Luyện nói tiếng Anh bằng Shadowing qua video: FREE English Listening Practice Seminar
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1
Hey everybody, I'm Connor from Polyglossa .com.
Chào mọi người, tôi là Connor đến từ Polyglossa.com.
2
Welcome to this free listening practice seminar.
Chào mừng bạn đến với hội thảo luyện nghe miễn phí này.
3
At Polyglossa .com we have $1 seminars every week.
Tại Polyglossa.com, chúng tôi có các buổi hội thảo với giá 1 đô la mỗi tuần.
4
We have seminars for listening, for pronunciation, and for other subjects, too.
Chúng tôi cũng có các buổi hội thảo về kỹ năng nghe, phát âm và các chủ đề khác nữa.
5
today you get to see a free listening practice seminar.
hôm nay bạn sẽ được xem một buổi hội thảo luyện nghe miễn phí.
6
So, Let's get started.
Vậy thì, chúng ta bắt đầu thôi.
7
At the beginning of every listening practice seminar,
Vào đầu mỗi buổi hội thảo luyện nghe,
8
we always review the four essential elements of English listening comprehension.
chúng tôi luôn xem xét bốn yếu tố thiết yếu của kỹ năng nghe hiểu tiếng Anh.
9
Those elements our stress, reduced speech, linking and phoneme distinction.
Những yếu tố đó bao gồm trọng âm, giọng nói giảm, nối âm và sự phân biệt các âm vị.
10
So, If you want to improve your listening skills in English,
Vì vậy, nếu bạn muốn cải thiện kỹ năng nghe tiếng Anh của mình,
11
you need to improve in these four areas.
bạn cần cải thiện ở bốn lĩnh vực này.
12
Okay?
Được chứ?
13
So let me show you an example of each one.
Vậy để tôi cho bạn xem một ví dụ về từng cái nhé.
14
Alright.
Được rồi.
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I'm going to show you an example sentence.
Tôi sẽ cho bạn xem một câu ví dụ.
16
My parents make an effort.
Cha mẹ tôi rất nỗ lực.
17
Okay, so first let's look at the stress in this sentence.
Được rồi, vậy trước tiên hãy xem xét trọng âm trong câu này.
18
In English, stress refers to how long and loud we say each syllable or word, right?
Trong tiếng Anh, trọng âm là chỉ về độ dài và độ lớn khi chúng ta phát âm mỗi âm tiết hoặc từ, đúng không?
19
So if a word or a syllable is stressed, We say it longer louder.
Vì vậy, nếu một từ hoặc một âm tiết được nhấn trọng âm, chúng ta sẽ phát âm nó dài hơn và to hơn.
20
So listen as I say this sentence, and try to identify the stress.
Vậy hãy nghe tôi nói câu này, và thử xác định trọng âm của nó.
21
You ready?
Bạn sẵn sàng chưa?
22
My parents make an effort.
23
My parents make an effort.
24
Listen again and watch my hand.
Nghe lại và nhìn tay tôi nhé.
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My parents make an effort.
26
My parents make an effort.
27
you hear the stress, We have stress in this word, "my parents." In this word,
bạn nghe thấy trọng âm rồi đấy, chúng ta có trọng âm trong từ này, "my parents". Trong từ này,
28
make, and in this word, effort.
sự tạo ra, và trong từ này, là sự nỗ lực.
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However, these two words do not receive stress.
Tuy nhiên, hai từ này không được nhấn trọng âm.
30
So we don't say them very loudly or we don't say them for a long time.
Vì vậy chúng ta không nói chúng quá to hoặc không nói chúng trong một thời gian dài.
31
Right?
Đúng không?
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Listen again.
Nghe lại đi.
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My parents make an effort.
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So that is an example of stress.
Vậy đó là một ví dụ về căng thẳng.
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Reduced speech is what happens when the words that are unstressed become reduced.
Phát âm rút gọn là hiện tượng xảy ra khi những từ không được nhấn trọng âm bị rút gọn.
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They become shorter. and faster.
Chúng trở nên ngắn hơn và nhanh hơn.
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their pronunciation changes.
cách phát âm của họ thay đổi.
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We have one example of that in this sentence.
Chúng ta có một ví dụ về điều đó trong câu này.
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This word right here is Ann is not pronounced an It's reduced.
Từ ngay đây là Ann không được phát âm là /æn/, nó được phát âm rút gọn.
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This word is unstressed.
Từ này không được nhấn trọng âm.
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so it's reduced.
vậy là nó đã bị giảm rồi.
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It sounds kind of like this word. in. in.
Nó nghe hơi giống từ này. trong. trong.
43
Listen again.
44
My parents make an effort.
45
Make an effort.
Cố gắng lên đi.
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"Make an effort." Do you hear that word?
“Hãy nỗ lực.” Bạn có nghe thấy câu đó không?
47
It sounds like "in," right?
Nghe giống như âm "in" đúng không?
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"Makin." Make an effort.
"Makin." Hãy cố gắng lên.
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I'm going to go.
Tôi đi đây.
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We don't say "make an effort".
Chúng tôi không nói "cố gắng".
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No native speaker says that.
Không có người bản ngữ nào nói như vậy.
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We say: Make an effort.
Chúng tôi nói: Hãy nỗ lực.
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"M -M," make an effort.
"M-M," cố gắng lên nhé.
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Right?
55
That's an example of reduced speech.
Đó là một ví dụ về cách nói rút gọn.
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You have to expect that when you're listening.
Bạn phải chuẩn bị tinh thần cho điều đó khi đang lắng nghe.
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Next, we have linking.
Tiếp theo, chúng ta sẽ nói về liên kết.
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Linking is what happens when we have a word that ends with a consonant sound, and the next word starts with a vowel sound.
Liên kết âm là hiện tượng xảy ra khi một từ kết thúc bằng một phụ âm, và từ tiếp theo bắt đầu bằng một nguyên âm.
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For example, Here we have a word that ends with a consonant sound.
Ví dụ, ở đây chúng ta có một từ kết thúc bằng một âm phụ âm.
60
"K", right?
"K" đúng không?
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"Make".
"Make".
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The E is silent, right?
Chữ E đó là chữ câm, đúng không?
63
Make.
Tạo.
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The next word starts with a vowel sound. in in.
Từ tiếp theo bắt đầu bằng một nguyên âm. in in.
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So what happens?
Vậy thì chuyện gì sẽ xảy ra?
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The consonant.. from the end of this word goes to the vowel at the beginning of the next word.
Phụ âm.. ở cuối từ này sẽ chuyển sang nguyên âm ở đầu từ tiếp theo.
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So, We don't say make in effort we say: kin effort.
Vì vậy, chúng ta không nói make in effort mà nói: kin effort.
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We carry the consonant to the next vowel.
Chúng ta chuyển phụ âm sang nguyên âm tiếp theo.
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not make in May kin "Make an effort." Here we have the same thing.
không phải là "cố gắng" theo kiểu May Kin. Ở đây chúng ta có cùng một điều.
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that N the consonant, goes to the next vowel.
phụ âm N đó sẽ chuyển sang nguyên âm tiếp theo.
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in effort The n goes to the next vowel.
Trong âm tiết, chữ 'n' sẽ chuyển đến nguyên âm tiếp theo.
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That is linking.
Đó là liên kết.
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Lastly, phoneme distinction.
Cuối cùng là sự phân biệt âm vị.
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A phoneme is a sound.
Một âm vị là một âm thanh.
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A sound is a phoneme.
Một âm thanh là một âm vị (phoneme).
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So when I say phoneme distinction, I mean that you need to be able to distinguish between different sounds.
Vì vậy, khi tôi nói về sự phân biệt âm vị, ý tôi là bạn cần có khả năng phân biệt giữa các âm thanh khác nhau.
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So, for example, in the word "parents," we have this sound Air.
Ví dụ, trong từ "parents", chúng ta có âm thanh /eər/.
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Right?
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Most students, when they're at a beginner level or maybe an intermediate level,
Hầu hết các học viên, khi họ ở trình độ sơ cấp hoặc có thể là trung cấp,
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they pronounce this word as "parents." Par.
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Right?
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Like the word hard They see "ar" and they say "ar".
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parents That's not correct.
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Native speakers do not say "parance." We say parents.
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air like this word air so
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if you're expecting to hear this sound par parents you're not gonna understand this word
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when we say it with the correct sound air parents right
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so that's an example of phoneme distinction so these are the four essential elements that you need to improve
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want to improve your listening skills.
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So now, we're going to look at a target paragraph.
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I'm going to write a paragraph here and we're going to analyze
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that paragraph for these four elements to see why it's difficult for you to understand the paragraph When you hear it, Okay?
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But before I write our paragraph on the board, I'm going to read it first and we'll see how much you can understand.
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You ready?
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Only adults enjoy espresso and other types of coffee.
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I'll see if we have any so that you can taste it, but you won't like it.
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I tasted it at the age of 4 and it was an utter disaster.
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Alright, how was that?
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Did you understand it?
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That's okay if you didn't.
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That's why we're here, to practice your listening.
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So, I'm going to say it one more time and this time you can read it.
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Ready?
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Only adults enjoy espresso and other types of coffee.
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I'll see if we have any so that you can taste it, but you won't like it.
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I tasted it at the age of four and it was an utter disaster.
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Okay, how was that?
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Was that a little bit easier?
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Maybe a little bit, right?
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Well, now we're going to analyze this paragraph for those four essential elements
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that we talked about to see why it's difficult for you to understand these sentences.
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when a native speaker says them.
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So let's get started looking at it phrase by phrase.
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So firstly, the first two words, only adults.
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Only adults.
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So, notice here in this second word where the stress is.
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Listen again.
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adults Adults.
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It's obviously in the second syllable.
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Right?
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adults.
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adults So this first syllable here,
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this A at the beginning, is not pronounced normally.
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It's reduced because it's unstressed.
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So, instead of saying adults we say, adults.
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this /ʌ / sound is what we call the schwa sound.
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This is the most important sound in English because it's the most common vowel sound.
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Listen again.
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B.
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- Yeah.
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- Ö.
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For example: when we have the word about about or the word occur.
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occur.
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Do you hear that schwa sound? about occur.
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adults This sound happens when a syllable is unstressed and reduced.
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It doesn't matter which vowel we have.
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A, O, E, I, U.
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It doesn't matter.
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Any vowel can become the schwa sound when it's unstressed.
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So you need to be careful when you're listening because many students of mine when I say this word adults
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They say to me, What's adults?
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"What does dolts mean?" And I say, "No, not dolts.
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adults That sound is said so fast that they can't hear it.
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They think I'm saying dolts.
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But I'm not.
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I'm saying "uh".
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adults.
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adults.
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That's why it's very important to identify this schwa sound when you're listening.
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So, only adults.
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only adults.
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We don't say adults, we say adults.
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Same thing with this next word here.
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With this word, Which syllable is stressed?
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Enjoy!
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Enjoy.
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The second syllable, right?
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The first syllable is unstressed, and it's reduced.
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We don't say enjoy.
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We say, "Enjoy." "I enjoyed it." It sounds more like "in," not "en." Right?
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"Enjoy." "Enjoy." It's very, very fast.
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It's reduced.
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Okay, so adults enjoy and the next word, espresso.
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We don't say ESPRESSO We say: Espresso uh, uh.
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that same schwa sound, right?
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Espresso.
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ESPRESSO because this syllable is unstressed and reduced right so All three of those words have the same pattern.
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Adults enjoy espresso.
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Only adults enjoy espresso.
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If you listen to a native speaker and you hear that phrase, you might only hear the second syllable.
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Enjoy espresso.
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So you have to be really careful and listen for that schwa sound.
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Okay?
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So next we have and other.
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Thank you.
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So, When a native speaker speaks English, they almost never stress this word.
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The word "and" is usually not stressed.
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right?
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It becomes unstressed and reduced.
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So we say it kind of like this.
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in right only adults enjoy espresso in other another another.
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We don't say "and other." because this word is not stressed.
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another.
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Another.
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So it becomes the schwa sound, reduced.
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/ɪn / /ɪ / /ɪn / another, another.
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We don't try to make this sound as native speakers.
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it comes out naturally because it helps us get the right stress on the next word.
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another If we say: and other you can't hear where the stress is.
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And in English, the stress is the most important element of the pronunciation system.
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So we always want to get the correct stress.
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That's why the schwa sound occurs so much because we reduce the unstressed syllables and unstressed words.
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Another You need to be careful because this sounds like this word.
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Another.
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It's pronounced the same way.
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Another.
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Another.
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So, if you're not aware of this, when I say this phrase, you might hear this word.
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Right?
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So, you've got to be careful.
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You have to remember that this word, and, is always reduced.
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another.
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another.
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Okay, so only adults Only adults enjoy espresso and other types of coffee.
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Types of coffee, other types of coffee.
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So when native speakers say this phrase at normal speed, They don't say types of coffee.
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right?
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The stress only on these two words.
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types of coffee.
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types of coffee.
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types of coffee.
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You hear that?
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This word is unstressed.
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right?
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And In certain phrases, when the word "of" is unstressed, it just becomes the schwa sound.
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It just becomes "uh" or kind of like the word 'a', right?
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Listen again types of coffee typesa We don't even say the F.
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types of coffee.
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Right?
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If we say this phrase, right here.
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This would be said cup of coffee.
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We don't say cup of coffee.
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We say "Capa" Cup of coffee.
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I want a cup of coffee.
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different types of coffee.
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You hear that?
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The word "of" becomes reduced to the schwa sound.
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Type that.
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kappa and notice our linking here right the ending s goes to the beginning vowel right typesa
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Type 'sa' So the "s" becomes,
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or the "s" goes to the next word and it becomes Saa typesa Ka -ba -ka -ba.
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We don't say cup a, Ka -ba.
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Thai Psa.
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Type 'sah' You hear that?
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That's linking.
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Alright?
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Okay, and other types of coffee.
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Let's go ahead with the next sentence.
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So next we have this contraction.
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All.
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This contraction is not pronounced I'll.
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No native speaker says this.
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Listen again as I say it.
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I'll see.
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I'll see.
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I'll see.
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It becomes this sound.
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All.
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All.
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I'll see.
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I'll go.
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I'll do.
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I'll try.
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You hear that?
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We don't say "I'll." we say all because these contractions are not stressed they're unstressed and reduced.
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Right?
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So we don't say "I'll see." we say "I'll see." I'll see you.
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I'll do, I'll try.
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It's unstressed, right?
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You need to be careful because when we say this word it sounds like this word So if you're not expecting that,
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you're gonna think that I'm saying this word.
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All.
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all like a -l -l, but no, I'm saying I'll, right?
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I don't say that at normal speed.
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I say "alt" I'll see.
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Okay?
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I'll see if we have any.
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I'll see if we have any.
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Let's look at this next part. if we have any.
270
I'll see if we have any.
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First, let's look at the stress.
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I'll see if we have any.
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I'll see if we have any.
274
So C have are stressed, right?
275
So that means the other words are have the possibility to be unstressed and reduced.
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See if we.
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These words are pronounced relatively the same way you would think.
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I'll see if we, I'll see if we, see if we have any.
279
But what happens with this word here?
280
We don't pronounce it as any.
281
right?
282
It kind of becomes like this. In here.
283
"imi".
284
So listen again.
285
Have an Ian.
286
"Have any." I'll see if we have any.
287
This "a" becomes reduced, right? "in -li".
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Not any, inni.
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The schwa sound: ø, ø, ø.
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"Any, have any." So sometimes when I say this phrase, My students think I'm saying this word, or this.
291
contraction. Have it.
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I say, "Have any." They think I'm saying haven't.
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Listen to the difference.
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Haven't. Have any.
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You need to be careful because they sound similar except for this last "why".
296
Right?
297
Haven't Have any.
298
you need to expect this word to be reduced.
299
We don't say any day Say any day.
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I can go any day, any, any.
301
It sounds much faster, right?
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So at the end of this word, it becomes even faster and we say "haveny, haveny".
303
I'll see if we have any happening.
304
You've got to be careful with that because it kind of sounds like this contraction.
305
So I'll see if we have any so that you can taste it.
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So that you can taste it.
307
So that you can, I'll write it here, taste it.
308
Alright so that you can taste it.
309
This phrase or this group of words is pronounced very fast, right?
310
So let's look at why that happens.
311
First, let's look at the stress.
312
so that you can taste it, so that you can taste it, so that you can taste it.
313
Right?
314
We have a little stress here, and we have stress here, so that you can taste it, so that you can taste it.
315
So the other words can become reduced, possibly.
316
Right?
317
This word is fine, so.
318
But what happens with this word?
319
We don't say that.
320
so that it becomes reduced to the I know that I know that he's here.
321
I don't say, "I know that he's here." I know that I know that he's here.
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I know that you're mad.
323
I know that you're mad.
324
That.. that.. we don't stress this word in this structure.
325
If you say that, you are indicating something.
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That light, that clock, that wall.
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But here we're not doing that.
328
We're introducing other information.
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So this word is not stressed.
330
We don't say, "So that you can." So the so that you can Notice here,
331
that the word "can" is also not pronounced Can, right?
332
It's pronounced /kən /, /kən /, right?
333
This is very important because can and can't are pronounced very differently in our sentences.
334
I don't say, "I can go." I say, "I can go." "Can" is not stressed in our sentences.
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We say "I can." I can.
336
Icon.
337
Hicken You can We can go, he can go, I can go.
338
You hear that?
339
However, this word right here, "can't," is stressed.
340
So, I can't go.
341
He can't go.
342
We can't go.
343
Big difference, right?
344
I can go.
345
I can't go.
346
Big difference.
347
So don't expect to hear native speakers say "can." We don't say that.
348
We say "knknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknknkn he can, I can, you can, right?
349
So that you can go.
350
I forgot to mention this right here.
351
What happens when a word ends with a T And the next words is you, your, your, yours.
352
Listen again so that you so that you can go.
353
so that you can do so that you can see.
354
so that you can taste the chew I know what you did.
355
What do we have?
356
A CH sound.
357
This is reduction.
358
right?
359
The "choo".
360
so that you can The Chuken.
361
We don't say that you can.
362
The CHU the "chuken".
363
This happens all the time in English, okay?
364
I know the "chew", I know what "chew", what "chew", the "chew".
365
Okay?
366
So that you can taste it.
367
Notice here that this combination of words might sound a little bit like this.
368
for some students.
369
taste it tasted The difference is that here we have a T sound and it's just /ɪt / it like this.
370
There's no vocal cord activation.
371
Here, There is d, d, d, d.
372
Tasted d, d, d.
373
I'm activating my vocal chords.
374
Here, I'm not.
375
So listen again.
376
Taste it.
377
Tasted.
378
"NNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNNN because here later we're going to see the other word, "tasted." Okay, so that you can taste it.
379
So that you can taste it.
380
Let's go ahead with our next phrase here.
381
but you won't like it. But you.
382
We just saw this.
383
When a word ends with a T and the next word is you, your, yours, you'll, etc. This becomes a CH.
384
So it becomes like this.
385
But you But you.
386
We don't say but you.
387
We say but you.
388
but you won't like it But you'll have to wait.
389
but you're not going to see it.
390
Butchoo, Butcher, Butchol.
391
So make sure you expect to hear that.
392
Don't expect to hear that you, but you.
393
Really notice when you listen to native speakers that we combine these letters to make a CH, but you.
394
Really notice that when you're listening, okay?
395
Alright, but you won't like it.
396
You won't like it.
397
This is fairly easy to understand, I think, but I just want to point out the linking.
398
Like it.
399
Like it.
400
All right.
401
So the K is the final sound here.
402
It's a consonant like And the next word starts with a vowel.
403
Right?
404
Like it.
405
Like it.
406
So here we don't say like it, we say like it.
407
So, some students, they might think I'm saying liked because they think that this word It's pronounced like -id.
408
And they'll think like it, like it.
409
No, this word is not pronounced like it.
410
It's liked liked.
411
This phrase is like it.
412
Like it.
413
You hear that?
414
Alright.
415
But you won't like it.
416
Let's move on here.
417
I tasted it.
418
Remember I showed you
419
that we don't we don't pronounce these two the same way even though it might sound like that for you.
420
This is tasted and this is tasted it.
421
No vocal cords there.
422
It's silent.
423
So taste it.
424
Tasted.
425
I tasted it.
426
The next word, it.
427
So the final consonant goes to the next vowel.
428
Tasted it tasted, dit, dit, tasted it, tasted it, right?
429
That might be a little weird for you to hear, but that's how we say it.
430
Tasted it.
431
Tasted it.
432
I tasted it.
433
I tasted it at the age of four.
434
So here, this next word, is also reduced.
435
I tasted it at the age of four.
436
I tasted it at the age of four.
437
So this word has stress.
438
This word has stress and this word has stress.
439
but the other words don't have that same stress so they can be reduced.
440
This is a good example of that.
441
This word is pronounced exactly like this word.
442
So I tasted it.
443
It the age.
444
Eat the age.
445
If I say this phrase right here, I don't say at the mall, I say at the mall.
446
I'm at the mall.
447
He's at the mall.
448
it the A becomes reduced, right?
449
because of the schwa sound, right? at the mall.
450
I tasted it at the age.
451
Tasted it.
452
It.
453
It.. it...
454
Same thing practically, right?
455
"It the mall." at the age.
456
So this word is stressed, this word is not, right?
457
At the mall, at the age.
458
I tasted it at the age of four, the age of four.
459
So let's look at this next.
460
phrase here, the age of four.
461
So notice that here we have the number, right?
462
Four, the age of four.
463
However, when it comes to this word right here, We do not stress this word.
464
So some students they might get confused with the difference between four and four There should be no confusion.
465
because this word is stressed four I have four brothers.
466
have four dogs.
467
This word is not stressed.
468
So this, let me write this phrase, this is Oops, wrong word.
469
This is for you.
470
I don't say this is for you.
471
Nope.
472
We don't say for.
473
This is for For...
474
This is for you.
475
This is for me.
476
This is for him.
477
It's pronounced like this: for.
478
first.
479
It's reduced.
480
It's said very fast.
481
So you need to identify the difference in those sounds.
482
four, right?
483
Four versus Fur.
484
four Fer.
485
I'm four years old.
486
This is for you.
487
So you should never get confused between those words.
488
Okay?
489
They're different phonemes.
490
Alright?
491
So I tasted at the age of four.
492
at the age of four.
493
And it was an utter disaster.
494
So here we have, and it was.
495
Thank you.
496
Remember with the word "and" did we see that?
497
Yeah, up here.
498
the word "and" becomes reduced, right?
499
Mm.
500
and And it was.. and it was...
501
We don't say "and it was." And it And it.. and it was.
502
We have linking here.
503
The "n" goes to the next vowel.
504
We don't say in it In it. In it.
505
So it sounds like we're saying this phrase, right?
506
"in it." Be careful because you shouldn't interpret it as this phrase if we say this phrase: "in it was."
507
We're not saying "in it," we're saying "and it." And it was an utter disaster.
508
was in Notice here we also reduce the word "an" to "in".
509
And it was in It was -in.
510
And we have linking, right?
511
The final consonant goes to the beginning vowel. Was -in. Was -in.
512
And it was -in. Was -in.
513
So this word sorry, this word,
514
this word, and this word are all pronounced the same in English in, in, in Same.
515
Right?
516
And it was in It wasn't and it wasn't and it was an utter disaster.
517
So we're almost done here.
518
Let me just show you this last phrase.
519
"an utter disaster." So, "an utter disaster." "Utter" just means complete.
520
It was a complete disaster, a total disaster.
521
So here I want to point out first the linking.
522
The final N with the beginning vowel.
523
another, another, right?
524
And notice that this word might be misinterpreted And you might think I'm saying this word.
525
Another.
526
and utter another.
527
Many students might think I'm saying another disaster, but I'm not.
528
Listen again an utter disaster.
529
What's the difference?
530
We have a different phoneme here.
531
Okay?
532
This is "duh" A D sound, utter, water, bottle, utter, d, d.
533
This is that voiced TH sound, th, th the vibrated th /ð / like the,
534
these, this, right?
535
Be careful because if you're a speaker of a certain language,
536
maybe you don't have both of these sounds in your language and you hear them the same way.
537
But they're not the same sound.
538
Utter Other.
539
Notice my tongue.
540
Utter.
541
Other.
542
There.
543
A different phoneme.
544
An utter disaster.
545
An utter disaster.
546
Okay, so we finished analyzing our target paragraph here.
547
So just to review, let's say it one more time
548
and let's see if it sounds a little bit easier for you to understand.
549
You ready?
550
Only adults enjoy espresso and other types of coffee.
551
I'll see if we have any so that you can taste it, but you won't like it.
552
I tasted it at the age of four and it was an utter disaster.
553
Thank you.
554
How was that?
555
Was that a little bit easier this time?
556
it might still be hard for you and that's okay.
557
The point of these seminars is not for you to understand the paragraph perfectly.
558
I'm trying to help you identify those four essential elements: the stress, the reduced speech, the linking,
559
and the phoneme distinction, when you're listening.
560
So, I want you to take those elements those patterns and apply them to your own listening practice.
561
Really listen for the stress, listen for the reduced speech, for the linking and the different phonemes, right?
562
For example, When you hear this word now, You shouldn't expect to hear "and." You should expect 'in'.
563
Same with this one.
564
N in orange an apple.
565
You should expect to hear that correct reduced sound.
566
So that's just one example.
567
You can take many examples from this paragraph.
568
So if you liked this seminar,
569
please consider joining our $1 listening practice seminars at polyglossa .com.
570
We have seminars every week and each one is only We practice.
571
just like we practice in this free seminar.
572
So I hope you'll join us for our next one dollar listening practice seminar at polyglasa .com.
Tải Ứng Dụng
Mọi thứ bạn cần để nói trôi chảy
Chấm điểm AIChấm từng câu nói
Luyện IPAThành thạo mọi âm
Từ vựngMở rộng vốn từ
Game Từ vựngHọc qua chơi
📺 Cùng kênh
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Từ vựng và ghi chú luyện nói cho bài học này
Bài luyện nói trình độ B2 này dựa trên video “FREE English Listening Practice Seminar”. Những từ được nhắc lại nhiều nhất trong bài: word, sound, reduced, tasted, adults. Video này có 571 câu và 4040 từ để luyện shadowing. Phần lời nói dài 34:59. Người nói giữ tốc độ đều, khoảng 115 từ mỗi phút, vừa sức để nói đuổi theo. 85% số từ nằm trong 3.000 từ tiếng Anh thông dụng nhất; phần còn lại nên xem trước khi luyện. 87 trong 571 câu là câu hỏi, nên bài này hợp để luyện ngữ điệu câu hỏi và cách trả lời ngắn.
Từ vựng quan trọng trong video
15 từ khó nhất trong video, kèm phiên âm và nghĩa:
| Từ | Phiên âm | Nghĩa |
|---|---|---|
| vowel danh từ | /ˈvaʊ.əl/ | nguyên âm, mẫu âm |
| espresso danh từ | /ɛˈspɹɛsoʊ/ | espresso |
| phoneme danh từ | /ˈfoʊ.nim/ | âm vị |
| syllable danh từ | /ˈsɪl.ə.bəl/ | âm tiết |
| seminar danh từ | /ˈsɛmɪnɑɹ/ | xêmina |
| paragraph danh từ | /ˈpæɹəɡɹæf/ | đoạn |
| consonant danh từ | /ˈkɑn.sə.nənt/ | phụ âm |
| chew động từ | /tʃuː/ | nhai, nhằn |
| pronunciation danh từ | /pɹəˌnʌn.siˈeɪ.ʃən/ | cách phát âm, cách đọc |
| analyze động từ | /ˈæn.əˌlaɪz/ | phân tích |
| vocal tính từ | /ˈvoʊ̯.kəl/ | nói to tiếng |
| vibrate động từ | /ˈvaɪ.bɹeɪt/ | rung, rung động |
| beginner danh từ | /bəˈɡɪnɚ/ | người bắt đầu, người mới học |
| comprehension danh từ | /ˌkɑmpɹɪˈhɛnʃn̩/ | sự hiểu |
| chord danh từ | /kɔɹd/ | hợp âm |
Những câu đáng luyện lại
Các câu ngắn, trọn ý trong video mà bạn có thể dùng lại khi giao tiếp hằng ngày:
- I'm going to show you an example sentence.
- We don't say "make an effort".
- You have to expect that when you're listening.
- Do you hear that schwa sound?
- Remember with the word "and" did we see that?
Phát âm cần chú ý
Người nói dùng 154 dạng rút gọn, ví dụ don't, I'll, I'm. Hãy nói theo dạng ngắn đúng như bạn nghe.
- Âm “sh” và “zh”: schwa /ʃwɑ/, contraction /kənˈtɹækʃ(ə)n/, distinction /dɪˈstɪŋkʃən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, comprehension /ˌkɑmpɹɪˈhɛnʃn̩/
- Từ dài — đặt trọng âm cho đúng: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, misinterpret /ˌmɪs.ɪnˈtɜː.pɹɪt/, activation /ˌæktəˈveɪʃən/, intermediate /ɪn.tə(ɹ)ˈmi.di.ət/, practically /ˈpɹæk.tɪ.k(ə.)li/
Những âm người Việt thường gặp khó:
- Cụm phụ âm cuối — đọc đủ từng âm, đừng nuốt âm cuối: pronounce /pɹəˈnaʊns/, unstressed /ʌnˈstɹɛst/, consonant /ˈkɑn.sə.nənt/, cord /ˈkoɹd/, chord /kɔɹd/
- Âm /tʃ/, /dʒ/ và /ʒ/ — tiếng Việt không có, đừng đọc thành “ch” hay “gi”: chew /tʃuː/, confusion /kənˈfjuːʒən/
- Âm /æ/ — mở miệng rộng hơn âm “e”: paragraph /ˈpæɹəɡɹæf/, contraction /kənˈtɹækʃ(ə)n/, analyze /ˈæn.əˌlaɪz/, lastly /ˈlæstli/, activate /ˈæktɪˌveɪt/
Cách luyện với video này
- Nghe hết video một lần, chưa cần nói, và ghi lại những từ bạn chưa biết.
- Nói đuổi từng câu ở tốc độ bình thường, lặp lại mỗi câu đến khi nhịp của bạn khớp với người nói.
- Ghi âm giọng mình rồi so với bản gốc, chú ý các từ như vowel, espresso, phoneme.
Phương Pháp Shadowing Là Gì?
Shadowing là kỹ thuật học ngôn ngữ có cơ sở khoa học, ban đầu được phát triển cho chương trình đào tạo phiên dịch viên chuyên nghiệp và được phổ biến rộng rãi bởi nhà đa ngôn ngữ học Dr. Alexander Arguelles. Nguyên lý cốt lõi đơn giản nhưng cực kỳ hiệu quả: bạn nghe tiếng Anh của người bản xứ và lặp lại to ngay lập tức — như một "cái bóng" (shadow) đuổi theo người nói với độ trễ chỉ 1–2 giây. Khác với luyện ngữ pháp hay học từ vựng bị động, Shadowing buộc não bộ và cơ miệng phải đồng thời xử lý và tái tạo ngôn ngữ thực tế. Các nghiên cứu khoa học xác nhận phương pháp này cải thiện đáng kể phát âm, ngữ điệu, nhịp điệu, nối âm, kỹ năng nghe và độ lưu loát khi nói — đặc biệt hiệu quả cho người luyện IELTS Speaking và muốn giao tiếp tiếng Anh tự nhiên như người bản ngữ.