ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: American English Connected Reading | A Painting
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175 ประโยค
หากประโยคสั้นหรือยาวเกินไป กดที่ Edit เพื่อปรับแก้
1
Hey, what's up?
2
It's Alex.
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Today I'd like to talk about the connected sounds in a sample answer to the prompt, describe a painting you've seen.
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Let's take a look.
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I remember I was in Boston a couple of years ago.
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I remember.
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When we speak quickly, at the beginning of sentences, sometimes those short, unstressed sounds tend to become even shorter.
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I remember.
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I remember.
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I remember.
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I I remember, I remember, I remember I was in Boston.
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I was in, I was in Boston.
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We're gonna connect I was in into one little phrase and we're gonna reduce that uh in was.
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I was in Boston.
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I remember I was in Boston.
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At the end of in, before the b in Boston, it actually turns into a m sound to connect with the b sound.
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I was in Boston.
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I remember I was in Boston.
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I was in Boston.
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I remember I was in Boston a couple of years ago.
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A couple, a couple of years ago.
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Couple, so we take out the the in of.
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A couple of years ago.
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And I went to, and I went to.
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Almost every time you see and, you're gonna take out the D in connected speech.
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And I, and I went to.
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We're gonna connect the n, t, t here, went to.
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You can see that the NTT turns into just NT.
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Went to.
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Went to.
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I remember I was in Boston a couple of years ago and I went to one of the art museums there.
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One of the art museums.
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So here, the.
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We have the Y sound at the end of the in order to get ready for the AH in art.
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Then we have art museums.
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I'm not saying a T there at the end of the word art.
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I'm saying a glottal stop.
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Art.
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Art.
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museums.
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It's cutting off in my throat instead of finishing the T sound.
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Art museums.
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One of the art museums there.
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And don't forget to take the the out of the word of there.
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One of the art museums there.
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Huge place.
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Tons of paintings.
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We're going to take out the the in of.
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Tons of paintings.
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Tons of.
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And remember we're going to connect these sounds as much as we can.
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Ton zuh, zuh, zuh.
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I'm not adding anything between the z and uh sounds.
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Huge place, tons of paintings, and one I remember in particular, and one and one, take out that d and and,
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one nigh, nigh, we're going to connect one and I.
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One I remember in particular, in particular, in very fast speech, just like in Boston, in particular,
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that N turns into an M.
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In particular, in particular.
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One I remember in particular was a painting from the 1880s, was a painting from the 1880s.
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From the 18, the 18, we have that sound connecting the 18,
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the 1880s, of four young girls, of four.
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So here we have the in of, but it's connected to in four, so of four, of four.
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A painting from the 1880s of four young girls.
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Connect that ng sound at the end of young with g in girls.
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Four young girls.
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A painting from the 1880s of four young girls playing in a huge house.
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In a huge house.
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Connect in a into one little chunk.
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playing in a huge house.
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It's a little hard to describe.
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It's a little hard to connect the d
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and the t there hard to
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and we're going to reduce the vowel in two hard to
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hard to describe describe why describe why you can see
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that at the end of describe gets weakened before a sound hard to describe why it.. why?
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Why?
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Hard to describe why it was so memorable.
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It's kind of a funny sound when I slow down and say it in its connected form.
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Describe why?
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Why?
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Describe why it was so memorable.
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Why it was so.
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Why it?
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So here we have a glottal stop for the t in it.
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Why it was?
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So was, that vowel in the word was gets reduced, why it was so.
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Then we're going to connect the s in so with the z in the word before it was.
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Why it was so.
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Hard to describe why it was so memorable.
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The light was really impressive.
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Again we have a glottal stop for the t in light.
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The light was really impressive.
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Like the foreground was naturally lit that nd in foreground, foreground ones, reduces and it's just kind of like foreground was.
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foreground was naturally lit foreground was naturally lit and the background slowly faded
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so here lit we have a glottal stop there in lit lit lit
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and the background drop the D in and
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and connect the end of the th lit
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and the background slowly faded again we kind of drop
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that D or weaken
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that D at the end of background background slowly faded into darkness kind of showing how large the house was.
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Kinda showing.
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So here, kind of.
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We could connect that to kinda.
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You could also connect it even further to kinda.
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Kinda showing, kinda showing how large the house was.
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And the color was great too.
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And the, and the color.
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Drop the D, connect the end of the TH.
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And the color was great too.
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Great too.
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Connect the two T sounds there, the end of great and the beginning of too.
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and the color was great too.
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It looked very realistic.
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It looked.
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We have a glottal stop there for the T.
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It looked.
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It looked very realistic.
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Now if I say it looked a little faster, that L can kind of even delete the T entirely.
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No glottal stop.
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If I speak it at a regular pace, it looked.
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That's fine.
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But if I say it even faster, it looked.
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It looked.
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This goes to what I was talking about earlier with reducing the sounds at the beginning of sentences.
125
ELUKED.
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ELUKED.
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No T.
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No glottal stop.
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ELUKED.
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Now we can't do that in regular speed speech.
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It sounds a little weird if we don't have the glottal stops.
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Don't have the glottal stops.
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We need to have those sounds, but in very fast speech for certain very common phrases, you can take out that T especially at the beginning of sentences like this.
134
It looked, it looked very realistic, like a color photo even, color photo even.
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We add a little wha sound to connect these two vowels, like a color photo even, color photo even.
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I think the main thing, main thing, connect the N and TH, I think the main thing was its size, its size.
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Connect these two S sounds here.
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Its size.
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I think the main thing was its size.
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It was like seven feet tall.
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Here, it was, is another example.
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At the beginning of a sentence, we can take out that T and not even have a glottal stop.
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It was, it was like seven feet tall, seven feet tall.
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So here that N and F blend together, and it's almost more of an M sound.
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Seven feet tall, seven feet tall.
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We connect these two T sounds at the end too.
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Feet tall.
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It was like seven feet tall.
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It was like seven feet tall.
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It completely dominated the room.
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It completely.
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Glottal stop T before the K incompletely.
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It completely dominated the room.
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Connect the D and the TH here.
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It completely dominated the.
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Dominated the.
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Dominated the room.
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I wish I could remember its name.
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I wish I could remember.
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So that D before the R gets a little bit weaker.
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Could remember, could remember.
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You can say the full D there if you like too.
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It's totally fine.
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I wish I could remember, could remember, but you can also drop it.
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I wish I could remember its name.
166
I remember I was in Boston a couple of years ago and I went to one of the art museums there.
167
Huge place, tons of paintings, and what I remember in particular was a painting from the 1880s of four young girls playing in a huge house.
168
It's a little hard to describe why it was so memorable.
169
The light was really impressive, like the foreground was naturally lit and the background slowly faded into darkness, kind of showing how large the house was.
170
And the color was great too.
171
It looked very realistic, like a color photo even.
172
I think the main thing was its size.
173
It was like 7 feet tall.
174
It completely dominated the room.
175
I wish I could remember its name.
ดาวน์โหลดแอป
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เกี่ยวกับบทเรียนนี้
ในบทเรียนนี้ ผู้เรียนจะได้เรียนรู้เกี่ยวกับการเชื่อมเสียงในการพูดภาษาอังกฤษแบบอเมริกัน ผ่านตัวอย่างคำตอบที่ตอบคำถามเกี่ยวกับการบรรยายภาพวาด ผู้เรียนจะได้ฝึกสังเกตการเชื่อมเสียงระหว่างคำ ซึ่งช่วยให้การพูดของคุณเป็นธรรมชาติมากขึ้น โดยเน้นที่การพูดอย่างรวดเร็วและการลดเสียงที่ไม่จำเป็น เช่น การลดเสียงของคำที่ไม่สำคัญในประโยคและการเชื่อมเสียงที่เกิดขึ้นเมื่อพูด.
คำศัพท์และวลีสำคัญ
- I remember - ฉันจำได้
- I was in Boston - ฉันอยู่ในบอสตัน
- a couple of years ago - สองสามปีที่แล้ว
- art museums - พิพิธภัณฑ์ศิลปะ
- tons of paintings - รูปภาพมากมาย
- went to - ไปที่
- connected speech - การพูดที่เชื่อมต่อกัน
เคล็ดลับการฝึกฝน
การฝึก shadowing โดยใช้วีดีโอนี้สามารถช่วยปรับปรุงการออกเสียงและการพูดของคุณได้มากขึ้น เริ่มต้นจากการฟังเสียงที่ชัดเจนและระบุเสียงที่เชื่อมต่อกัน เปรียบเทียบการพูดของคุณกับเสียงในวีดีโอและพยายามทำตามให้ใกล้เคียงที่สุด นอกจากนี้ให้สังเกตความเร็วและโทนเสียงของผู้พูด พยายามจัดการกับเสียงที่ถูกลดลงในคำต่าง ๆ เช่น "I remember" หรือ "went to" โดยเฉพาะ เสียงที่ถูกลดลงเป็นสิ่งที่สำคัญในการพูดให้เป็นธรรมชาติ.
อย่าลืมใช้เว็บไซต์ shadowing site ที่มีอยู่เพื่อหาเนื้อหาที่เหมาะสมกับการฝึกฝนของคุณ เช่น shadow speech หรือ shadowspeaks ซึ่งจะช่วยให้คุณมีโอกาสในการเรียนรู้และพัฒนาทักษะการพูดภาษาอังกฤษของคุณอย่างต่อเนื่อง เหมาะสำหรับผู้ที่ต้องการเรียนภาษาอังกฤษจากยูทูปอย่างมีประสิทธิภาพ!
ไวยากรณ์ในวิดีโอนี้
โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:
| โครงสร้าง | ในวิดีโอ |
|---|---|
| Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำ | was naturally lit |
| อนาคตด้วย “going to” be going to + กริยา — แผนหรือสิ่งที่เห็นว่ากำลังจะเกิด | gonna connect · gonna take · We're going to take |
| Present continuous am/is/are + -ing — สิ่งที่กำลังเกิดขึ้นตอนนี้หรือช่วงนี้ | I'm not saying · I'm saying · I'm not adding |
เทคนิค Shadowing คืออะไร?
Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ