать приложение

Всё для свободной речи

ИИ-оценка произношенияОценка каждой фразы

Практика IPAОсвойте каждый звук

СловарьСоберите свой словарный запас

Игра со словамиУчитесь играя

Сканировать QR

Download on theApp Store Get it onGoogle Play

Тот же канал

HOW TO INTRODUCE YOURSELF IN ENGLISH | 3 SIMPLE STEPS FOR SELF INTRODUCTION IN ENGLISH

Business EnglishInterview EnglishUniversity Students

THINK & SPEAK IN ENGLISH | About Your Skills And Abilities [Episode 1]

Interview EnglishDaily ConversationHigh School Students

ENGLISH STUDY PLAN | Boost Your English Skills With This Morning Study Routine

Business EnglishUniversity StudentsWorking Adults

The Trick To Sounding Fluent? Always Explain Why

Business EnglishInterview EnglishDaily Conversation

HOW TO LEARN ENGLISH 4X FASTER BY FINDING YOUR LEARNING STYLE

Business EnglishUniversity StudentsWorking Adults

The 7-Day English Plan That Finally Makes You Speak

Business EnglishDaily ConversationHigh School Students

FOR YOU

Лексика и советы по произношению к этому уроку

Этот урок разговорной практики уровня B2 построен на видео «Think In English With Me». Чаще всего повторяются слова: native, speaker, English, learner, response. В этом видео 463 предложений и 4108 слов для шедоуинга. Речь длится 29:49. Говорящий держит ровный темп — около 138 слов в минуту, удобный для шедоуинга. 87% слов входят в 3000 самых частых слов английского языка, поэтому лексика простая.

Ключевая лексика этого видео

Самые сложные слова из видео (15), с произношением и значением:

Слово	Произношение	Значение
learner существительное	/ˈlɜɹnəɹ/	учени́к, учени́ца
escalate глагол	/ˈɛs.kə.leɪt/	обостря́ть, углубля́ть
suspiciously наречие		подозри́тельно, с подозре́нием
listener существительное	/ˈlɪs(ə)nɚ/	слу́шатель, слу́шательница
hesitation существительное	/ˌhɛzɪˈteɪʃən/	нереши́тельность
bandwidth существительное	/ˈbændwɪdθ/	ширина́ полосы́
gradual прилагательное	/ˈɡɹæd͡ʒuəl/	постепе́нный, пла́вный
grammar существительное	/ˈɡɹæm.ə(ɹ)/	грамма́тика
sibling существительное	/ˈsɪb.lɪŋ/	брат, сестра́
coincidence существительное	/kəʊˈɪnsɪdəns/	совпаде́ние
portable прилагательное	/ˈpɔɹtəbəl/	переносно́й, портати́вный
timeline существительное	/ˈtaɪmˌlaɪn/	временна́я шкала́, календа́рный гра́фик
abstraction существительное	/æbˈstɹæk.ʃn̩/	абстра́кция
excite глагол	/ɪkˈsaɪt/	волнова́ть, взволнова́ть
generously наречие		великодушно

Фразовые глаголы, которые вы услышите

Слово	Произношение	Значение
drift apart глагол		отдаля́ться, отдали́ться
hold back глагол		сде́рживать, сде́рживаться
pick up глагол		подбира́ть, подобра́ть
show up глагол		объявля́ться, объяви́ться
bring up глагол		воспи́тывать, воспита́ть
check out глагол		проверя́ть, прове́рить
find out глагол		узнава́ть, узна́ть
set up глагол	/ˌsɛt ˈʌp/	устана́вливать, установи́ть

Фразы, которые стоит повторять

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

Once you hear it clearly, you can't unhear it.
Person a, how was your new boyfriend?
He's very, why are you looking for problems?
Why are you looking for problems?
Are you close with your family?

Грамматика в этом видео

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

Конструкция	В видео
Present Perfect Continuous have/has been + -ing — действие началось раньше и продолжается	I've been holding
Пассивный залог be + причастие прошедшего времени — важно, что происходит, а не кто это делает	was used · was signed · be pulled
Present Perfect have/has + причастие прошедшего времени — прошлое действие, важное сейчас	you've studied · You've been · hasn't shown
Придаточные определительные who / which + предложение — уточнение о человеке или предмете	Someone who remembers · one who follows

Произношение, на которое стоит обратить внимание

Говорящий использует 71 сокращённых и редуцированных форм, например don't, we're, I've. Произносите их коротко, так, как слышите.

Звуки «th»: bandwidth /ˈbændwɪdθ/, underneath /ˌʌndɚˈniθ/, sympathy /ˈsɪm.pəθ.i/
Звуки «sh» и «zh»: hesitation /ˌhɛzɪˈteɪʃən/, unintentional /ˌʌnɪnˈtɛnʃənəl/, abstraction /æbˈstɹæk.ʃn̩/, memorization /ˈmem(ə)ɹaɪˌzeɪʃn̩/, repetition /ˌɹɛp.əˈtɪʃ.ən/
Длинные слова — следите за ударением: hesitation /ˌhɛzɪˈteɪʃən/, unintentional /ˌʌnɪnˈtɛnʃənəl/, coincidence /kəʊˈɪnsɪdəns/, accusingly /əˈkju.zɪŋ.li/, memorization /ˈmem(ə)ɹaɪˌzeɪʃn̩/

Звуки, трудные для русскоязычных:

/w/ — губы округлены, это не /v/: bandwidth /ˈbændwɪdθ/, inward /ˈɪnwəd/, twister /ˈtwɪstəɹ/
Звонкие согласные в конце слова — не оглушайте их: inward /ˈɪnwəd/, memorize /ˈmɛm.əˌɹaɪ̯z/, summarize /ˈsʌməˌɹaɪz/, visualize /ˈvɪʒuəˌlaɪz/, analyze /ˈæn.əˌlaɪz/

Как заниматься с этим видео

Прослушайте всё видео один раз молча и выпишите незнакомые слова.
Повторяйте предложение за предложением на обычной скорости, пока ваш ритм не совпадёт с ритмом говорящего.
Запишите себя и сравните с оригиналом, обращая внимание на такие слова, как learner, escalate, suspiciously.

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: Think In English With Me | Episode 2: “Relationships“ - Изучайте разговорный английский по видео

Выберите режим практики

Скачать приложение

THINK & SPEAK IN ENGLISH | About Relationships [Episode 2]

What Do You Do When Your Mind Goes Blank? (The Five-Step Method)

Getting Fluent In English By Yourself - Where To Actually Start

ENGLISH SLANG FOR DAILY CONVERSATIONS

Nothing Comes Out When You Try To Speak English - The Real Cause

The Real Reason You Freeze In English - And It’s Fixable

REAL LIFE ENGLISH | Speak English Like A Native Speaker Episode 1

REAL LIFE ENGLISH | Speak English Like A Native Speaker Episode 7

"How Was Your Day?" Is a Test. Are You Passing?

From Basic to Fluent: Transform Your English Fluency with These 5 Elements

Welcome to the Course | Full English Lessons

STOP Saying "My Name Is…" When Someone Asks About You in English

Sound More Like A Native English Speaker Episode 1

The Best Way to Learn English ALONE — The Full System

HOW TO INTRODUCE YOURSELF IN ENGLISH | 3 SIMPLE STEPS FOR SELF INTRODUCTION IN ENGLISH

THINK & SPEAK IN ENGLISH | About Your Skills And Abilities [Episode 1]

ENGLISH STUDY PLAN | Boost Your English Skills With This Morning Study Routine

The Trick To Sounding Fluent? Always Explain Why

HOW TO LEARN ENGLISH 4X FASTER BY FINDING YOUR LEARNING STYLE

The 7-Day English Plan That Finally Makes You Speak

Think In English With Me | Episode 1: Motivation

Real English Conversation: Advanced English Lesson

Your English Is EXCELLENT If You Can Understand These!

English You’ll Actually Use : Episode 1

English Listening Practice | Build a Relationship with English | B1-B2

No Partner? No Problem! (3 Ways to Practice Speaking Alone)

Intermediate English Conversations! | Daily English Podcast for Learners!

English Podcast for Easy English Learning | Daily Life Conversation Practice B1- B2 | Education Talk

B1 B2 English Listening Practice Podcast ｜The Big Mistakes that Stop You from Learning English

2649 - 3 Tips to Start Thinking in English

Can You Understand The 5 Levels of English?

Speak With Me: Realistic English Speaking Practice

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?