Shadowing Practice: Day 18 of 100 days shadowing challenge - Learn English Speaking with Video
Ders oluşturuluyor...
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Hello, this is 6 minutes English from BBC Learning English.
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I'm Neil.
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And I'm Pekka.
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Neil, I noticed that you were checking your phone before you came into the studio to record this program.
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Yes, I probably was.
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You know, Pekka, I spend too much time looking at my phone.
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And I really don't like it.
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How are you?
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I don't think you are alone.
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I also spend way too much time looking at my phone.
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Well, Pekka, we are both others.
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But today, we are talking about screen time and children's screen time.
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That's how much time you spend using devices like smartphones, tablets and laptops.
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Yes, and it's a particular worry of many people that they shouldn't spend too much time on this device.
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At the end of last year, Australia passed a set to choose a major IELTS for under 16.
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And countries like the UK are considering similar measures.
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So why did this?
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In this episode, we will hear from a clinical psychologist
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and researcher at the University of Cambridge talking about screen time and children.
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As usual, we will be learning some useful new words and phrases.
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And remember, you will find all these episodes vocabulary along with the screen on our website bbclearningenglish.com.
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But first, Neil, I have a question for you.
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According to the UK media regulator,
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how many children 8, 3 to 4 have a smartphone? Is it A.
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1 in 20, B.
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1 in 10, or C.
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1 in 5?
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Wow, well, I'm gonna guess 1 in 20, but I think it's probably more than that.
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Well, we will find out the answer later.
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Dr. Emily Good-Arch is a research associate at the University of Cambridge.
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Here she tells Simon M.
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Carlton Brister of BBC World Service Program Test Live,
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he heard her thoughts on whether we should take away a children's screen device completely.
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Yeah, I think it's not as much as getting them away from technology,
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but being really intentional about how we use technology with children.
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For me, the board absolutely needs to be hired
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and therefore I think about how to design products that think about children first.
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and really think about how children at different stages learn and develop,
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and then see if there's a way that technology can enable that.
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And Emily highlights how rather than stopping children from using technology,
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parents need to be more intentional about how the children use it.
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An intention is a plan or reason to do something,
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so to be intentional is to act with that plan or reason in mind.
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This may take you act more carefully as a result.
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Emily O says the board needs to be higher.
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The idiom the board is low means that the standard expectations or requirements are minimal and very easy to meet.
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Therefore, she believes that board needs to be higher.
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Parents need to make their expectations higher.
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They need to think or ask more carefully when considering how much time children spend with technology.
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You might also hear people say set the board higher or lower.
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Emily believes that being more intentional and setting the bar higher will enable children to learn and develop alongside technology.
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If you enable something, you encourage somebody's ability to do something or to make something possible.
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Now let's hear Dr. Becky Kennedy, a clinical faculty and founder of online parenting platform,
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talking about how parents should have a teacher and children.
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From BBC at World Service Program, Tech Life, I find parents are very, very eager to understand what really happening.
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Around technology in kids and then have practical,
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realistic things they can do in their home to make little self that feel better.
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Becky has found that many parents are eager to understand their children's use of technology.
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Eager is an adjective that describes wanting to do or have something very much.
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Becky also talk about making little self.
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Becky share has an example on a sheet that can help parents reduce.
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Children screen time moving the device somewhere it can't be seen.
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You can even say to a kid, you know why I'm moving?
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It's actually
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because it's a really hard time for me to spot the
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best from you to see a screen in a room
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and not once I wasn't setting you up for success then
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explain how it's difficult for children to be expected to reduce their screen time if they can see their device.
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Having the device is built doesn't set them up for success.
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It says someone else for something you prepare them for it.
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Yes, for example, earlier I said Neil for a job when I asked him a question about screen time.
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Neil, I asked you, according to the UK media regulator, how many children in 3 to 4 have a smartphone?
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And I said 1 in 20.
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Well, it seems in fact C, what in FI?
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Wow, I thought it may be more than I said.
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Now let's recap the vocabulary we have learned.
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Start with intentional.
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It's an adjective to describe acting with a plan or reason in mind.
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We have the expression the board needs to be higher.
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To set the bar higher is to make your expectation higher.
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We also had in the book, this is to increase someone's ability or to make something possible.
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To be eager is to want to do or have something very much.
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A shift is a small change.
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You can also use it as a verb to mean changing something slightly.
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And if you say someone else for something, you prepare them for it.
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Once again, our 6 minutes are up.
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If you enjoyed this episode, you will find a quiz and a free workshop to practice the vocabulary you have learned on our website.
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Bu dersin kelimeleri ve konuşma notları
Bu B1 seviyesindeki konuşma dersi “Day 18 of 100 days shadowing challenge” videosuna dayanıyor. En çok tekrarlanan kelimeler: screen, technology, higher, device, parents. Bu videoda gölgeleme çalışması için 87 cümle ve 954 kelime var. Konuşma bölümü 8:36 sürüyor. Konuşmacı dakikada yaklaşık 111 kelimelik dengeli bir hızla konuşuyor; gölgeleme için rahat bir tempo. Kelimelerin %85’i İngilizcede en sık kullanılan 3.000 kelime arasında; geri kalanına başlamadan önce bakmakta fayda var.
Bu videodaki önemli kelimeler
Videodaki en ileri düzey 15 kelime, telaffuzu ve anlamıyla:
| Kelime | Telaffuz | Anlam |
|---|---|---|
| intentional sıfat | /ɪnˈtɛnʃənəl/ | kasıtlı, istemli |
| eager sıfat | /ˈiɡɚ/ | arzulu |
| vocabulary isim | /vəˈkæb.jə.lə.ɹi/ | kelime hazinesi, kelime kadrosu |
| smartphone isim | /ˈsmɑɹtfoʊn/ | akıllı telefon |
| adjective isim | /ˈæd͡ʒ.ɪk.tɪv/ | sıfat, önad |
| regulator isim | /ˈɹɛɡ.ju.leɪ.tɚ/ | dedantör |
| verb isim | /vɝb/ | fiil, eylem |
| psychologist isim | /ˌsaɪˈkɑl.ə.d͡ʒɪst/ | psikolog |
| quiz isim | /kwɪz/ | bilgi yarışması |
| researcher isim | /ˈɹiˌsɝ.t͡ʃɚ/ | araştırmacı, araştırıcı |
| tablet isim | /ˈtæblət/ | levha |
| minimal sıfat | /ˈmɪn.ə.məl/ | asgari, en az |
| workshop isim | /ˈwɝk.ʃɑp/ | atölye, imalathane |
| realistic sıfat | /ˌɹɪəˈlɪs.tɪk/ | gerçekçi |
| highlight fiil | /ˈhaɪˌlaɪt/ | altını çizmek |
Duyacağınız deyimsel fiiller
| Kelime | Telaffuz | Anlam |
|---|---|---|
| find out fiil | anlamak, ortaya çıkarmak | |
| take away fiil | /ˌteɪk əˈweɪ/ | götürmek |
Bu videodaki dil bilgisi
Konuşmacının en çok kullandığı yapılar, videodaki sözcüklerin aynısıyla:
| Yapı | Videoda |
|---|---|
| Edilgen yapı be + fiilin üçüncü hâli — kimin yaptığı değil, ne olduğu önemli | be hired · can't be seen · be expected |
| Present perfect have/has + fiilin üçüncü hâli — geçmişte olan ama şimdi de önemli olan bir eylem | has found · have learned |
| “should” ile tavsiye should + fiil — yapılması iyi olanı söylemek | shouldn't spend · should take · should have |
| “might / may” ile olasılık might/may + fiil — mümkün ama kesin olmayan bir şey | may take · might also hear · may be |
Dikkat edilecek telaffuzlar
Konuşmacı I'm, don't, can't gibi kısaltılmış biçimleri 11 kez kullanıyor. Bunları duyduğunuz gibi kısa söyleyin.
- “sh” ve “zh” sesleri: intentional /ɪnˈtɛnʃənəl/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, workshop /ˈwɝk.ʃɑp/
- Uzun kelimeler — vurguyu doğru yere koyun: intentional /ɪnˈtɛnʃənəl/, vocabulary /vəˈkæb.jə.lə.ɹi/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, regulator /ˈɹɛɡ.ju.leɪ.tɚ/, psychologist /ˌsaɪˈkɑl.ə.d͡ʒɪst/
Türkçe konuşanların zorlandığı sesler:
- /w/ — dudaklar yuvarlak, /v/ değil: quiz /kwɪz/, workshop /ˈwɝk.ʃɑp/, requirement /ɹɪˈkwaɪɹmənt/
- Kelime başındaki ünsüz kümesi — araya ünlü eklemeyin: smartphone /ˈsmɑɹtfoʊn/, quiz /kwɪz/, phrase /ˈfɹeɪ̯z/
- /æ/ — “e”den daha açık: vocabulary /vəˈkæb.jə.lə.ɹi/, adjective /ˈæd͡ʒ.ɪk.tɪv/, tablet /ˈtæblət/, laptop /ˈlæp.tɑp/, faculty /ˈfæk.əl.ti/
Bu videoyla nasıl çalışılır
- Videonun tamamını konuşmadan bir kez dinleyin ve bilmediğiniz kelimeleri not edin.
- Normal hızda cümle cümle tekrar edin; ritminiz konuşmacıyla aynı olana kadar her cümleyi yineleyin.
- Kendinizi kaydedin ve orijinaliyle karşılaştırın; intentional, eager, vocabulary 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.