ฝึกพูดภาษาอังกฤษด้วยเทคนิค Shadowing จากวิดีโอ: Think In English With Me | Episode 1: Motivation
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1
Welcome to episode number one of think in English with me, teacher Tiffany.
ยินดีต้อนรับสู่ตอนที่หนึ่งของรายการ คิดเป็นภาษาอังกฤษกับฉัน ครูทิฟฟานี่
2
In this series, you are going to learn how to think in English, like a native English speaker using five specific sections.
ในซีรีส์นี้ คุณจะได้เรียนรู้วิธีการคิดเป็นภาษาอังกฤษ เหมือนกับผู้พูดภาษาอังกฤษเป็นเจ้าของภาษา ผ่านหัวข้อเฉพาะห้าหัวข้อด้วยกัน
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Are you ready?
คุณพร้อมหรือยัง?
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Well, then let's jump right in.
เอาล่ะ งั้นเราเริ่มกันเลยดีกว่า
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Our episode is all about motivation.
ตอนของเราทั้งหมดเกี่ยวกับแรงจูงใจ
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Section number one is the gap you can hear.
ส่วนที่หนึ่งคือช่องว่างที่คุณสามารถได้ยินได้
7
You see, we're going to look at three real life situations.
คุณเห็นไหม เราจะมาดูสถานการณ์ในชีวิตจริงสามสถานการณ์กัน
8
Each shown two ways, how a learner, an English learner would handle it and how a native,
แต่ละตัวแสดงให้เห็นสองวิธี คือวิธีที่ผู้เรียนภาษาอังกฤษจะจัดการมัน และวิธีที่เจ้าของภาษาจะทำ
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a native English speaker would handle it.
ผู้พูดภาษาอังกฤษเป็นเจ้าของภาษาจะจัดการเรื่องนี้ได้
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No teaching yet, no breakdown, no analysis.
ยังไม่มีการสอน ไม่มีการแยกส่วน ไม่มีการวิเคราะห์
11
I just want you to listen to recognize the difference.
ฉันแค่อยากให้คุณฟังเพื่อจำแนกความแตกต่างให้หน่อย
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The gap between the two versions is the whole point.
ความแตกต่างระหว่างสองเวอร์ชันนี้คือประเด็นสำคัญทั้งหมด
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Once you hear it clearly, you can't unhear it.
เมื่อคุณได้ยินมันอย่างชัดเจนแล้ว คุณจะไม่สามารถลืมเสียงนั้นได้อีกเลย
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So we're going to look at three real life situations.
ดังนั้นเราจะมาดูสถานการณ์ในชีวิตจริงสามกรณีกัน
15
Here is situation number one at the gym.
นี่คือสถานการณ์ที่หนึ่งในยิม
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Now an English learner would have a conversation like this.
ตอนนี้ผู้เรียนภาษาอังกฤษอาจจะมีการสนทนาแบบนี้
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How do you stay motivated to come here every day?
คุณมีวิธีรักษาแรงจูงใจที่จะมาที่นี่ทุกวันอย่างไร?
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I just try it's hard, but I do it.
ฉันแค่พยายาม มันยาก แต่ฉันก็ทำได้
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That's good.
นั่นดีนะ
20
Yeah, you can do it too.
ใช่ คุณทำได้เช่นกันนะ
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Now that's a good dialogue.
นี่แหละคือบทสนทนาที่ดี
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That's a good conversation, but it's also a conversation that an English learner would have.
นั่นเป็นการสนทนาที่ดี แต่มันก็เป็นการสนทนาที่ผู้เรียนภาษาอังกฤษจะพูดคุยกันอย่างแน่นอน
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Now let's listen to a conversation about the same topic that native English speakers would have.
ตอนนี้เรามาฟังบทสนทนาเกี่ยวกับหัวข้อเดียวกันที่ผู้พูดภาษาอังกฤษเป็นเจ้าของภาษาจะคุยกัน
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How do you stay motivated to come here every day?
คุณรักษาแรงจูงใจที่จะมาที่นี่ทุกวันได้อย่างไร
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I'm honestly struggling lately.
ที่จริงแล้วช่วงนี้ฉันรู้สึกเหนื่อยและดิ้นรนมากเลย
26
Honestly, I stopped relying on motivation.
พูดตามตรงนะ ผมเลิกพึ่งพาแรงจูงใจแล้ว
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I just stick to the same time.
ฉันแค่ยึดติดกับเวลาเดิมๆ เท่านั้น
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6 a.m.
ตี 6
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No negotiation.
ไม่มีการเจรจาต่อรอง
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My bags packed the night before.
ฉันแพ้กระเป๋าเรียบร้อยตั้งแต่คืนก่อน
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My shoes are by the door.
รองเท้าของฉันอยู่ที่ประตู
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My pre-workout is already measured out.
ผงเพิ่มพลังก่อนออกกำลังกายของฉันตวงไว้เรียบร้อยแล้ว
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By the time I'm thinking about it, whether I want to go, I'm already halfway out the door.
ตอนที่ฉันเริ่มคิดว่าฉันอยากจะไปหรือเปล่า ฉันก็เดินออกไปประตูไปได้ครึ่งทางแล้ว
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That's smart.
ฉลาดจริงๆ
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I keep waiting to feel like it.
ฉันยังคงรอที่จะรู้สึกอยากทำมันอยู่เรื่อยๆ
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Yeah, that's the trap.
ใช่ นั่นแหละคือกับดัก
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Feeling like it almost never shows up.
รู้สึกว่ามันแทบจะไม่เคยปรากฏตัวเลย
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The system shows up for you.
ระบบจะแสดงผลขึ้นมาสำหรับคุณ
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Now you can hear the difference between these two conversations.
ตอนนี้คุณสามารถได้ยินความแตกต่างระหว่างการสนทนาสองชุดนี้แล้ว
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Again, the learner conversation and the native English speaker conversation.
อีกครั้ง การสนทนาของผู้เรียนและการสนทนาของผู้พูดภาษาอังกฤษเจ้าของภาษา
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Check out this situation.
ดูสถานการณ์นี้หน่อยสิ
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Another example.
อีกตัวอย่างหนึ่ง
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We're talking about now a conversation between two coworkers.
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This is how the conversation starts for a learner.
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Do you think motivation is important?
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Yes.
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Motivation is very important.
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Without it, you can't do anything.
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I agree.
50
It's important.
51
Yes.
52
Now that was a good conversation.
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It was clear.
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What are your thoughts on motivation?
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However, it represented a conversation that a learner, an English learner would have.
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Now listen to the difference when you hear a native English speaker have the same conversation with another native English speaker.
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Do you think motivation or discipline matters more for getting things done?
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Response.
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Discipline.
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It's not even close.
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Honestly, motivation comes and goes.
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It's a feeling and feelings are unreliable, especially when you're tired or stressed or just having a bad day.
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Discipline doesn't care how you feel.
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It just does the work.
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Interesting take.
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So you're saying motivation is overrated, not overrated.
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It's just a starting point.
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It gets you in the door.
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Discipline keeps you in the room.
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Notice the difference.
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Both dialogues, both conversations, each individual said grammatically correct statements.
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However, you noticed the difference.
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What about this situation?
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Two friends are speaking.
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This is what an English learner would say in a conversation.
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Have you ever lost motivation?
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Yes, many times.
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It's normal.
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What did you do?
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I continued.
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It's important to continue.
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You said your thought, you stated your point, and it was grammatically correct.
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Now listen to the difference.
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Again, we're recognizing this gap, the gap you hear.
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A native speaker.
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Have you ever totally lost motivation in the middle of something big?
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Oh, big time.
88
When I was writing my thesis, I hit a wall around month four.
89
I couldn't even open the document.
90
I'd sit at my desk, stare at the screen and find any excuse to not work.
91
Clean my apartment, reorganize my bookshelf, you name it.
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I was convinced I'd picked the wrong topic.
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Eventually, my advisor told me to just write the worst possible version.
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Junk, garbage, anything.
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Once I gave myself permission to write badly, I finished the draft in three weeks.
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Wow.
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So the perfectionism was the real problem.
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Exactly.
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The motivation wasn't gone.
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It was just buried under all the pressure I was putting on myself.
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You see the gap between an English learner and a native English speaker.
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This is section one again, teaching you how to think in English with me.
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Now let's move to section number two.
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You recognize the gap.
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Now it's time to look at the word you don't have yet.
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You see inside each native speaker dialogue is a word
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or phrase that an English learner wouldn't think too wouldn't think to use,
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not because it's complicated, but because nobody ever taught it as active vocabulary.
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We'll put, we pull one term out of each dialogue.
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That's what we're going to do.
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We're going to pull one term out of each dialogue, three terms total for this section,
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real words, the kind that shift how you sound the moment they enter your speech.
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So we're going to go back to the situations now, section two, and pick out a word from each dialogue.
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So situation number one, again, looking at situation number one, still talking about motivation in the conversation.
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No negotiation was said.
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This is how it was said.
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This is where it lives in the dialogue.
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I just stick to the same time, 6 AM, no negotiation.
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Now this is from the native English speakers dialogue, this expression, no negotiation.
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So what does it mean in real use?
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A non-negotiable commitment, a line you've already drawn that the daily version of you doesn't get to argue with no negotiation.
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Now why would you as an English learner not have this?
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You see, an English learner would say, I never miss it, or it's important to me.
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Both of these while grammatically correct are kind of flat.
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However, no negotiation carries the entire mindset in only two words.
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Now let's check the portability of this expression.
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Bedtime is 10 PM.
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No negotiation.
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Sundays are family days, no negotiation.
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I don't take meetings before nine, no negotiation.
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And I'll give you another example and this is a real one for me as your English teacher.
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I don't work on Saturdays, no negotiation.
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I don't help people, I don't work on anything on Sabbath, on Saturday.
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I'm a Sabbath keeper, no negotiation.
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So you see how you can use it in real life.
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Again, we're picking out one word or one expression from section one, the conversation.
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Here is situation number two situation.
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Number two.
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Now we had a very unique expression.
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We had the expression comes and goes.
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This is how it was used where it lived in the dialogue.
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Motivation comes and goes.
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It's a feeling.
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Motivation comes and goes.
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It's a feeling.
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Now let's go just a bit deeper.
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So let's see the poor, what, what it means in real use.
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You see comes and goes is something that arrives and leaves on its own unreliably.
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And it's outside of your control.
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Now, why would you not have this initially?
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You see, an English learner would say motivation is not always there.
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Or sometimes I have it.
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Sometimes I don't.
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But these two ways of saying this or expressing this thought,
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they're clunky and long, but comes and goes handles it in three words and sounds native.
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So let's do a portability check how you can use this in real life.
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The pain comes and goes.
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My focus comes and goes throughout the day.
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Friends come and go.
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Family stays.
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You see now this expression comes and goes from section one from the native English speaker dialogue.
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We pulled it out from situation number two.
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Now check out situation number three.
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Again, we're looking at this example and in our dialogue, it was said, hit a wall.
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This is how it was said.
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I hit a wall around month four.
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I hit a wall around month four we've pulled this out of the dialogue.
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Now I hit a wall.
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What does it mean?
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It's a sudden total inability to continue forward, usually emotional, mental, or energetic,
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not a slow, slow down an actual wall.
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So why wouldn't you already have this?
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You see an English learner would say, I became very tired or I couldn't continue.
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These are accurate statements, but they're lifeless.
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On the other hand, hit a wall carries the suddenness and the helplessness in three words.
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So how can you use it in real life?
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I hit a wall around mile 20.
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We hit a wall in the negotiation.
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I hit a wall halfway through the book.
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You see now how it is used in real life.
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This is why it is so powerful.
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Now we move on to section number three, how they build their sentences.
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So this is where we're going to dive deeper into understanding how native speakers build their sentences.
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The same three dialogues, but now we look underneath native speakers.
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Don't just use better words.
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They, we build our answers on hidden patterns, three patterns to recognize answering with the details,
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defending an opinion with reasons and walking someone through a personal experience.
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You see, once you start to see these patterns, you'll start hearing them everywhere.
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So let's jump into again, our first situation to see how this will play out.
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So our first situation, this is what a learner would say.
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The learner would say, I just try, but there are zero details.
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The viewer learns nothing about how we're just hearing you say, I try when I'm trying to be motivated.
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However, when we dive deeper into a native speakers response and the details,
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native speakers stack specific concrete details.
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Here's what it looks like.
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Watch closely the time 6.
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AM the bag packed the night before the shoes by the door and the pre-workout already measured out.
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Remember these were details that were included in the first dialogue.
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The first situation you see, here's the pattern that you want to notice.
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Native speakers answer how questions with things you can see, not abstractions, not, I just stay consistent,
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specific objects, specific times and specific actions.
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Now let's look at the second situation, our second situation.
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And again, remember how the English learner would have responded, would have answered in this situation.
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So an English learner again would say, yes, motivation is important.
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That's stating a position, but not giving any reasons.
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Then an English learner would just agree with whatever is said next.
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But remember, we are trying to go deeper.
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We want to see how a native speaker would respond and break down that structure, which is actually giving an opinion and adding reasons.
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native speakers state a clear position.
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They stake their position and then defend it.
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What's the position discipline.
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It's not even close.
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Reason number one mentioned motivation comes and goes.
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It's a feeling reason.
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Number two, feelings are unreliable, especially when you're tired or stressed.
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And reason number three, discipline doesn't care how you feel.
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It just does the work.
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You see, here's the pattern to notice native speakers don't soften their opinions into mush.
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They take a clear side, then back it with three reasons stacked one after another.
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The conviction is in the structure, opinion plus reasons.
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So we have the detail structure.
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Then we had the opinion and reasons.
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Now we move to number three.
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Personal experience.
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Now a learner would respond and we read the response of the learner says yes.
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Many times admitting the experience exists, but not entering into it,
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not giving the listener any more information about the personal experience.
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Now with the native, we are walking through the actual scene, thinking about the dialogue, the,
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when, when I was writing my thesis, break down moment month for couldn't open the document, different behaviors, clean my apartment,
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reorganize my bookshelf, the turning point.
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My advisor told me to write the worst possible version and the resolution finished the draft in three weeks.
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Here's the pattern to notice native speakers.
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Don't summarize their experiences.
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They place the listener inside them with a beginning, a worst moment, a turn and a result.
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This is how we build sentences and how you should do the same again, details, opinions, and reasons, personal experiences,
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which leads us to section number four, sound exactly like them.
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We've heard the gap, recognize the difference.
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We've recognized the words that were used by native speakers.
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Now we're going to, after we already kind of broke down the structure.
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Now we're going to sound exactly like them.
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You see, here's where the two layers come together.
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The structure from section three.
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Plus the term from section two working in one response.
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This is what it actually sounds like when a native speaker handles the situation
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and what it could sound like coming out of your mouth.
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So let's break it down.
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The first situation again, now looking at the learner.
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So a learner's response again, for contrast, it was, I just try it's hard, but I do it.
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And we want to have details plus the term, no negotiation.
250
Remember we learned that.
251
All right.
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So now look at how a native would respond.
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This is the response fully emulated native response.
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I stopped relying on motivation.
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I just stick to the same time.
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6. 6am, no negotiation.
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My bag's packed the night before.
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My shoes are by the door.
259
My pre-workout is already measured out.
260
What do you notice?
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The structure, specific details plus the term which is no negotiation.
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Together create the native sound.
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Neither one alone is enough.
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Details without the term sounds organized but learner flavored.
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The term without details sounds like a quote with nothing behind it.
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Again, details plus our new term, no negotiation.
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Look at this second example.
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Again, the second situation that we had for our lesson today, reminding you the learner response.
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Yes.
270
Motivation is very important.
271
Without it, you can't do anything.
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Now we're going to listen to the native response.
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Again, opinion, reason, and the term or expression comes and goes.
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Listen closely.
275
Again, we heard this in our dialogue, fully emulated native response.
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Discipline.
277
It's not even close.
278
Motivation comes and goes.
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It's a feeling and feelings are unreliable, especially when you're tired or stressed.
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Discipline doesn't care how you feel.
281
It just does the work.
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So what are we noticing?
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The opinion.
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Discipline is greater or more important than motivation.
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This opinion is held up by three reasons and the term comes and goes is what gives the reason number one.
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It's bite without it.
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The sentence would be motivation is not always there.
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Same idea, but it sounds like a response that a learner would give not a native speaker.
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Here's the third situation.
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Remember, we're looking first at how an English learner would respond.
291
Yes, many times it's normal.
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But when we look at the native response, here's what it would be.
293
Again, personal experience plus our term hit the wall.
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Big time.
295
When I was writing my thesis, I hit a wall around month four.
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I couldn't even open the document.
297
I'd sit at my desk, stare at the screen and find any excuse not to work.
298
Eventually my advisor told me to just write the worst possible version.
299
Once I gave myself permission to write badly, I finished the draft in three weeks.
300
So personal experience plus our expression hit the wall.
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But what are we noticing?
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We're noticing the experience structure, when, breakdown, behaviors, turning point result.
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This carries the story and our expression hit the wall is the term that locates the breakdown moment with native precision.
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This is why it's so important.
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Again, section four sounding exactly like them.
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You're using the structure we got from the dialogue and then we're adding the word, the expression we learned in section number two.
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This leads us to section number five, your turn to think in English.
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Now, fresh questions, not dialogues, the kind of discussion questions you could be asked in a real conversation tomorrow.
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Each one comes with the flat learner response, how a regular English learner will respond.
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Not you, because you've learned now.
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And it also will show you three native responses, one built on each pattern.
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Remember the details or opinions and reasons or personal experience.
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The point isn't just to memorize any of them.
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The point is to notice that what changes
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when you stop answering like a learner and start thinking like a native speaker will help you improve your English fluency.
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So here's our first situation.
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Our first situation.
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Here's the question.
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What helps you stay motivated when you don't feel like doing something?
320
All right.
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This is our question.
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So our learner response, I just try it's hard, but I keep going.
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Now, this is the question.
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Here is the first response from a native speaker using the details structure.
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I set the smallest possible goal instead of work out.
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It's put on my shoes instead of write the report.
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It's open the document.
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Once I'm there, the rest usually follows.
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This is a response based on details.
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Now let's look at a response to this question using the structure opinions plus reasons.
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Honestly, motivation isn't the answer.
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The answer is removing decisions.
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The fewer choices you give yourself in the moment, the more likely you are to actually do the thing.
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That's why people set out their clothes the night before.
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And finally, personal experience.
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Same question, but different structure for our answer.
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Personal experience would be this.
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There was a stretch last winter when I couldn't get myself to work out.
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What finally worked was telling a friend I'd meet her at 6. AM.
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I couldn't bail on her.
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So I showed up three weeks later.
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It was a habit.
343
So you see again, this question, what helps you stay motivated when you don't feel like doing something?
344
We have the comparison of our learner response to the native English response.
345
What about this question?
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Question number two, do you think motivation matters or is it overrated?
347
A learner would say this, yes, I think motivation is important.
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That's not a bad response, but we want to see how a native speaker would respond.
349
Again, we're thinking in English using these five sections.
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Here's how a native speaker would respond using the detail structure.
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It matters at the start.
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The first day of a new job, the first run, the first chapter of a book, that's where motivation lights the fire.
353
But after week two, it's gone and you need something else, giving details.
354
Now we have the second structure, opinions plus reasons.
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It's overrated.
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Everyone treats motivation like the answer, but it's the most unreliable feeling there is.
357
It shows up when conditions are perfect and disappears the second things get hard.
358
That's exactly when you need it most.
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which means motivation fails you at the worst possible moment.
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And finally, our third structure, personal experience.
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I used to think it mattered.
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Then I watched a coworker finish a marathon while clearly hating every step of the training.
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She wasn't motivated.
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She was committed.
365
That's when I realized I'd been chasing the wrong thing for years.
366
So you see the difference, right?
367
We have three different structures to answer this question.
368
An English learner without the structures would simply say, yes, I think motivation is important, but now you have the right structures.
369
What about this question?
370
Question number three, tell me about a time you almost gave up on something important.
371
Now a learner would say, yes, one time I almost gave up, but I continued no details, no opinion, no experience.
372
Now a native response, starting with details to the question.
373
And again, the question being, tell me about a time you almost gave up on something important with a detailed structure.
374
I was three months into learning Spanish.
375
I've been using an app every day, 20 minutes minimum.
376
And one night I just sat there staring at the screen.
377
Nothing was sticking.
378
The streaks meant nothing.
379
I closed the app and didn't open it for two weeks.
380
Next, we have opinion plus reasons.
381
I almost quit my master's program in year two.
382
I told myself it wasn't worth the debt and the stress, but I realized I was running from the work, not from the program.
383
Once I named that, I couldn't justify quitting because the next thing would have the same problem.
384
I'd experience the same thing.
385
And finally, personal experience.
386
Last year, I almost walked away from a project I'd worked on for eight months.
387
I called my mom in tears, told her I was done.
388
She didn't argue.
389
She just said, sleep on it.
390
You can quit tomorrow.
391
I woke up the next day and kept going.
392
That call saved the whole thing.
393
You see, in this section, you are thinking in English.
394
You are putting into practice what you learned during the previous four sections.
395
I hope you enjoyed this lesson and I'll talk to you in the next one.
ดาวน์โหลดแอป
ทุกอย่างที่ต้องใช้เพื่อพูดได้คล่อง
AI ให้คะแนนการออกเสียงให้คะแนนทุกประโยค
ฝึก IPAเชี่ยวชาญทุกเสียง
คำศัพท์สร้างคลังคำของคุณ
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คำศัพท์และข้อสังเกตด้านการพูดสำหรับบทเรียนนี้
บทเรียนฝึกพูดระดับ B2 นี้ใช้วิดีโอ “Think In English With Me” เป็นสื่อ คำที่ถูกพูดซ้ำบ่อยที่สุด: native, learner, English, motivation, speaker วิดีโอนี้มี 395 ประโยค และ 3551 คำ สำหรับฝึกพูดตาม ช่วงที่มีเสียงพูดยาว 25:52 ผู้พูดพูดด้วยความเร็วสม่ำเสมอ ประมาณ 137 คำต่อนาที เหมาะกับการฝึกพูดตาม 85% ของคำอยู่ใน 3,000 คำที่ใช้บ่อยที่สุดในภาษาอังกฤษ ส่วนที่เหลือควรดูไว้ก่อนเริ่มฝึก
คำศัพท์สำคัญในวิดีโอนี้
คำที่ยากที่สุด 15 คำในวิดีโอ พร้อมคำอ่านและความหมาย:
| คำศัพท์ | คำอ่าน | ความหมาย |
|---|---|---|
| negotiation คำนาม | /nɪˌɡəʊ.ʃiˈeɪ.ʃən/ | การต่อรอง, การเจรจา |
| stare คำกริยา | /stɛɚ/ | จ้อง, จ้องมอง |
| advisor คำนาม | /ædˈvaɪ.zə(ɹ)/ | ที่ปรึกษา |
| thesis คำนาม | /ˈθisɪs/ | วิทยานิพนธ์, ปริญญานิพนธ์ |
| bookshelf คำนาม | /ˈbʊkˌʃɛlf/ | ชั้นวางหนังสือ, ชั้นหนังสือ |
| listener คำนาม | /ˈlɪs(ə)nɚ/ | ผู้ฟัง |
| dive คำกริยา | /daɪv/ | ดำ |
| fluency คำนาม | /ˈfluːənsi/ | ความคล่องแคล่ว |
| memorize คำกริยา | /ˈmɛm.əˌɹaɪ̯z/ | จดจำ |
| viewer คำนาม | /ˈvju.ɚ/ | ผู้ชม |
| vocabulary คำนาม | /vəˈkæb.jə.lə.ɹi/ | คำศัพท์, วงศัพท์ |
| bury คำกริยา | /ˈbɛɹi/ | ฝัง |
| flavor คำนาม | /ˈfleɪvə/ | รสชาติ, รส |
| disappear คำกริยา | /dɪsəˈpɪɹ/ | หาย, สูญ |
| marathon คำนาม | /ˈmæɹəθən/ | มาราธอน |
กริยาวลีที่คุณจะได้ยิน
| คำศัพท์ | คำอ่าน | ความหมาย |
|---|---|---|
| show up คำกริยา | โผล่ | |
| give up คำกริยา | ยอมแพ้ | |
| wake up คำกริยา | /ˌweɪk ˈʌp/ | ตื่น, ตื่นนอน |
ประโยคที่ควรฝึกพูดซ้ำ
ประโยคสั้น ๆ ที่สมบูรณ์จากวิดีโอ ซึ่งนำไปใช้ในบทสนทนาประจำวันได้:
- Once you hear it clearly, you can't unhear it.
- Do you think motivation is important?
- What are your thoughts on motivation?
- Have you ever lost motivation?
- What helps you stay motivated when you don't feel like doing something?
ไวยากรณ์ในวิดีโอนี้
โครงสร้างที่ผู้พูดใช้บ่อยที่สุด พร้อมคำพูดจริงจากวิดีโอ:
| โครงสร้าง | ในวิดีโอ |
|---|---|
| Passive voice be + กริยาช่อง 3 — เน้นสิ่งที่เกิดขึ้น ไม่ใช่ผู้กระทำ | is already measured · is overrated · was just buried |
| Present perfect have/has + กริยาช่อง 3 — เหตุการณ์ในอดีตที่ยังเกี่ยวข้องกับปัจจุบัน | Have you ever lost · Have you ever totally lost · you've already drawn |
| Relative clauses who / which + อนุประโยค — ข้อมูลเพิ่มเติมเกี่ยวกับคนหรือสิ่งของ | structure, which is · term which is |
การออกเสียงที่ควรระวัง
ผู้พูดใช้รูปย่อและรูปลดเสียง 83 ครั้ง เช่น we're, don't, couldn't ให้พูดแบบสั้นตามที่ได้ยิน
- เสียง “th”: thesis /ˈθisɪs/, underneath /ˌʌndɚˈniθ/, marathon /ˈmæɹəθən/
- เสียง “sh” และ “zh”: negotiation /nɪˌɡəʊ.ʃiˈeɪ.ʃən/, bookshelf /ˈbʊkˌʃɛlf/, abstraction /æbˈstɹæk.ʃn̩/, negotiable /nɪˈɡoʊʃəbəl/, perfectionism /pɚˈfɛk.ʃə.nɪ.zm̩/
- คำยาว — ลงเสียงหนักให้ถูกพยางค์: negotiation /nɪˌɡəʊ.ʃiˈeɪ.ʃən/, overrated /ˌəʊvəˈɹeɪtɪd/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/, negotiable /nɪˈɡoʊʃəbəl/, perfectionism /pɚˈfɛk.ʃə.nɪ.zm̩/
เสียงที่คนไทยมักออกเสียงยาก:
- เสียงท้ายคำ — ออกเสียงให้ครบ ไม่เปลี่ยนเป็นตัวสะกดแบบไทย: unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/, thesis /ˈθisɪs/, bookshelf /ˈbʊkˌʃɛlf/, dive /daɪv/, helplessness /ˈhɛlplɪsnɪs/
- /v/ — ไม่ใช่ /w/ ให้ฟันบนแตะริมฝีปากล่าง: motivate /ˈmoʊ.tɪ.veɪt/, overrated /ˌəʊvəˈɹeɪtɪd/, advisor /ædˈvaɪ.zə(ɹ)/, dive /daɪv/, viewer /ˈvju.ɚ/
- /z/ — เสียงก้อง ไม่ใช่ /s/: advisor /ædˈvaɪ.zə(ɹ)/, memorize /ˈmɛm.əˌɹaɪ̯z/, perfectionism /pɚˈfɛk.ʃə.nɪ.zm̩/, summarize /ˈsʌməˌɹaɪz/, organize /ˈɔɹɡənaɪz/
วิธีฝึกกับวิดีโอนี้
- ฟังวิดีโอให้จบหนึ่งรอบโดยยังไม่ต้องพูด แล้วจดคำที่ยังไม่รู้จัก
- พูดตามทีละประโยคด้วยความเร็วปกติ ทำซ้ำแต่ละประโยคจนจังหวะของคุณตรงกับผู้พูด
- อัดเสียงตัวเองแล้วเทียบกับต้นฉบับ โดยสังเกตคำอย่าง negotiation, stare, advisor เป็นพิเศษ
เทคนิค Shadowing คืออะไร?
Shadowing เป็นเทคนิคการเรียนรู้ภาษาที่ได้รับการรับรองทางวิทยาศาสตร์ พัฒนาขึ้นสำหรับการฝึกนักแปลมืออาชีพ วิธีการนี้เรียบง่ายแต่ทรงพลัง: คุณฟังเสียงภาษาอังกฤษจากเจ้าของภาษาและพูดตามทันที — เหมือนเงาที่ตามผู้พูดด้วยช่วงเวลาห่าง 1-2 วินาที การวิจัยแสดงว่าเทคนิคนี้ปรับปรุงความแม่นยำในการออกเสียง ทำนองเสียง จังหวะ การเชื่อมเสียง การฟังเข้าใจ และความคล่องแคล่วในการพูดได้อย่างมีนัยสำคัญ