Luyện nói tiếng Anh bằng Shadowing qua video: IELTS Speaking Tips + Tricks: The Ultimate Guide
Đang tạo bài học...
1
Over the last 20 years of teaching IELTS speaking and working with thousands of students at a band seven, eight, or nine level,
2
what I tried to do with this lesson is kind of boil it down to the key things
3
that are the difference between someone struggling with speaking and someone getting like a band eight or a band nine.
4
So there's a few different principles.
5
Principle number one is the students that really do well, they will have a different strategy for part one
6
and then a different one for part two and then a different one for part three.
7
So let's talk about each of those strategies, and then you can learn them and use them yourself in the test.
8
Okay, so we talked about the different types of questions that we might get in part one.
9
Let's think about why they are asking you questions about yourself.
10
Well, this is really to put you at ease.
11
It wouldn't be fair if you walk into the room and they said immediately something like,
12
let's discuss how AI will change education in the next 30 years.
13
You're like, that was quite abrupt.
14
So they'll ask you things like, where are you from?
15
What's your job?
16
To let you ease into the test and let you get comfortable.
17
You shouldn't feel as if you need to impress the examiner
18
and you shouldn't feel as if you need to overthink this at all.
19
Just be yourself.
20
So how you should approach this is they ask you a question.
21
Think about first, how do I directly answer this question in the first sentence?
22
You would then give some kind of extra information.
23
That could be an explanation, an example, or a personal story.
24
Imagine you are speaking to a friend or a colleague in a coffee shop.
25
That is the kind of tone and the kind of answer that you want to give.
26
What you shouldn't do, and this is a big mistake that I see students making, is they try and count the number of sentences or even worse, count the number of words.
27
You do not want to be thinking of other things other
28
than just talking to the examiner our brains are not very good at multitasking.
29
It doesn't really matter if you use two sentences, three sentences, four sentences, five sentences, four, part one, as long as you do those two things,
30
which is answer the question directly and then add a little bit more detail.
31
If you wanna see what this looks like in real life, what I've done is I have conducted lots of mock speaking tests with many, many, many students.
32
I've put them into one playlist for you on YouTube.
33
If you wanna do that, just go to the description
34
click on the speaking mock test playlist and you can bookmark that and go and look at that later.
35
Next they will give you a cue card.
36
Let me show you what a cue card actually looks like.
37
Part two is this inside the box.
38
So this represents the card here.
39
So here we have the topic and then here we have bullet points
40
or just the different points that they ask you to talk about.
41
The big mistake that I see students making is they talk about bullet point number one, then they talk about bullet point number two, then they talk about bullet point number three, and then they talk about bullet point number four.
42
You do not have to do that.
43
You can do that if you want, but what it says is you should say, not you must say.
44
What you must do is you must always talk about the main topic.
45
The reason why I don't like this just follow the bullet
46
point strategy is you will get to one bullet point
47
that you don't feel comfortable talking about and that will affect your fluency.
48
Or you will go through each bullet point in about 30 seconds and then after 30 seconds or 60 seconds,
49
you will have nothing else to talk about and you must talk for up to two minutes.
50
That is a really key part of part two.
51
So our strategy is to help the student focus on the main topic and then create your own bullet points.
52
So look at the four bullet points and think, okay, I want to talk about this.
53
I don't want to talk about that one.
54
I want to talk about that one, but I don't want to talk about that one.
55
But what I would also like to talk about is, and you create your own points to talk about.
56
Now you could talk about the past, the present, the future, something you disagree about, something you agree about, an interesting story.
57
Some people will just take the topic
58
and then tell a story for two minutes involving their own life related to the story or something else.
59
You could use examples from other people or examples in the world that do not involve you directly.
60
And just talk about that as well.
61
Let's move on to part three.
62
The thing to remember about part three is you need to extend your answers a lot more than normal.
63
So this strategy that I'm about to give you kind of forces you to do that.
64
What you do first is you directly answer the question.
65
What happens with a lot of students in part three is
66
sometimes the questions can be a little bit more complicated than they're used to
67
or about a topic they don't know much about, and they will kind of ramble on and talk about many, many things, but never really answer the question.
68
Best thing to do to avoid that is give an answer right away.
69
Then give an explanation.
70
Why do you think that?
71
Or why do other people think that?
72
Remember that this is a discussion of ideas.
73
It is not just about you.
74
So you can answer the question and say, I think this because, or you could say, I suppose other people think this because, and then give an example.
75
This can be an example from your own life.
76
It is fine to talk about personal examples, things that you've actually experienced.
77
And then if you want to extend it even more, what you can do is show the other side.
78
A great way to give a very extensive answer is to directly answer the question and say, well, some people think this.
79
Here's why they think this.
80
Here's an example of that thing.
81
But there are other people in the world who think this they think the opposite
82
and here's why they think that and here's an example of that and then at the end give your own opinion.
83
The next principle that I have found
84
that separates the successful students with the less successful students is
85
they focus on being as natural as possible not trying to be perfect or sound like a robot.
86
What do I mean by that?
87
If you look at the difference between someone who's at a 6 or 6.5 and somebody who is at a band 9,
88
band 9 answers actually sound more like a normal conversation.
89
And this is intentional.
90
What you will see in the marking criteria is they talk about effort a lot.
91
Band nine sounds effortless.
92
They are able to just answer any topic effortlessly because their English is at such a high level.
93
Now this is really, really important because what a lot of students believe is the more perfect your answer,
94
the more advanced vocabulary and grammar and perfect fluency, the higher your score.
95
It actually leads more time than not to lower scores because you sound very robotic.
96
You sound like you're preparing an answer.
97
Whereas band nine students, it's like talking to someone in a coffee shop.
98
And the big, big mistake that we see are rehearsed answers.
99
So it's like if I gave you a speech and I put you on stage in front of hundreds of people, would you sound natural?
100
Would you sound fluent?
101
I know the temptation that you have where you just memorize stuff, it actually creates more problems.
102
The examiners are trained to spot memorization.
103
It is immediately obvious that you have memorized an answer, so don't do it.
104
You will get a much lower score than if you just answered them naturally.
105
And that brings us on to principle number three, fluency beats perfection.
106
What a lot of you are trying to do
107
when you're memorizing answers or preparing in such a way is to try and become No speech, no conversation is perfect.
108
But there are a lot of speeches, band nine speeches, which are very, very fluent.
109
And it's really important that you understand this principle of fluency is more important than accuracy.
110
Many of you come from education systems and I'm not saying one education system or one country is better than the other.
111
I'm just dealing with the reality that some education systems will emphasize perfect grammar, perfect vocabulary.
112
Accuracy is the most important thing.
113
Whereas there are other education systems in the world that
114
when they're teaching languages they accept that there will be be errors
115
and it is far more important than for students to produce the language and make mistakes and get more fluent.
116
For the IELTS test it is about a balance between the two.
117
You cannot just go in and be a hundred percent fluent
118
and you know every grammatical structure
119
and word you say is inaccurate that's that's not going to happen
120
but what is more a problem is that students are so focused on getting everything perfect that their fluency really really suffers.
121
If I was to give you advice I would say focus more on fluency than getting everything perfect.
122
Because even if you look at the marking criteria it does accept
123
that even in band 9 people will make a little slips with grammar with vocabulary
124
because it understands that's how even native speakers speak.
125
I might have even made a few grammatical slip-ups during this video.
126
That is fine.
127
That is how everyone speaks.
128
And if you don't believe me, here's a little exercise that you can do.
129
Get some practice questions, get your phone, and record yourself answering the same questions twice.
130
So what you can do is the first time you answer the questions, focus on grammar and vocabulary, and focus on being as accurate as possible.
131
Try to make no mistakes at all.
132
Then the second time, answer the same questions, and forget about grammar, forget about vocabulary try
133
and be as fluent as possible and then analyze your responses
134
and pick out how many grammar and vocabulary mistakes
135
that you actually made what you will see
136
because i've done this thousands of times is
137
when you don't focus on grammar don't focus on vocabulary you actually make fewer grammar
138
and vocabulary errors and you're way more fluent
139
and then principle number four is all about vocabulary in general the students
140
that get the highest marks the band eights the band nines
141
they use natural vocabulary they never learn lists of vocabulary
142
so in 20 years of teaching IELTS I have never met a student at a band five
143
or a band six level that has jumped to a band seven eight
144
or even nine level by learning band nine vocabulary lists it just doesn't work
145
or trying to insert an idiom into every sentence
146
or never repeating words band 9 students repeat words all the time
147
or trying to use as much academic vocabulary as possible remember
148
at the start of the video we talked about the academic test
149
and the general training test are exactly the same for speaking
150
it is not testing how many academic words you know because it is not an academic test It is a normal,
151
everyday English speaking, how good is your communication test?
152
So what actually does work?
153
The best students, the students that have improved to a band nine, they improve their vocabulary naturally.
154
And they do that through reading and listening, not learning lists and following our vocabulary improvement plan.
155
Our vocabulary improvement plan, plus lots more detailed stuff is included in our full free speaking course.
156
If you want that, all you have to do is just go to the description, find the link that says free speaking course, click on that, give us your email,
157
and we'll send you instant access, and it will give you our full vocabulary improvement plan.
158
And when those students learn new vocabulary, they don't just memorize the word and never know how to use it.
159
They master the pronunciation, the collocations, they master the usage.
160
How do you actually use that word appropriately within a sentence?
161
Because remember, it is a speaking test.
162
It is not a vocabulary test or memorization test.
163
Memorization and communication are two very different things.
164
In many ways, they are the opposite of one another.
165
And this is a very, very important point here.
166
They only use words they 100% understand.
167
We call it the 100% rule on our VIP course.
168
Every time we're giving one-on-one feedback to students, we're saying like only use words you're 100% sure of the meaning, the pronunciation, the collocations, the usage.
169
It is better to use a simpler word that is correct than a more advanced word that is incorrect.
170
And then once they have followed our vocabulary improvement plan and they have their notebook, A lot of them just will have a simple notebook like this,
171
just full of new words.
172
They actually take these new words maybe once a week and they try and use them in their practice answers.
173
They try and use them in their essays.
174
They try and use them in everyday speech when they're speaking English.
175
As we have a saying on our VIP course, you either use it or lose it.
176
If you're interested in our VIP course where you get one-on-one feedback on your speaking, we will create a personalized study plan for you.
177
We will support you step by step with everything.
178
Go to the link in the description and get 10% off today.
179
And that brings us on to principle number five.
180
The students that see the biggest progress actually get feedback on their speaking.
181
Now, I'm not saying this because I want to sell you our courses.
182
We have a very limited number of teachers that can give feedback.
183
So we only have a very small number of spaces and they always sell out.
184
I'm not saying this to you to try and sell you stuff.
185
I'm saying this to you because it is a fact.
186
If you don't believe me and you don't think that you need feedback, you know, that's like saying, I feel ill, but I don't want to go to the doctor.
187
Like, it just doesn't make sense.
188
And the reason why feedback, one-on-one feedback on your speaking is so effective is, you don't know what you don't know.
189
You are probably making multiple errors
190
and no one is going to tell you those errors unless they sit with you
191
and they hear you speaking or it's over Zoom or whatever.
192
But it's important that the person giving you feedback understands IELTS, that they are an ex-examiner, that they are either a native speaker
193
or they speak English to an extremely high level because they need to spot what are your common grammar errors.
194
For example, if you're a Russian student or Ukrainian student, you don't have articles in your native language.
195
It's highly likely that every time you use articles, which are in every sentence, you are making errors.
196
You might also have been taught by other teachers that you should memorize lists of vocabulary
197
or try and use advanced vocabulary in your answers, a good ex-examiner will be able to spot that immediately and tell you,
198
okay, instead of using this word or this idiom incorrectly, you could have just used a simpler word that you already know and got it correct.
199
And many, many students have great vocabulary, great grammar, great pronunciation, but they just never answer the question.
200
They don't know how to use the structures and the strategies that we've taught in this lesson.
201
If that's the case, You need to be aware of that.
202
You're not going to become aware of that magically by doing this yourself in the mirror at home.
203
So focus on five things, not 50 things.
204
One of the biggest problems that we see is students go into the test
205
and they are thinking of 50 different things and hundreds of different idioms
206
and strategies and the vocabulary list with 500 band nine answers.
207
And they've watched hundreds of different videos all giving them different things.
208
If you just focus on those five things and improve those five things, I guarantee your score will dramatically improve.
209
Less, but better.
📺 Cùng kênh
B1370
What Makes a Band 9 Speaking Answer?
IELTS PrepCambridge Exam PrepHigh School Students
B2288
IELTS Speaking Interview - Band 9 Example
IELTS PrepCambridge Exam PrepHigh School Students
B2458
Can You Fix This IELTS Speaking Answer?
IELTS PrepCambridge Exam PrepHigh School Students
B152
How Do I Improve My Reading and Listening?
IELTS PrepTOEFL PrepUniversity Students
B135
IELTS Speaking Band 6 vs Band 9 Answer
IELTS Prep
B15
ELEVATE Your Speaking Answers With This Trick!
IELTS PrepInterview EnglishHigh School Students
C122
The Surprisingly Simple Band 9 IELTS Speaking Test
IELTS PrepUniversity Students
B2224
Simple vs. Advanced IELTS Speaking Words
IELTS PrepCambridge Exam PrepHigh School Students
B214
IELTS Speaking- Perfect Pronunciation and Fluency
IELTS PrepCambridge Exam PrepUniversity Students
C120
"What is your name?" IELTS Speaking Band 9 Answer
IELTS PrepUniversity Students
C1101
Band 9.0 IELTS Practice Speaking Exam
IELTS PrepUniversity Students
C110
IELTS Speaking Band 5 vs. Band 9 – See the Difference!
IELTS Prep
C123
STOP Answering IELTS Speaking Questions Like This
IELTS PrepHigh School StudentsUniversity Students
C125
IELTS Speaking Test- Perfect Band 9
IELTS PrepTravel English
B15
Who Deserves a Band 9? Watch and Decide
IELTS PrepTeensHigh School Students
C151
Shadow This Band 9 IELTS Speaking Test (Word for Word)
IELTS PrepUniversity Students
![IELTS Speaking Mock Test - Band 8 [+ Free Speaking PDF]](https://img.youtube.com/vi/ZDv9njERj0s/mqdefault.jpg)
B215
IELTS Speaking Mock Test - Band 8 [+ Free Speaking PDF]
IELTS PrepCambridge Exam PrepUniversity Students
B110
IELTS Speaking: Common Mistake and Feedback
IELTS PrepInterview EnglishUniversity Students
B26
Speaking Mistakes Cost You Band 7 (Live Correction)
IELTS PrepInterview EnglishUniversity Students
C217
The Advanced IELTS Speaking Answers That Get Band 9
IELTS PrepUniversity Students
✨ Video gợi ý
B21
420 câu
How to Get Band 9 in IELTS Writing Task 2
IELTS PrepCambridge Exam PrepUniversity Students
B23
140 câu
IELTS Speaking Part 1 Masterclass | IELTS with Charles
IELTS PrepCambridge Exam PrepUniversity Students
B23
79 câu
The Official Cambridge Guide to IELTS unit 6 attitude and opinion
IELTS PrepCambridge Exam PrepUniversity Students
B21
103 câu
10 Essential Phrases for IELTS Speaking
IELTS PrepCambridge Exam PrepHigh School Students
B22
156 câu
Get Better at IELTS Reading in 13 Minutes
British AccentIELTS PrepCambridge Exam PrepUniversity Students
B22
265 câu
IELTS TOEFL Writing- Essay ideas (How to build an Idea Bank)
IELTS PrepTOEFL PrepCambridge Exam Prep
B24
271 câu
How to Answer ANY IELTS Speaking Part 3 Question
IELTS PrepCambridge Exam PrepUniversity Students
B21
62 câu
Use Adverbs to Increase your IELTS Writing and Speaking scores!
IELTS PrepCambridge Exam PrepUniversity Students
B23
109 câu
IELTS SPEAKING 2026: Why Does Your Mind Go Blank? | Common Problems | Ideas & Vocabulary
IELTS PrepCambridge Exam PrepUniversity Students
B23
215 câu
CELPIP Speaking Task 8 - TIPS!
IELTS PrepCambridge Exam PrepInterview English
B23
86 câu
Study Skills Tutorial - Caroline Benning | IELTS LISTENING TEST | SECTION-3
IELTS PrepCambridge Exam PrepUniversity Students
B22
330 câu
IELTS Speaking Practice Test with Answers
IELTS PrepCambridge Exam PrepUniversity Students
Từ vựng và ghi chú luyện nói cho bài học này
Video này có 209 câu và 2842 từ để luyện shadowing. Phần lời nói dài 15:49. Người nói nói nhanh, khoảng 180 từ mỗi phút, nên sẽ có nhiều chỗ nối âm và nuốt âm. 88% số từ nằm trong 3.000 từ tiếng Anh thông dụng nhất, nên từ vựng dễ theo.
Từ vựng quan trọng trong video
15 từ đáng học trong video, kèm phiên âm và nghĩa:
| Từ | Phiên âm | Nghĩa |
|---|---|---|
| vocabulary danh từ | /vəˈkæb.jə.lə.ɹi/ | từ vựng |
| bullet danh từ | /ˈbʊlɪt/ | đạn |
| grammar danh từ | /ˈɡɹæm.ə(ɹ)/ | ngữ pháp, văn phạm |
| feedback danh từ | /ˈfiːdˌbæk/ | sự phản hồi |
| principle danh từ | /ˈpɹɪn.sɪ.pəl/ | nguyên lí, nguyên tắc |
| topic danh từ | /ˈtɑpɪk/ | chủ đề |
| fluent tính từ | /ˈfluənt/ | lưu loát, trôi chảy |
| pronunciation danh từ | /pɹəˌnʌn.siˈeɪ.ʃən/ | cách phát âm, cách đọc |
| everyday tính từ | /ˈɛvɹiˌdeɪ/ | hằng ngày, thường ngày |
| lesson danh từ | /ˈlɛs.ən/ | bài, bài học |
| extend động từ | /ɛkˈstɛnd/ | kéo dài |
| slip động từ | /ˈslɪp/ | trượt |
| notebook danh từ | /ˈnoʊtˌbʊk/ | tập, vở |
| tone danh từ | /ˈtəʊn/ | tiếng |
| complicated tính từ | /ˈkɑm.plɪˌkeɪ.tɪd/ | phức tạp |
Ngữ pháp trong video
Những cấu trúc người nói dùng nhiều nhất, kèm đúng cụm từ trong video:
| Cấu trúc | Trong video |
|---|---|
| Thì hiện tại hoàn thành have/has + quá khứ phân từ — việc đã xảy ra nhưng còn liên quan đến hiện tại | I've done · I've put · you've actually experienced |
| Câu bị động be + quá khứ phân từ — nhấn vào việc xảy ra, không phải người làm | are rehearsed · are trained · is included |
| Mệnh đề quan hệ who / which + mệnh đề — thêm thông tin về người hoặc vật | somebody who is · speeches, which are · articles, which are |
Phát âm cần chú ý
Người nói dùng 53 dạng rút gọn, ví dụ don't, you're, I'm. Hãy nói theo dạng ngắn đúng như bạn nghe.
- Âm “sh” và “zh”: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, explanation /ˌɛkspləˈneɪʃən/, perfection /pɚˈfɛk.ʃən/, intentional /ɪnˈtɛnʃənəl/, temptation /ˌtɛmpˈteɪʃən/
- Từ dài — đặt trọng âm cho đúng: vocabulary /vəˈkæb.jə.lə.ɹi/, examiner /əɡˈzæmɪnɚ/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, explanation /ˌɛkspləˈneɪʃən/
Cách luyện với video này
- Nghe hết video một lần, chưa cần nói, và ghi lại những từ bạn chưa biết.
- Bắt đầu ở tốc độ 0,75×, nói đuổi từng câu, rồi quay lại tốc độ bình thường khi đã quen.
- Ghi âm giọng mình rồi so với bản gốc, chú ý các từ như vocabulary, bullet, grammar.
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.