ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: Speak English Fluently — Use STRESS Correctly!
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Today I want to teach you a lesson about stress.
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Not the kind of stress you get when you're going to pay your taxes or your partner's upset with you,
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but stress in language because many of you hear all the words, but don't understand what someone's actually saying.
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Ready?
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Yeah, you said it.
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You understand every word they say, but not what they mean together.
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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.
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Okay?
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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,
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but also to understand when someone's speaking to us.
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Ready?
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Let's go to the board.
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We're going to work on spotlight.
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I'm going to teach you the spotlight method to work with stress, and that's what this is here.
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A spotlight is used when you want to show something very specific.
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As you can see, I want you to just see Mr. E, so the spotlight comes down on Mr. E.
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It brings my attention to where I want it to, want you to go.
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Okay?
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So, let's give an example, all right?
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I didn't say she stole the money, okay?
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she stole the money.
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Different type of spotlight.
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I lost mine.
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Okay.
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Okay, so what does that mean?
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You noticed I said it, same words, about seven or eight times, but each one was a little bit different.
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What I was doing that was trying to show you number one, this is what I call the frame.
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I said the same words, but not the same message.
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When I say something like, I didn't say she stole the money, it means someone else said it.
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Mr. E said it.
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Tony said it, but it wasn't me.
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When I didn't, when I say, I didn't say, she stole the money, I'm like, the money was stolen,
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but it wasn't her, it was maybe him.
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I didn't say she stole the money.
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Something was stolen by that person, but not necessarily the money.
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I have said these same words over and over again, but each message is different.
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Now to you, if you're just learning English, you're like, they said the same thing.
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Why is this person angry?
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Why is this person angry?
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Why is this person.. why?
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The message was switched.
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Because same words don't mean the same message.
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When I stress I, for instance, right, stress tells you what is important.
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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.
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So me, as the speaker, that's important, right?
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I'm saying I didn't do X.
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Or I could talk about the object.
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I didn't say she stole the money, so then I'm talking about the thing, not myself.
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I'm not important, because I didn't say that.
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Something was taken, and that's what is important.
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So stress tells you what is important.
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Now, when we come to number three, take one and two and put them together.
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Change the stress, change the meaning.
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You can't just randomly say words and think it's all okay.
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Sometimes, even worse, is when students go, I did not say she stole the money.
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Now, we understand all the words, but all the juice, je ne sais quoi, the taste, the flavor is taken out of it.
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You're not telling me where to point my attention.
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And that's what the spotlight is for.
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What do you want me to really understand from what you say?
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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?
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So, I'm giving you information that's there, so you have to listen to the stress on the words.
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Now, if we take these three together, right, same words does not equal same message.
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Stress tells you what is important.
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Change the stress, change the message message, we can come up with a principle,
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which is an idea, a basic idea I want you to keep from this lesson, right?
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And the basic idea is this, stress the information you want the listener to see.
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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?
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Now simple enough message, I'm sure you got it, right?
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change the stress.
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I want to check to see if you really got it, okay?
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So, what I want to do is go here.
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It's called fluency.
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That's what you're here for, you don't want to just know English, you want to be fluent at it. So,
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I'm going to give you three different activities I'm going to run through to check to see your understanding or your fluency.
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Let's check...
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Let's do the first one.
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See where I stress the word.
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Pay attention.
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Tom didn't go home last night.
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Tom didn't go home last night. Where was the stress?
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If you said didn't, you got it correctly.
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You listened.
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So I said, Tom didn't go home last night.
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I could have said, Tom didn't go home last night, which meant Tom went somewhere.
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But not to his house, right?
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So that stress would change the information you were receiving.
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So if you got the right word, didn't, you just passed the listening test.
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How about choose?
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Now, choosing, how would I say this?
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Okay?
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I want to say go.
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Go.
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Tom didn't go home last night.
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Tom didn't go home.
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And I want to emphasize it.
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How would I actually say it?
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Would I say, Tom didn't go home last night, or Tom didn't go home last night?
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Which one would I choose, A or B?
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If you said A, good.
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You chose the right one.
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You knew what I wanted to give the information, what I wanted you to pay attention to,
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and you chose which word to emphasize, which was the verb.
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What didn't he do?
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Didn't is an auxiliary verb, right?
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But I was really talking about the direction going.
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Good on you.
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Now, here's the third one.
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Tom didn't go home last night.
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That's the answer.
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What do I have to emphasize?
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You got it.
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Tom, which is the subject, right?
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The answer was Tom didn't go home.
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I emphasized that, so you have to pick which word if I want to get the message.
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And what was the message I was sending?
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Well, I'm picking
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Tom out of many people because it could have been Tom, Tony, Bill, and Tara, but Tom didn't go home.
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The rest did go home.
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So, by telling you that, I picked out
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Tom as the one person I wanted you to identify.
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And you see how I said the sentences, they're almost the same.
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Not to a native speaker, because they would have said, why did you say
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Tom like that?
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You wouldn't, but they would have noticed.
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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?
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Why would they do that?
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I'm getting you to think a little bit about where the information comes from.
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All right?
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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.
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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?
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Well, I've got some field work for you.
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Field work.
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If you've got a garden, it's when you go out and you pick out the weeds and whatnot.
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But if you're in the army, field work is where you do your job.
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It's going out in the field.
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Scientists do it as well.
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You go out into the field and practice.
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See if this is, you know, will work for you or you can get better.
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My field work is for your practice.
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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...
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No. Now, if your family's going, what's wrong with you?
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They're right.
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Sit down.
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When I mean move it, remember what I did at the beginning of this lesson.
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I said, I didn't say she stole the money.
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I didn't say she stole the money.
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I didn't say she...
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I moved it.
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Now by moving it, what I was doing is changing the stress.
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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?
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I didn't say she stole the money.
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It wasn't me.
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Maybe it was him.
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Didn't say that it's not true, but it wasn't me.
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So, I go, the message is saying, the speaker's saying, not me.
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I didn't say she stole the money.
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What's the difference?
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She stole it.
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I go, no, no one, no, nobody said she stole it.
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She might have borrowed the money.
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She might have lost the money, because that verb, I said, no, I didn't say she stole it.
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She could have lost it, she could have borrowed it.
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By saying that, I'm saying this word does not apply in this sentence.
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So I don't want you just to move the words.
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That's easy, but it doesn't mean anything.
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Look at what it means as you move it, pay attention, write it down and go, what am I saying to them?
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And remember the spotlight we talked about, you're putting a spotlight.
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This is the information I want them to pay attention to.
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Hunt it.
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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,
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you want to be able to see it to see how it changes messages.
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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,
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hunt, go watch my videos, look where I put emphasis or, like, a stress on something,
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and then try and look at what I was trying to tell you, what I repeated, because in videos like this,
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I will repeat and go blah and then show you.
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That's very obvious, so that's good.
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But you can do it on YouTube videos, you can do it when you're watching politicians.
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I did not steal the money.
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No, I did not steal the money.
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Huh?
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Those aren't the same sentences.
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He's like, I didn't steal it, I borrowed it, all right?
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So hunt it.
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Watch television and notes.
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Pay attention in the real world.
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Before you go into the real world, right, look for it.
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Where do people stress?
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Why don't people just talk like this all the time?
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It would be very robotic and boring, but even in the movies, nothing like that happens.
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Where's the bomb?
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No, like, where is the bomb?
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Like, where's the bomb?
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Is there a bomb?
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They're telling you, where should your attention go?
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Now correct it.
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Correct it?
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How do I correct it?
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This is where this becomes very useful.
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Sometimes you're speaking to someone and they'll tell you something, and you can correct them by using stress, right?
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You said you would do it on Tuesday.
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I didn't say I would do it on Tuesday, right?
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Okay?
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It means, I said I would do it, but I never said Tuesday.
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So I've used stress to tell them that.
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Or you could say, I didn't say, I didn't say I would do that, means that never happened.
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Hmm?
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One, I'm talking about the actual day, which I did say I'd do it, but it's not this day.
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The other one could be, I didn't say this at all.
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Correct it.
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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.
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show where they made the mistake.
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It could be, you know, what was said, what thing they were speaking about, right?
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So, you can correct it in conversation.
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Cool?
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All right.
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So, we've got...
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Here's your fieldwork.
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Move it, right?
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I like to move it, move it.
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Move it through a sentence, and then don't just do that.
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Write down how it changes the sentence so you can get the understanding.
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Next, hunt it.
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Watch television, watch politicians, watch movies.
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Where are they stressing?
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What are they trying to tell you?" and correct it.
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You can pretend on this one, or you can try it out in real life, right?
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So, I didn't say...
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I didn't say Tuesday.
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I didn't say Tuesday, and that changes the message.
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Correct someone by using your English.
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Now, we've gone through fieldwork fluency, yadda yadda yadda yadda.
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What I want to go to is forum.
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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.
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You are watching this video, you are going into the comment section, and that's where I would like you to go.
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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,
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whether it be on YouTube or wherever you're finding this, and I want you to write this sentence.
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I didn't say, she bought my car.
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Why?
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Okay, here's where it gets interesting.
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Number one, I want you to capitalize, so if you say, say, for example, you might do this.
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You might do this.
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I didn't say she bought my car, or you could do this.
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I didn't say she bought my car.
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So take one of them, one word, highlight it, make it all capitals, and then explain how that changes the sentence.
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And then other people can check and tell you if you're right or wrong.
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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?
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Do I really understand this lesson?
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And then with other people help you, it's great to have more than one teacher, especially live, right?
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Because every day we have the videos up, people come by regularly and check and we'll give you hints.
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I've seen people write many comments.
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Anyway, I want to finish up this lesson.
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And as I finish it up, I want to not just leave you with your homework.
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I want to give you some place you can go to, to learn more.
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And it's not just on the stress method.
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Some of it is.
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Okay?
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But it's how to speak better and how to listen better.
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And these are some other lessons I've done, and I call this section further.
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So what we're doing here is giving you three videos you can go to to enhance your speaking or listening skills,
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reading and writing in other videos.
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In this case, improve your pronunciation with the grab -and -break method.
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Check that video out.
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Okay, I've also got another one.
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Secret to English fluency is not speaking.
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All right?
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I know, this whole video is on speaking.
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Oh, yeah, but guess what?
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It's not the secret.
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So, now you can combine these lessons, right?
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And finally, the two essential skills you need for great conversations.
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So by using this for listening and using this for conversation,
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you're going to find that your ability to speak and understand English is going to grow like crazy.
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Anyway, listen, thank you for taking the time and listening.
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And where I'd like you to go is, if you're not on YouTube, go to www .ing as in English,
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vid as in video dot com to see these videos, of course, and other great teachers we have there.
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It's been a pleasure.
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Have a good one.
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See you soon.
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คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้
บทเรียนฝึกพูดนี้ใช้วิดีโอ “Speak English Fluently — Use STRESS Correctly!” เป็นสื่อ คำที่ถูกพูดซ้ำบ่อยที่สุด: stress, stole, word, Tom, message วิดีโอนี้มี 294 ประโยค และ 2794 คำ สำหรับฝึกพูดตาม ช่วงที่มีเสียงพูดยาว 16:18 ผู้พูดพูดด้วยความเร็วเป็นธรรมชาติ ประมาณ 171 คำต่อนาที ใกล้เคียงกับบทสนทนาในชีวิตประจำวัน 87% ของคำอยู่ใน 3,000 คำที่ใช้บ่อยที่สุดในภาษาอังกฤษ คำศัพท์จึงตามได้ง่าย จากทั้งหมด 294 ประโยค มี 67 ประโยคเป็นคำถาม จึงเหมาะสำหรับฝึกน้ำเสียงประโยคคำถามและการตอบสั้น ๆ
คำศัพท์สำคัญในวิดีโอนี้
คำที่ควรเรียนรู้ 15 คำจากวิดีโอ พร้อมคำอ่านและความหมาย:
| คำศัพท์ | คำอ่าน | ความหมาย |
|---|---|---|
| steal คำกริยา | /stiːl/ | ขโมย, ลัก |
| lesson คำนาม | /ˈlɛs.ən/ | บทเรียน |
| spotlight คำนาม | /ˈspɒtˌlaɪt/ | สบอตไลท์ |
| emphasize คำกริยา | /ˈɛm.fə.saɪz/ | เน้น, เน้นย้ำ |
| borrow คำกริยา | /ˈbɑɹ.oʊ/ | ยืม, ขอยืม |
| verb คำนาม | /vɝb/ | คำกริยา, กริยา |
| principle คำนาม | /ˈpɹɪn.sɪ.pəl/ | หลัก, คติ |
| politician คำนาม | /ˌpɑ.ləˈtɪʃ.ən/ | นักการเมือง |
| necessarily คำกริยาวิเศษณ์ | /ˌnɛs.əˈsɛɹ.ə.li/ | ต้อง |
| juice คำนาม | /d͡ʒuːs/ | น้ำผลไม้, น้ำ |
| weed คำนาม | /wiːd/ | วัชพืช |
| scientist คำนาม | /ˈsaɪəntəst/ | นักวิทยาศาสตร์ |
| homework คำนาม | /ˈhoʊmˌwɝk/ | การบ้าน |
| hint คำนาม | /hɪnt/ | คำใบ้ |
| flavor คำนาม | /ˈfleɪvə/ | รสชาติ, รส |
กริยาวลีที่คุณจะได้ยิน
| คำศัพท์ | ความหมาย |
|---|---|
| go out คำกริยา | ออก, ออกไป |
| sit down คำกริยา | นั่ง |
ประโยคที่ควรฝึกพูดซ้ำ
ประโยคสั้น ๆ ที่สมบูรณ์จากวิดีโอ ซึ่งนำไปใช้ในบทสนทนาประจำวันได้:
- 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?
ไวยากรณ์ในวิดีโอนี้
โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:
| โครงสร้าง | ในวิดีโอ |
|---|---|
| Present perfect have/has + กริยาช่อง 3 — เหตุการณ์ในอดีตที่ยังเกี่ยวข้องกับปัจจุบัน | have said · I've done · I've used |
| Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำ | is used · was stolen · was switched |
| Relative clauses who / which + อนุประโยค — ข้อมูลเพิ่มเติมเกี่ยวกับคนหรือสิ่งของ | emphasize, which was · Tom, which is |
การออกเสียงที่ควรระวัง
ผู้พูดใช้รูปย่อและรูปลดเสียง 126 ครั้ง เช่น didn't, you're, I'm ให้พูดแบบสั้นตามที่ได้ยิน
- เสียง “sh” และ “zh”: politician /ˌpɑ.ləˈtɪʃ.ən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, flashlight /ˈflæʃˌlaɪt/, intonation /ɪntəˈneɪʃən/
- คำยาว — ลงเสียงหนักให้ถูกพยางค์: politician /ˌpɑ.ləˈtɪʃ.ən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, communicate /kəˈmjuːnɪkeɪt/, vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/, auxiliary /ɔɡˈzɪl.(jə).ɹi/
เสียงที่คนไทยมักออกเสียงยาก:
- เสียงท้ายคำ — ออกเสียงให้ครบ ไม่เปลี่ยนเป็นตัวสะกดแบบไทย: steal /stiːl/, emphasize /ˈɛm.fə.saɪz/, skill /skɪl/, reverse /ɹɪˈvɝs/, principle /ˈpɹɪn.sɪ.pəl/
- /v/ — ไม่ใช่ /w/ ให้ฟันบนแตะริมฝีปากล่าง: verb /vɝb/, reverse /ɹɪˈvɝs/, involvement /ɪnˈvɑlv.mənt/, wherever /(h)wɛɹˈɛvɚ/, flavor /ˈfleɪvə/
- /z/ — เสียงก้อง ไม่ใช่ /s/: emphasize /ˈɛm.fə.saɪz/, examine /ɪɡˈzæmɪn/, auxiliary /ɔɡˈzɪl.(jə).ɹi/, capitalize /ˈkæpətəˌlaɪz/
วิธีฝึกกับวิดีโอนี้
- ฟังวิดีโอให้จบหนึ่งรอบโดยยังไม่ต้องพูด แล้วจดคำที่ยังไม่รู้จัก
- เริ่มที่ความเร็ว 0.75× พูดตามทีละประโยค แล้วกลับไปใช้ความเร็วปกติเมื่อเริ่มคล่อง
- อัดเสียงตัวเองแล้วเทียบกับต้นฉบับ โดยสังเกตคำอย่าง steal, lesson, spotlight เป็นพิเศษ
เทคนิค Shadowing คืออะไร?
Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ