Shadowing Practice: American English Connected Reading | A Painting - Learn English Speaking with Video
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Hey, what's up?
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It's Alex.
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Today I'd like to talk about the connected sounds in a sample answer to the prompt, describe a painting you've seen.
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Let's take a look.
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I remember I was in Boston a couple of years ago.
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I remember.
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When we speak quickly, at the beginning of sentences, sometimes those short, unstressed sounds tend to become even shorter.
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I remember.
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I remember.
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I remember.
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I I remember, I remember, I remember I was in Boston.
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I was in, I was in Boston.
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We're gonna connect I was in into one little phrase and we're gonna reduce that uh in was.
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I was in Boston.
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I remember I was in Boston.
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At the end of in, before the b in Boston, it actually turns into a m sound to connect with the b sound.
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I was in Boston.
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I remember I was in Boston.
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I was in Boston.
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I remember I was in Boston a couple of years ago.
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A couple, a couple of years ago.
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Couple, so we take out the the in of.
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A couple of years ago.
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And I went to, and I went to.
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Almost every time you see and, you're gonna take out the D in connected speech.
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And I, and I went to.
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We're gonna connect the n, t, t here, went to.
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You can see that the NTT turns into just NT.
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Went to.
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Went to.
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I remember I was in Boston a couple of years ago and I went to one of the art museums there.
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One of the art museums.
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So here, the.
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We have the Y sound at the end of the in order to get ready for the AH in art.
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Then we have art museums.
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I'm not saying a T there at the end of the word art.
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I'm saying a glottal stop.
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Art.
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Art.
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museums.
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It's cutting off in my throat instead of finishing the T sound.
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Art museums.
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One of the art museums there.
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And don't forget to take the the out of the word of there.
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One of the art museums there.
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Huge place.
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Tons of paintings.
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We're going to take out the the in of.
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Tons of paintings.
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Tons of.
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And remember we're going to connect these sounds as much as we can.
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Ton zuh, zuh, zuh.
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I'm not adding anything between the z and uh sounds.
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Huge place, tons of paintings, and one I remember in particular, and one and one, take out that d and and,
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one nigh, nigh, we're going to connect one and I.
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One I remember in particular, in particular, in very fast speech, just like in Boston, in particular,
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that N turns into an M.
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In particular, in particular.
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One I remember in particular was a painting from the 1880s, was a painting from the 1880s.
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From the 18, the 18, we have that sound connecting the 18,
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the 1880s, of four young girls, of four.
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So here we have the in of, but it's connected to in four, so of four, of four.
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A painting from the 1880s of four young girls.
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Connect that ng sound at the end of young with g in girls.
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Four young girls.
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A painting from the 1880s of four young girls playing in a huge house.
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In a huge house.
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Connect in a into one little chunk.
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playing in a huge house.
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It's a little hard to describe.
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It's a little hard to connect the d
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and the t there hard to
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and we're going to reduce the vowel in two hard to
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hard to describe describe why describe why you can see
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that at the end of describe gets weakened before a sound hard to describe why it.. why?
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Why?
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Hard to describe why it was so memorable.
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It's kind of a funny sound when I slow down and say it in its connected form.
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Describe why?
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Why?
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Describe why it was so memorable.
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Why it was so.
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Why it?
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So here we have a glottal stop for the t in it.
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Why it was?
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So was, that vowel in the word was gets reduced, why it was so.
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Then we're going to connect the s in so with the z in the word before it was.
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Why it was so.
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Hard to describe why it was so memorable.
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The light was really impressive.
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Again we have a glottal stop for the t in light.
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The light was really impressive.
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Like the foreground was naturally lit that nd in foreground, foreground ones, reduces and it's just kind of like foreground was.
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foreground was naturally lit foreground was naturally lit and the background slowly faded
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so here lit we have a glottal stop there in lit lit lit
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and the background drop the D in and
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and connect the end of the th lit
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and the background slowly faded again we kind of drop
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that D or weaken
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that D at the end of background background slowly faded into darkness kind of showing how large the house was.
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Kinda showing.
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So here, kind of.
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We could connect that to kinda.
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You could also connect it even further to kinda.
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Kinda showing, kinda showing how large the house was.
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And the color was great too.
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And the, and the color.
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Drop the D, connect the end of the TH.
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And the color was great too.
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Great too.
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Connect the two T sounds there, the end of great and the beginning of too.
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and the color was great too.
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It looked very realistic.
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It looked.
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We have a glottal stop there for the T.
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It looked.
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It looked very realistic.
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Now if I say it looked a little faster, that L can kind of even delete the T entirely.
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No glottal stop.
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If I speak it at a regular pace, it looked.
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That's fine.
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But if I say it even faster, it looked.
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It looked.
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This goes to what I was talking about earlier with reducing the sounds at the beginning of sentences.
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ELUKED.
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ELUKED.
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No T.
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No glottal stop.
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ELUKED.
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Now we can't do that in regular speed speech.
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It sounds a little weird if we don't have the glottal stops.
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Don't have the glottal stops.
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We need to have those sounds, but in very fast speech for certain very common phrases, you can take out that T especially at the beginning of sentences like this.
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It looked, it looked very realistic, like a color photo even, color photo even.
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We add a little wha sound to connect these two vowels, like a color photo even, color photo even.
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I think the main thing, main thing, connect the N and TH, I think the main thing was its size, its size.
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Connect these two S sounds here.
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Its size.
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I think the main thing was its size.
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It was like seven feet tall.
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Here, it was, is another example.
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At the beginning of a sentence, we can take out that T and not even have a glottal stop.
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It was, it was like seven feet tall, seven feet tall.
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So here that N and F blend together, and it's almost more of an M sound.
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Seven feet tall, seven feet tall.
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We connect these two T sounds at the end too.
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Feet tall.
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It was like seven feet tall.
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It was like seven feet tall.
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It completely dominated the room.
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It completely.
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Glottal stop T before the K incompletely.
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It completely dominated the room.
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Connect the D and the TH here.
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It completely dominated the.
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Dominated the.
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Dominated the room.
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I wish I could remember its name.
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I wish I could remember.
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So that D before the R gets a little bit weaker.
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Could remember, could remember.
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You can say the full D there if you like too.
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It's totally fine.
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I wish I could remember, could remember, but you can also drop it.
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I wish I could remember its name.
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I remember I was in Boston a couple of years ago and I went to one of the art museums there.
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Huge place, tons of paintings, and what I remember in particular was a painting from the 1880s of four young girls playing in a huge house.
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It's a little hard to describe why it was so memorable.
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The light was really impressive, like the foreground was naturally lit and the background slowly faded into darkness, kind of showing how large the house was.
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And the color was great too.
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It looked very realistic, like a color photo even.
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I think the main thing was its size.
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It was like 7 feet tall.
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It completely dominated the room.
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I wish I could remember its name.
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Bu dersin kelimeleri ve konuşma notları
Bu B1 seviyesindeki konuşma dersi “American English Connected Reading” videosuna dayanıyor. En çok tekrarlanan kelimeler: sound, connect, Boston, describe, glottal. Bu videoda gölgeleme çalışması için 175 cümle ve 1443 kelime var. Konuşma bölümü 8:54 sürüyor. Konuşmacı dakikada yaklaşık 162 kelimeyle, günlük konuşmaya yakın doğal bir hızda konuşuyor. Kelimelerin yalnızca %80’i İngilizcede en sık kullanılan 3.000 kelime arasında, bu yüzden kelime dağarcığı zorlayıcı.
Bu videodaki önemli kelimeler
Videodaki en ileri düzey 14 kelime, telaffuzu ve anlamıyla:
| Kelime | Telaffuz | Anlam |
|---|---|---|
| glottal sıfat | /ˈɡlɑ.təl/ | gırtlaksal, gırtlaksı |
| dominate fiil | /ˈdɑ.məˌneɪt/ | hükmetmek |
| ton isim | /tʌn/ | ton |
| realistic sıfat | /ˌɹɪəˈlɪs.tɪk/ | gerçekçi |
| vowel isim | /ˈvaʊ.əl/ | ünlü, sesli |
| nigh sıfat | /naɪ/ | yakın |
| weaken fiil | /ˈwikən/ | dayanıksızlaştırmak, güçsüzleştirmek |
| phrase isim | /ˈfɹeɪ̯z/ | deyim, tabir |
| darkness isim | /ˈdɑɹk.nɪs/ | karanlık |
| incompletely zarf | /ˌɪn.kəmˈpliːt.li/ | eksik |
| chunk isim | /t͡ʃʌŋk/ | parça |
| blend fiil | /blɛnd/ | karışmak |
| delete fiil | /dɪˈliːt/ | silmek |
| throat isim | /ˈθɹoʊt/ | boğaz |
Duyacağınız deyimsel fiiller
| Kelime | Anlam |
|---|---|
| take out fiil | çıkarmak |
| slow down fiil | yavaşlamak |
Bu videodaki dil bilgisi
Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:
| Yapı | Videoda |
|---|---|
| “going to” ile gelecek be going to + fiil — bir plan ya da olacağı belli olan bir şey | gonna connect · gonna take · We're going to take |
| Present continuous am/is/are + -ing — şu anda ya da bu sıralar olan bir şey | I'm not saying · I'm saying · I'm not adding |
Dikkat edilecek telaffuzlar
Konuşmacı we're, kinda, gonna gibi kısaltılmış biçimleri 27 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.
Türkçe konuşanların zorlandığı sesler:
- /w/ — dudaklar yuvarlak, /v/ değil: weaken /ˈwikən/, weaker /ˈwikɚ/
- Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: glottal /ˈɡlɑ.təl/, phrase /ˈfɹeɪ̯z/, prompt /pɹɑmpt/, blend /blɛnd/, throat /ˈθɹoʊt/
Bu videoyla nasıl çalışılır
- Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
- 0,75× hızla başlayın, cümle cümle tekrar edin ve kolaylaşınca normal hıza dönün.
- Kendinizi kaydedin ve orijinaliyle karşılaştırın; glottal, dominate, ton gibi kelimelere özellikle dikkat edin.
Gölgeleme Tekniği Nedir?
Gölgeleme, başlangıçta profesyonel tercüman eğitimi için geliştirilen ve çok dilli Dr. Alexander Arguelles tarafından popüler hale getirilen, bilim destekli bir dil öğrenme tekniğidir. Yöntem basit ama güçlüdür: ana dili İngilizce olan bir sesi dinler ve hemen yüksek sesle tekrar edersiniz — konuşmacıyı 1-2 saniye gecikmeyle takip eden bir gölge gibi. Pasif dinleme veya dilbilgisi alıştırmalarının aksine, gölgeleme beyninizi ve ağız kaslarınızı gerçek konuşma kalıplarını eşzamanlı olarak işlemeye ve yeniden üretmeye zorlar. Araştırmalar, telaffuz doğruluğu, tonlama, ritim, bağlı konuşma, dinleme anlama ve konuşma akıcılığını önemli ölçüde geliştirdiğini göstermektedir — bu da onu IELTS Konuşma hazırlığı ve gerçek dünya İngilizce iletişimi için en etkili yöntemlerden biri yapar.