ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: FREE English Listening Practice Seminar

เลือกโหมดฝึก

แต่ละโหมดจะเปิดห้องฝึกแบบเต็มจอ

463 ประโยค

หากประโยคสั้นหรือยาวเกินไป กดที่ Edit เพื่อปรับแก้

Hey everybody, welcome to this free listening practice seminar.

I hope you're doing well.

So I wanted to do a free seminar for all of you

so you can see how my seminars are and see if you like them or not.

And if you do, then maybe you'll consider becoming a listening time member

or a listening time super member so that you can have access to more of these types of seminars.

so that you can improve your listening skills in English.

Okay, so in case you don't know,

I have a membership program on our Patreon page, patreon.com slash listening time.

And if you become a member, it's only $2 per month and you have access to one new listening practice seminar every month

and also an extra episode of the Listening Time podcast and if you become a super member for $3 a month,

you have access to a new listening practice seminar,

an extra episode of the Listening Time podcast and one other seminar that I've already recorded,

either a listening practice seminar or a pronunciation practice seminar,

but you have one additional one every month if you're a super member.

So I hope you enjoy this seminar

and I hope you'll consider becoming a member or a super member

if you like it so that you'll have more of these seminars to practice with.

Okay, let's jump right in.

So every seminar, every listening practice seminar,

we always want to focus on the four essential elements of English listening comprehension.

Okay, so if you have trouble understanding people when they're speaking, even though you know the words that they're saying,

like you can understand their speech if you see it written down, but you can't understand it if you hear it.

This is because you're unable to understand these four elements in their speech.

These elements are stress, reduced speech, linking, and phoneme distinction.

So in every seminar, we practice with identifying different patterns regarding these four elements.

So let me show you an example of each one.

We're going to look at this phrase right here.

I can only wonder.

So first of all, let's talk about stress.

Stress refers to which syllables and which words are said longer and louder when we're talking.

When we stress a syllable, this means that we say it longer and we say it louder than other syllables.

If a syllable is unstressed, then it can become very short, very quiet, and its pronunciation might change, actually.

So let's take a look at that in this phrase.

So listen to it as I say it.

I can only wonder.

Notice that there are a couple stressed words here.

I'm going to say it one more time.

I can only wonder.

Notice that the word only is stressed and notice that the word wonder is stressed.

I can only wonder.

Okay, these are both stressed in the sentence.

However, this word can, this modal right here, is unstressed.

And so because it's unstressed, in this case it becomes reduced speech.

So unstressed syllables often become reduced speech.

This means that they become so short that their pronunciation actually changes a little bit.

Okay, so you as an English learner might say I can only wonder.

However, native speakers would not say can.

We would say can, can.

I can only.

Notice that it's not stressed, right?

I can only.

We don't say I can only.

So this word becomes reduced and it kind of sounds like this.

I can, I can, I can only wonder.

Okay, so if you're expecting to hear can, you're not gonna understand this phrase because that's not how native speakers say it.

This word is reduced.

Okay, so next let's look at linking.

Linking is what happens when a word ends with a consonant sound and the next word starts with a vowel sound.

Okay, so what happens, we're gonna see an example right here, we have a word that ends with a consonant sound,

an nn, an n sound, and the next word starts with the vowel sound only all right

so what we see here with this linking is that

that final consonant goes to the beginning of the next word

and at the front of the next vowel so instead of saying I can only we say I can only okay

We connect this N to the next vowel.

Instead of I can only, I can only.

So this happens in English almost every time that we have a final consonant and a beginning vowel.

So you might have trouble understanding two words if they're linked together like that.

Lastly, let's look at phoneme distinction.

Phoneme just means sound.

So sometimes you might misunderstand a native speaker

because you're expecting a different sound because you don't actually know which sound is in that word.

You are mistaken when it comes to the sound.

So this is a good example with this word right here.

Wonder.

Most of my students would say this as wan, wander.

right?

However, we have another word in English that sounds like that, wander.

This is a completely different word, okay?

So that causes a lot of confusion, of course.

But the other problem is that when you're listening, you might expect us to say wander.

And when we say wonder, this might be confusing because you're expecting a different phoneme.

You're expecting ah

but in this case it's a wonder right sometimes this letter O becomes an uh sound okay all right

so we just saw examples of these four essential elements

so now we're going to take a look at our target paragraph for today

and we're going to examine this paragraph

and look at these four elements to see why it might be difficult for you to understand the paragraph

and to actually help you train your listening

so you can start to identify these factors these elements so

that little by little you can start to improve your listening

because you can notice these patterns and you can expect to see these patterns.

So before I show you the target paragraph, I'm just gonna read it out loud.

I have it written down on my phone here

so I'm just gonna read it and I want you to listen

and I want you to see how much you can understand if I read it fast without you seeing it.

Okay, you ready?

100

You couldn't have picked the worst time to take a trip.

101

We wanted you to be here next week because it's your last chance to see her this year.

102

Okay, how was that?

103

Did you understand what I said?

104

I'm sure it probably wasn't easy to understand all the words that I said there, but that's okay.

105

That's why we're here.

106

We're going to take a look at this paragraph together and we'll see why it's a little difficult for you.

107

Okay, so let me scroll down here and we'll take a look.

108

So this is what I said, all right?

109

You couldn't pick the worst time to take a trip.

110

We wanted you to be here next week because it's your last chance to see her this year.

111

All right, we're going to take a look at this paragraph and see these four elements in the paragraph.

112

So we'll do it word by word, phrase by phrase.

113

So you couldn't have picked, you couldn't have picked.

114

Notice where the stress is.

115

You couldn't have picked, couldn't have picked.

116

So we have stress on this word when we have a negative modal like couldn't, can't, wouldn't,

117

etc. These are often stressed and then our main verb is almost always stressed

118

or maybe it is always stressed right

119

so couldn't have picked this word is stressed

120

and this word is stressed all right

121

but let's see what happens uh with these two stressed words

122

and this word in the middle

123

so the way it sounds like it's kind of like this couldn't picked okay so this have

124

have, right here, couldn't have, couldn't have picked.

125

This have, when it's an auxiliary verb like this,

126

depending on the phrase, it can become reduced oftentimes to this, to a word that kind of,

127

or a sound kind of like the word of.

128

So for example, I should have, I would have, I could have gone, right?

129

It sounds like we're saying should have, could have, would have.

130

Actually, many native speakers think that this is the real phrase,

131

but in reality it's should have, could have, would have.

132

But even native speakers think, many native speakers think that the word is of because that's what it sounds like when we say it at normal speed.

133

We don't say should have, would have, could have.

134

We say should have, would have, could have, right?

135

However, if this phrase is followed by another verb, right?

136

If I have a word afterwards, if it's not just the end of a sentence, it can become even shorter.

137

And instead of of, it can become a, couldna, shouldna, wouldna. So listen to this.

138

You shouldn't have gone.

139

Shouldn't have gone.

140

Right?

141

I'm saying you should not have gone, but I would shorten it to shouldn't have gone.

142

If you've watched some of my other seminars,

143

you might have already seen something similar to this because the word of often becomes reduced to a box of chocolates,

144

a bag of raisins.

145

Okay, so because that happens and I showed you that could have sounds like could have,

146

then this of also becomes reduced to a.

147

Okay, so really strange pattern here, but this is really, really common in English.

148

You need to expect this.

149

Couldn't have picked, shouldn't have gone, wouldn't have done, right?

150

So you're going to hear these phrases spoken very, very fast.

151

So you couldn't have picked.

152

Notice that this word is not pronounced pick-ed or pick-it.

153

This ed just becomes a t sound.

154

Picked.

155

So there's no extra syllable.

156

There's no pick-ed.

157

It's picked.

158

The k, the ck sound, is not aspirated.

159

It's not k.

160

right it's not picked right we say picked picked okay

161

that might be a little hard for your ears to hear

162

but this is how these kind of words are same thing

163

with this kicked kicked okay you shouldn't expect a sound right you should just expect kicked it it like

164

that okay so here we have an ending consonant sound and then the next word is a vowel, right? So, uh.

165

So we're gonna have linking here.

166

So pick-ta, pick-ta, right?

167

You couldn't pick-ta, okay?

168

So this T goes to the next vowel sound.

169

This word right here is always pronounced, uh.

170

We never pronounce it as A, right?

171

It's uh.

172

So in this case, the linking makes it pick-ta, okay?

173

So you couldn't pick the worst time to take a trip.

174

So here, worst, notice that the pronunciation of O-R is just like this.

175

We don't say worst or worst, we say worst.

176

Like we're saying this word, worst.

177

So you couldn't have picked the worst time.

178

Notice that the next word right here has the same letter at the beginning

179

as the last letter in the word before it.

180

So here we have an ending T and then we have a beginning T.

181

So when this happens in English, usually these T's kind of blend together, all right?

182

So instead of saying worst time, we would say worst time.

183

Worst time.

184

It's like if I say it like this, right? worse without the T and then the T in the next one, right?

185

Worse time.

186

This is how we would say that, okay?

187

We wouldn't go worst time, right?

188

When we end with a consonant and the next word starts with a consonant, we don't go, we don't let this air out, right?

189

We mute this letter.

190

And in this case, because it's the same sound, it just blends together, right?

191

Worse time, okay?

192

Okay, so many students, they get confused between this word

193

and this word because a lot of times they sound similar to students

194

when they're listening because they don't understand

195

that maybe the next word starts with a T and it's just blending in and they think we're saying this word.

196

So that can cause some problems for sure.

197

Okay, so you couldn't have picked the worst time to take a trip.

198

If you've watched other seminars, you also know this by now, but the word to is always reduced.

199

We never pronounce this as to, okay?

200

We always pronounce it as ta, da, or uh, depending on the context, depending on the letter before it, okay?

201

So in this case, time da, right, the last sound before it, mm, this is an M sound, and we have vibration with the sound.

202

it's called a voiced sound.

203

Because of that this T becomes reduced to D.

204

Okay so another similar one

205

if I say had to right this this has vibration this D sound so this is also reduced to D.

206

I had D.

207

I had to go.

208

I had to start for example.

209

So this word to is always reduced.

210

We never say to.

211

To is the number.

212

Right?

213

T-O is p-d-uh.

214

This is reduced speech, okay?

215

So if we look at this phrase, you couldn't have picked a worse time to take a trip.

216

So time, take, trip.

217

Those are all stressed words, but the words in between them are unstressed, okay?

218

They're reduced.

219

Okay, and then we just have a little bit of linking here because we have the word take, which ends with a K sound.

220

And then the next word is a vowel.

221

It's only one letter, it's just one vowel.

222

So instead of take a, we would say, take a, right?

223

We don't say take a trip, we say, take a trip, take a trip, right?

224

When we say that fast, English learners might think that it's like one word or something, take a, right?

225

They're not understanding that we're linking the consonants with the vowels, that's what's happening here.

226

Alright, next sentence.

227

We wanted you to be here next week.

228

So let's look at this part here.

229

So we wanted you to be here.

230

So notice that the stress, we wanted you, we wanted you to be here.

231

The stress is on the word wanted and be.

232

Okay, verb, verb.

233

Okay, these little pronouns here, we, you, me, her, etc. These are usually unstressed in our sentences.

234

When I talk to my students, usually they stress every pronoun.

235

They say you, I, we.

236

This is unnatural.

237

Native speakers don't stress pronouns.

238

These are unstressed in our sentences.

239

And so sometimes they can be reduced.

240

And this is one of those cases.

241

When we have a word that ends with D, and the next word is a pronoun starting with Y like you,

242

your, yours, y'all, etc. Then we have an interesting pattern.

243

So instead of saying wanted you, we say wanted, I'll put it like this, wanted you.

244

We wanted you.

245

Okay, that's how we say this.

246

We wanted you to be here.

247

Native speakers do not say wanted you.

248

We say wanted you.

249

This combination of the letter D with one of these Y pronouns,

250

you, your, yours, etc. becomes this J sound.

251

So for example, if I say, I did your work, the way I would actually say this is, I did your work.

252

I did your.

253

I don't say did your.

254

I say did your.

255

I wanted you.

256

I did your.

257

I had you.

258

We don't say had you.

259

We say I had you.

260

All right.

261

So notice that pattern when you're listening.

262

You're going to hear it all the time because when people are talking to you, they often say you, yours, your, you'll, etc. So there will be many times

263

when the word before it ends with a d and you'll hear this pattern.

264

Okay.

265

So you need to expect that.

266

We wanted you to be here next week.

267

So here we have another two.

268

As we already saw, this word becomes reduced.

269

This is reduced speech.

270

In this case, wanted you to.

271

Same thing.

272

We have a da sound.

273

We wanted you to be here.

274

Listen to how fast that sounds.

275

We wanted you to be here.

276

Wanted you.

277

Wanted you to be here.

278

Wanted you to be here.

279

So the you and this part, this word, and this word are pronounced very fast right?

280

I wanted you to, wanted you to, we wanted you to be here, okay?

281

So this next part, well, this word is stressed, pretty easy to understand, right?

282

We wanted you to be here.

283

This word is also stressed, no problems there.

284

We wanted you to be here next week.

285

So in this word, this phrase here, next week, Notice that we have an ending consonant and a beginning consonant.

286

And this one is a T right here.

287

So the T often becomes muted at the end of words.

288

Okay, just like with this combination right here.

289

Worst time, this T was kind of muted or we could say that it kind of blended together with the other T.

290

In this case, it's kind of muted.

291

So listen again.

292

Next week.

293

Next week.

294

When we say it fast, it just sounds like this.

295

Next week.

296

Okay?

297

It's a little bit too much for us to say Xt.

298

There's too many consonant sounds.

299

We don't want to say next.

300

Right?

301

So as native speakers, we reduce this and we say next week.

302

Next time.

303

We don't say next time.

304

We say next time.

305

Right?

306

Next Monday.

307

Again, we just mute the T.

308

Next Monday next Monday.

309

Alright, so this muted T at the end of words like that is really common, especially if the next word starts with a consonant.

310

Okay, so we wanted you to be here next week because it's your last chance to see her this year.

311

So the word because I read it as because because this is usually how we say the word if we're speaking fast.

312

Alright, so when I'm speaking in my videos, in my podcast episodes, I speak a little slower than how I would normally speak.

313

So I often say because, but this isn't how we would normally say the word.

314

We would normally pronounce it as cuz.

315

All right, we just take off the first syllable and this second syllable just sounds like cuz.

316

We don't say cause, we just say cuz.

317

All right, and sometimes it's even faster than that

318

and it just sounds like cuz just like a CZ sound cuz

319

so this can be hard for English learners to hear

320

when they're listening they're expecting to hear this whole word because

321

and what they hear is just like

322

that cuz it's cuz it's cuz it's your only chance cuz it's your last chance right

323

so you want to expect this this word right here to be reduced to cuz okay all right

324

because it's your own sorry

325

because it's your last chance here we have this final sound this voiced s sound like a z

326

and then we have a beginning a vowel right here

327

so we have some linking so we would say cuz all right like this cuz it's right cuz it's zits,

328

zits, because it's your last chance.

329

Okay, so that's a little bit of linking right there.

330

Because it's your last chance to see her this year.

331

Let's look at the stress.

332

Because it's your last chance.

333

Because it's your last chance.

334

Alright, so in this case, because it's your last chance, we have the word last stressed, right?

335

We have the word chance which is stressed, but remember that this pronoun, right, these pronouns that we have you,

336

your, his, her, etc. These are unstressed in our sentences.

337

Okay, so in this case it becomes reduced speech.

338

Let's listen again because it's your last chance.

339

It's your, it's your last chance.

340

Notice that we don't say it's your.

341

In this case we say something kind of like it's sure.

342

I'm I'm gonna write it like this.

343

It's sure, it's sure, okay?

344

So if I say, it's your only hope, the way I would pronounce this is, it's your only hope.

345

It's sure only, it's sure only, okay?

346

So this is just another case of this Y kind of changing its pronunciation when it gets reduced.

347

We saw that with this phrase, right? wanted Jew, right?

348

The D with the Y in front of a pronoun is, it makes it become a J sound.

349

A T with a Y makes it become a CH sound.

350

For example, I know that you're mad.

351

we would say, I know the churr mad.

352

The T with the Y changes it to a CH.

353

I know that you're mad, okay?

354

So this Y and these pronouns, you, your, yours, y'all, et cetera, this Y can often change its pronunciation.

355

This is another time, so itchur.

356

Again, if we have like this word right here, thatchur only hope, Same thing that's your that's your only hope.

357

All right, so a word like that's ending with T apostrophe S or It's ending with T apostrophe S

358

This is gonna cause the Y to become an S H sound right

359

so it sure that sure okay So I know this seems strange and you're probably wondering why That's just how English works.

360

Okay?

361

When we have reduced speech, letters oftentimes change their pronunciation.

362

And I can't give you just an overall rule.

363

There is no overall rule.

364

There are little patterns that you have to recognize and that's what I'm showing you right here.

365

So it's difficult, but that's what we're practicing with, right?

366

You're gonna see these patterns and you're gonna to start to notice them when you're listening.

367

Alright, let's look at the last part here.

368

It's your last chance.

369

So here, last chance, we have an ending T sound and it becomes muted.

370

We don't say last chance, we say last chance.

371

So it just sounds like this, last chance, with an S sound at the end, no T, right?

372

It just becomes muted, last chance.

373

So don't expect to hear this last, right?

374

You're not gonna hear this t sound, right?

375

It's just last chance, the last one, okay?

376

This word practically always reduces to this word, okay?

377

Even though it's stressed in the sentence, the t is reduced, okay?

378

It's muted.

379

So, it's your last chance to see her this year.

380

And we have another two here, but in this case, the sound before it is a voiceless sound,

381

a sss sound, there's no voice.

382

So the to becomes reduced to to.

383

Okay.

384

So in this case, instead of saying chance to, it's chancesta.

385

Okay.

386

It's your last chance to see her.

387

Okay.

388

It's your last chance to see her.

389

The stress, chance to see her.

390

Right.

391

Chance is stressed and see is stressed.

392

The to is reduced.

393

Okay.

394

Last chance to see her this year.

395

Okay.

396

And then we have this phrase right here, see her.

397

This H on pronouns like him,

398

his, her, hers, etc. This becomes reduced and we usually skip over this H depending on the sound before it.

399

Okay, so in this case, see, right?

400

This is a vowel, but it ends with the Y sound.

401

Okay, so notice see.

402

Yeah, my mouth is in position for a Y.

403

So it really ends with the Y, a consonant sound.

404

Okay, so this is going to link to the next word.

405

It's going to skip over the H sound.

406

And we're going to hear we're going to say see-er, see-er, okay?

407

The same thing, if I say see him, it would be see-in, see-in, okay?

408

So the H on her, him, his, hers, is very weak, okay?

409

It's usually skipped over, right?

410

The consonant in the last word just skips the h

411

and it links directly to the er or the im okay

412

so in this case it's seer instead of see her seer this year

413

so if you're not expecting that this can be very hard to identify

414

when you're listening you're gonna think we're saying like this word for example seer seer right It sounds like what we're saying,

415

but really we're saying see her.

416

See her.

417

So this is another pattern that you're just going to have to start to recognize.

418

And you're going to hear it a lot if you really try to recognize it.

419

You'll notice it again and again.

420

Because every time someone says her, him, hers, his, any of these words,

421

chances are they're going to skip over the H.

422

if there's a consonant sound before it, okay?

423

So I want you to listen for that and really try to notice that pattern.

424

Okay, lastly, the phrase this year, okay?

425

First of all, notice the stress.

426

We don't say this year, we say this year.

427

Last chance to sear this year.

428

So year is stressed, this is unstressed, okay?

429

We don't say this year.

430

That's what many of my students would say, But this is not natural, right?

431

We want to stress this noun right here, okay?

432

So there's one last thing you probably noticed when I said this phrase here, is we don't say this year,

433

we say the-sheer, this year, this year.

434

Did you hear that?

435

Your last chance to see her this year, this year.

436

It's just like what we saw here, right?

437

It-sheer.

438

So as I said, this Y sound on pronouns is very weak and it gets changed when it's reduced.

439

It can also happen with words other than pronouns.

440

So in this case, it's just a completely different word, year.

441

It's not you or yours or you'll or any of those, but it also happens here.

442

So in this case, instead of this year, it's this year.

443

Okay, so you want to look out for that.

444

You want to notice that when people are speaking.

445

Notice the Y sound changing, especially if it's a pronoun like you or your,

446

and notice that with the H on pronouns, him, her, those words like that.

447

Start to notice those patterns, okay?

448

All right, well, we're done analyzing our target paragraph.

449

Hopefully that was helpful for you.

450

Hopefully this was a good practice.

451

And we do this in each seminar.

452

We look at a different target paragraph and we analyze it for those four essential elements.

453

And so if this was useful for you, if you say, wow, no one's ever taught me this before.

454

I've never even thought about this.

455

Well, I would suggest that you become a listening time member

456

or a listening time super member because every month you have access to these seminars.

457

I record a new one each month

458

and I also have a lot of old ones that I already recorded that I provide to super members.

459

So hopefully this was helpful for you and hopefully you decide to become a member or a super member.

460

If you have any questions, just send me an email, okay?

461

And I'm happy to help you out.

462

So go to patreon.com slash listening time and sign up to become a member or super member today.

463

All right, I'll see you again next seminar.

ดาวน์โหลดแอป

ทุกอย่างที่ต้องใช้เพื่อพูดได้คล่อง

AI ให้คะแนนการออกเสียงให้คะแนนทุกประโยค

ฝึก IPAเชี่ยวชาญทุกเสียง

คำศัพท์สร้างคลังคำของคุณ

เกมคำศัพท์เล่นไปเรียนไป

สแกน QR

Download on theApp Store Get it onGoogle Play

ช่องเดียวกัน

4,595

FOR YOU

วิดีโอแนะนำ

19 ประโยค

Improve Your English Listening

Daily ConversationUniversity StudentsWorking Adults

6 ประโยค

How to Improve Spoken American English - Sound like a Native Speaker

Business EnglishDaily ConversationUniversity Students

149 ประโยค

Listen and Repeat: SPEAK with me in English

Business EnglishDaily ConversationHigh School Students

266 ประโยค

English Listening Practice - Patience

Business EnglishDaily ConversationHigh School Students

89 ประโยค

Just LISTEN or SHADOW: Repeat after me or Say it with me: Practice Speaking English

Business EnglishDaily ConversationHigh School Students

329 ประโยค

LET’S PRACTICE YOUR ENGLISH?

Business EnglishDaily ConversationUniversity Students

50 ประโยค

2 Tips For Improving Your Listening Skills

Daily ConversationHigh School StudentsUniversity Students

66 ประโยค

Hear it & Say it - REPEAT AFTER ME English Speaking Practice

Business EnglishDaily ConversationHigh School Students

456 ประโยค

Improve Your English Listening Skills IN 30 MINUTES!

Business EnglishDaily ConversationHigh School Students

201 ประโยค

English Reading with Connected Speech 📖 Vocabulary and Native Pronunciation Practice

Daily ConversationHigh School StudentsUniversity Students

189 ประโยค

Conversation Practice to Improve English Listening and Speaking Skills

Business EnglishDaily ConversationHigh School Students

511 ประโยค

Improve your English with SHORT STORIES | British English Podcast

Business EnglishInterview EnglishDaily Conversation

คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้

บทเรียนฝึกพูดระดับ B1 นี้ใช้วิดีโอ “FREE English Listening Practice Seminar” เป็นสื่อ คำที่ถูกพูดซ้ำบ่อยที่สุด: word, sound, chance, reduced, listening วิดีโอนี้มี 463 ประโยค และ 4604 คำ สำหรับฝึกพูดตาม ช่วงที่มีเสียงพูดยาว 32:34 ผู้พูดพูดด้วยความเร็วสม่ำเสมอ ประมาณ 141 คำต่อนาที เหมาะกับการฝึกพูดตาม 86% ของคำอยู่ใน 3,000 คำที่ใช้บ่อยที่สุดในภาษาอังกฤษ ส่วนที่เหลือควรดูไว้ก่อนเริ่มฝึก

คำศัพท์สำคัญในวิดีโอนี้

คำที่ยากที่สุด 15 คำในวิดีโอ พร้อมคำอ่านและความหมาย:

คำศัพท์	คำอ่าน	ความหมาย
seminar คำนาม	/ˈsɛmɪnɑɹ/	สัมมนา
consonant คำนาม	/ˈkɑn.sə.nənt/	พยัญชนะ
phrase คำนาม	/ˈfɹeɪ̯z/	วลี, ประโยค
pronoun คำนาม	/ˈpɹoʊ.naʊn/	สรรพนาม
vowel คำนาม	/ˈvaʊ.əl/	สระ
mute คำคุณศัพท์	/mjut/	เงียบ
paragraph คำนาม	/ˈpæɹəɡɹæf/	อนุเฉท, ย่อหน้า
syllable คำนาม	/ˈsɪl.ə.bəl/	พยางค์, คำ
pronunciation คำนาม	/pɹəˌnʌn.siˈeɪ.ʃən/	การออกเสียง, เสียงอ่าน
verb คำนาม	/vɝb/	คำกริยา, กริยา
phoneme คำนาม	/ˈfoʊ.nim/	หน่วยเสียง
depend คำกริยา	/dɪˈpɛnd/	พึ่ง
wander คำกริยา	/ˈwɑndɚ/	ท่องเที่ยว
podcast คำนาม	/ˈpɑdˌkæst/	พอดแคสต์, พอดคาสต์
apostrophe คำนาม	/əˈpɑs.tɹə.fi/	อะพอสทรอฟี

กริยาวลีที่คุณจะได้ยิน

คำศัพท์	ความหมาย
take off คำกริยา	ถอด

ประโยคที่ควรฝึกพูดซ้ำ

ประโยคสั้น ๆ ที่สมบูรณ์จากวิดีโอ ซึ่งนำไปใช้ในบทสนทนาประจำวันได้:

I hope you're doing well.
We're going to look at this phrase right here.
I'm going to say it one more time.
We don't say I can only.
Did you understand what I said?

ไวยากรณ์ในวิดีโอนี้

โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:

โครงสร้าง	ในวิดีโอ
ประโยคเงื่อนไข if + อนุประโยค, will/would + กริยา — เงื่อนไขและผลลัพธ์	if you do, then maybe you'll consider · if you like it so that you'll have · if I say see him, it would be
Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำ	are said · is unstressed · is reduced
Present perfect have/has + กริยาช่อง 3 — เหตุการณ์ในอดีตที่ยังเกี่ยวข้องกับปัจจุบัน	I've already recorded · you've watched · have reduced
คำแนะนำด้วย “should” should + กริยา — บอกสิ่งที่ควรทำ	should have · shouldn't have · should not have

การออกเสียงที่ควรระวัง

ผู้พูดใช้รูปย่อและรูปลดเสียง 143 ครั้ง เช่น you're, don't, we're ให้พูดแบบสั้นตามที่ได้ยิน

เสียง “sh” และ “zh”: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, vibration /vaɪˈbɹeɪʃən/, sheer /ʃɪɚ/, distinction /dɪˈstɪŋkʃən/, shorten /ˈʃɔɹtn̩/
คำยาว — ลงเสียงหนักให้ถูกพยางค์: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, apostrophe /əˈpɑs.tɹə.fi/, misunderstand /mɪs.ʌn.də(ɹ)ˈstænd/, auxiliary /ɔɡˈzɪl.(jə).ɹi/, practically /ˈpɹæk.tɪ.k(ə.)li/

เสียงที่คนไทยมักออกเสียงยาก:

เสียงท้ายคำ — ออกเสียงให้ครบ ไม่เปลี่ยนเป็นตัวสะกดแบบไทย: phrase /ˈfɹeɪ̯z/, distress /dɪˈstɹɛs/, vowel /ˈvaʊ.əl/, paragraph /ˈpæɹəɡɹæf/, syllable /ˈsɪl.ə.bəl/
/v/ — ไม่ใช่ /w/ ให้ฟันบนแตะริมฝีปากล่าง: vowel /ˈvaʊ.əl/, verb /vɝb/, vibration /vaɪˈbɹeɪʃən/, voiceless /ˈvɔɪsləs/
/z/ — เสียงก้อง ไม่ใช่ /s/: phrase /ˈfɹeɪ̯z/, oftentimes /ˈɔf.ənˌtaɪmz/, analyze /ˈæn.əˌlaɪz/, raisin /ˈɹeɪzən/, confuse /kənˈfjuːz/

วิธีฝึกกับวิดีโอนี้

ฟังวิดีโอให้จบหนึ่งรอบโดยยังไม่ต้องพูด แล้วจดคำที่ยังไม่รู้จัก
พูดตามทีละประโยคด้วยความเร็วปกติ ทำซ้ำแต่ละประโยคจนจังหวะของคุณตรงกับผู้พูด
อัดเสียงตัวเองแล้วเทียบกับต้นฉบับ โดยสังเกตคำอย่าง seminar, consonant, phrase เป็นพิเศษ

เทคนิค Shadowing คืออะไร?

Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ

เทคนิค shadowing: อ่านคู่มือฉบับเต็มทีละขั้นตอน →

ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: FREE English Listening Practice Seminar

เลือกโหมดฝึก

ดาวน์โหลดแอป

A1 English Listening Practice - Language Learning

A1 English Listening Practice - Transportation

A1 English Listening Practice - Money

A1 English Listening Practice - Supermarket

B1 English Listening Practice - Immigration

A1 English Listening Practice - Weather

A2 English Listening Practice - Travel

A2 English Listening Practice - Cars and Driving

A1 English Listening Practice - Daily Routine

A2 English Listening Practice - Reading and Books

A2 English Listening Practice - Names

A1 English Listening Practice - Cooking

B2 English Listening Practice - Living Abroad

A2 English Listening Practice - Learning

A1 English Listening Practice - New Year's Resolutions

A2 English Listening Practice - Emotions

A1 English Listening Practice - Working from Home

A1 English Listening Practice - The English Language

A2 English Listening Practice - Zoo Animals

B1 English Listening Practice - Stereotypes

Improve Your English Listening

How to Improve Spoken American English - Sound like a Native Speaker

Listen and Repeat: SPEAK with me in English

English Listening Practice - Patience

Just LISTEN or SHADOW: Repeat after me or Say it with me: Practice Speaking English

LET’S PRACTICE YOUR ENGLISH?

2 Tips For Improving Your *Listening* Skills

Hear it & Say it - REPEAT AFTER ME English Speaking Practice

Improve Your English Listening Skills IN 30 MINUTES!

English Reading with Connected Speech 📖 Vocabulary and Native Pronunciation Practice

Conversation Practice to Improve English Listening and Speaking Skills

Improve your English with SHORT STORIES | British English Podcast

คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้

คำศัพท์สำคัญในวิดีโอนี้

กริยาวลีที่คุณจะได้ยิน

ประโยคที่ควรฝึกพูดซ้ำ

ไวยากรณ์ในวิดีโอนี้

การออกเสียงที่ควรระวัง

วิธีฝึกกับวิดีโอนี้

เทคนิค Shadowing คืออะไร?

2 Tips For Improving Your Listening Skills