Luyện nói tiếng Anh bằng Shadowing qua video: Speak English Fluently — Use STRESS Correctly!
Chọn chế độ luyện tập
Mỗi chế độ mở một phòng luyện tập toàn màn hình.
294 câu
Nếu các câu quá ngắn hoặc quá dài, hãy bấm Edit để chỉnh sửa.
1
Today I want to teach you a lesson about stress.
2
Not the kind of stress you get when you're going to pay your taxes or your partner's upset with you,
3
but stress in language because many of you hear all the words, but don't understand what someone's actually saying.
4
Ready?
5
Yeah, you said it.
6
You understand every word they say, but not what they mean together.
7
That's because language isn't just words words, we have intonation, and stress is one of those where we're trying to tell you what's important.
8
Okay?
9
So, I'm going to go to the board, and I'm going to teach you today how we can use stress to communicate better when we speak,
10
but also to understand when someone's speaking to us.
11
Ready?
12
Let's go to the board.
13
We're going to work on spotlight.
14
I'm going to teach you the spotlight method to work with stress, and that's what this is here.
15
A spotlight is used when you want to show something very specific.
16
As you can see, I want you to just see Mr. E, so the spotlight comes down on Mr. E.
17
It brings my attention to where I want it to, want you to go.
18
Okay?
19
So, let's give an example, all right?
20
I didn't say she stole the money, okay?
21
I didn't say she stole the money.
22
I didn't say she stole the money.
23
I didn't say she stole the money.
24
I didn't say she stole the money.
25
I didn't say she stole the money.
26
I didn't say she stole the money.
27
Different type of spotlight.
28
I lost mine.
29
Okay.
30
Okay, so what does that mean?
31
You noticed I said it, same words, about seven or eight times, but each one was a little bit different.
32
What I was doing that was trying to show you number one, this is what I call the frame.
33
I said the same words, but not the same message.
34
When I say something like, I didn't say she stole the money, it means someone else said it.
35
Mr. E said it.
36
Tony said it, but it wasn't me.
37
When I didn't, when I say, I didn't say, she stole the money, I'm like, the money was stolen,
38
but it wasn't her, it was maybe him.
39
I didn't say she stole the money.
40
Something was stolen by that person, but not necessarily the money.
41
I have said these same words over and over again, but each message is different.
42
Now to you, if you're just learning English, you're like, they said the same thing.
43
Why is this person angry?
44
Why is this person angry?
45
Why is this person.. why?
46
The message was switched.
47
Because same words don't mean the same message.
48
When I stress I, for instance, right, stress tells you what is important.
49
When I say I didn't say she stole the money, I'm telling you my involvement, me, I didn't have anything to do with it.
50
So me, as the speaker, that's important, right?
51
I'm saying I didn't do X.
52
Or I could talk about the object.
53
I didn't say she stole the money, so then I'm talking about the thing, not myself.
54
I'm not important, because I didn't say that.
55
Something was taken, and that's what is important.
56
So stress tells you what is important.
57
Now, when we come to number three, take one and two and put them together.
58
Change the stress, change the meaning.
59
You can't just randomly say words and think it's all okay.
60
Sometimes, even worse, is when students go, I did not say she stole the money.
61
Now, we understand all the words, but all the juice, je ne sais quoi, the taste, the flavor is taken out of it.
62
You're not telling me where to point my attention.
63
And that's what the spotlight is for.
64
What do you want me to really understand from what you say?
65
And that's why sometimes when people are speaking, they can say something like, I didn't say she stole the money because I was pointing, right?
66
So, I'm giving you information that's there, so you have to listen to the stress on the words.
67
Now, if we take these three together, right, same words does not equal same message.
68
Stress tells you what is important.
69
Change the stress, change the message message, we can come up with a principle,
70
which is an idea, a basic idea I want you to keep from this lesson, right?
71
And the basic idea is this, stress the information you want the listener to see.
72
Just like with my flashlight when it's dark, what do I want to see is where I point it, or the spotlight tells you, okay?
73
Now simple enough message, I'm sure you got it, right?
74
change the stress.
75
I want to check to see if you really got it, okay?
76
So, what I want to do is go here.
77
It's called fluency.
78
That's what you're here for, you don't want to just know English, you want to be fluent at it. So,
79
I'm going to give you three different activities I'm going to run through to check to see your understanding or your fluency.
80
Let's check...
81
Let's do the first one.
82
See where I stress the word.
83
Pay attention.
84
Tom didn't go home last night.
85
Tom didn't go home last night. Where was the stress?
86
If you said didn't, you got it correctly.
87
You listened.
88
So I said, Tom didn't go home last night.
89
I could have said, Tom didn't go home last night, which meant Tom went somewhere.
90
But not to his house, right?
91
So that stress would change the information you were receiving.
92
So if you got the right word, didn't, you just passed the listening test.
93
How about choose?
94
Now, choosing, how would I say this?
95
Okay?
96
I want to say go.
97
Go.
98
Tom didn't go home last night.
99
Tom didn't go home.
100
And I want to emphasize it.
101
How would I actually say it?
102
Would I say, Tom didn't go home last night, or Tom didn't go home last night?
103
Which one would I choose, A or B?
104
If you said A, good.
105
You chose the right one.
106
You knew what I wanted to give the information, what I wanted you to pay attention to,
107
and you chose which word to emphasize, which was the verb.
108
What didn't he do?
109
Didn't is an auxiliary verb, right?
110
But I was really talking about the direction going.
111
Good on you.
112
Now, here's the third one.
113
Tom didn't go home last night.
114
That's the answer.
115
What do I have to emphasize?
116
You got it.
117
Tom, which is the subject, right?
118
The answer was Tom didn't go home.
119
I emphasized that, so you have to pick which word if I want to get the message.
120
And what was the message I was sending?
121
Well, I'm picking
122
Tom out of many people because it could have been Tom, Tony, Bill, and Tara, but Tom didn't go home.
123
The rest did go home.
124
So, by telling you that, I picked out
125
Tom as the one person I wanted you to identify.
126
And you see how I said the sentences, they're almost the same.
127
Not to a native speaker, because they would have said, why did you say
128
Tom like that?
129
You wouldn't, but they would have noticed.
130
But now you will, because you did well at the listening, the choosing, and the reverse.
131
And the reverse is just where I give you the answer, and I want you to think back at the question,
132
like where would that come from?
133
Why would they do that?
134
I'm getting you to think a little bit about where the information comes from.
135
All right?
136
So, you did well in the frame, all right, we got our principle down,
137
you got some fluency, but here's the deal.
138
You're not going to be able to do this after a 10 -minute lesson.
139
That's just not the way how the world works.
140
So, how am I going to help you to get good at doing this for yourself at home when you're by yourself?
141
Well, I've got some field work for you.
142
Field work.
143
If you've got a garden, it's when you go out and you pick out the weeds and whatnot.
144
But if you're in the army, field work is where you do your job.
145
It's going out in the field.
146
Scientists do it as well.
147
You go out into the field and practice.
148
See if this is, you know, will work for you or you can get better.
149
My field work is for your practice.
150
The first thing I want you to do is to move it.
151
I like to move it, move it.
152
I like to...
153
No. Now, if your family's going, what's wrong with you?
154
They're right.
155
Sit down.
156
When I mean move it, remember what I did at the beginning of this lesson.
157
I said, I didn't say she stole the money.
158
I didn't say she stole the money.
159
I didn't say she...
160
I moved it.
161
Now by moving it, what I was doing is changing the stress.
162
But that's not all I want you to do.
163
When you move it, I want you to examine and say, well, when I move it, how does the message change?
164
I didn't say she stole the money.
165
It wasn't me.
166
Maybe it was him.
167
Didn't say that it's not true, but it wasn't me.
168
So, I go, the message is saying, the speaker's saying, not me.
169
I didn't say she stole the money.
170
What's the difference?
171
She stole it.
172
I go, no, no one, no, nobody said she stole it.
173
She might have borrowed the money.
174
She might have lost the money, because that verb, I said, no, I didn't say she stole it.
175
She could have lost it, she could have borrowed it.
176
By saying that, I'm saying this word does not apply in this sentence.
177
So I don't want you just to move the words.
178
That's easy, but it doesn't mean anything.
179
Look at what it means as you move it, pay attention, write it down and go, what am I saying to them?
180
And remember the spotlight we talked about, you're putting a spotlight.
181
This is the information I want them to pay attention to.
182
Hunt it.
183
Dun, dun, dun, dun.
184
Some of you aren't hunters because you're vegetarians and vegans, and I respect that greatly.
185
But in this case, hunt it means look for it.
186
It's great that you produce this yourself, but because you're learning a language,
187
you want to be able to see it to see how it changes messages.
188
So I've been doing it this whole video, even when I'm not doing the special sentences, and other videos I've done, you can go over them,
189
hunt, go watch my videos, look where I put emphasis or, like, a stress on something,
190
and then try and look at what I was trying to tell you, what I repeated, because in videos like this,
191
I will repeat and go blah and then show you.
192
That's very obvious, so that's good.
193
But you can do it on YouTube videos, you can do it when you're watching politicians.
194
I did not steal the money.
195
No, I did not steal the money.
196
Huh?
197
Those aren't the same sentences.
198
He's like, I didn't steal it, I borrowed it, all right?
199
So hunt it.
200
Watch television and notes.
201
Pay attention in the real world.
202
Before you go into the real world, right, look for it.
203
Where do people stress?
204
Why don't people just talk like this all the time?
205
It would be very robotic and boring, but even in the movies, nothing like that happens.
206
Where's the bomb?
207
No, like, where is the bomb?
208
Like, where's the bomb?
209
Is there a bomb?
210
They're telling you, where should your attention go?
211
Now correct it.
212
Correct it?
213
How do I correct it?
214
This is where this becomes very useful.
215
Sometimes you're speaking to someone and they'll tell you something, and you can correct them by using stress, right?
216
You said you would do it on Tuesday.
217
I didn't say I would do it on Tuesday, right?
218
Okay?
219
It means, I said I would do it, but I never said Tuesday.
220
So I've used stress to tell them that.
221
Or you could say, I didn't say, I didn't say I would do that, means that never happened.
222
Hmm?
223
One, I'm talking about the actual day, which I did say I'd do it, but it's not this day.
224
The other one could be, I didn't say this at all.
225
Correct it.
226
Use the stress method to listen, or sorry, when you speak, and that's why I said this lesson is about listening and speaking, to correct people.
227
show where they made the mistake.
228
It could be, you know, what was said, what thing they were speaking about, right?
229
So, you can correct it in conversation.
230
Cool?
231
All right.
232
So, we've got...
233
Here's your fieldwork.
234
Move it, right?
235
I like to move it, move it.
236
Move it through a sentence, and then don't just do that.
237
Write down how it changes the sentence so you can get the understanding.
238
Next, hunt it.
239
Watch television, watch politicians, watch movies.
240
Where are they stressing?
241
What are they trying to tell you?" and correct it.
242
You can pretend on this one, or you can try it out in real life, right?
243
So, I didn't say...
244
I didn't say Tuesday.
245
I didn't say Tuesday, and that changes the message.
246
Correct someone by using your English.
247
Now, we've gone through fieldwork fluency, yadda yadda yadda yadda.
248
What I want to go to is forum.
249
And the forum, in case you don't know it because it's a fancy word, it's you people, you're the forum, you're watching.
250
You are watching this video, you are going into the comment section, and that's where I would like you to go.
251
When I am done this lesson, I've got one thing to give you more, I would like you to go into the comment section,
252
whether it be on YouTube or wherever you're finding this, and I want you to write this sentence.
253
I didn't say, she bought my car.
254
Why?
255
Okay, here's where it gets interesting.
256
Number one, I want you to capitalize, so if you say, say, for example, you might do this.
257
You might do this.
258
I didn't say she bought my car, or you could do this.
259
I didn't say she bought my car.
260
So take one of them, one word, highlight it, make it all capitals, and then explain how that changes the sentence.
261
And then other people can check and tell you if you're right or wrong.
262
Because now you're writing it down and you're going to go, did I stress the right part for the information I want the spotlight on?
263
Do I really understand this lesson?
264
And then with other people help you, it's great to have more than one teacher, especially live, right?
265
Because every day we have the videos up, people come by regularly and check and we'll give you hints.
266
I've seen people write many comments.
267
Anyway, I want to finish up this lesson.
268
And as I finish it up, I want to not just leave you with your homework.
269
I want to give you some place you can go to, to learn more.
270
And it's not just on the stress method.
271
Some of it is.
272
Okay?
273
But it's how to speak better and how to listen better.
274
And these are some other lessons I've done, and I call this section further.
275
So what we're doing here is giving you three videos you can go to to enhance your speaking or listening skills,
276
reading and writing in other videos.
277
In this case, improve your pronunciation with the grab -and -break method.
278
Check that video out.
279
Okay, I've also got another one.
280
Secret to English fluency is not speaking.
281
All right?
282
I know, this whole video is on speaking.
283
Oh, yeah, but guess what?
284
It's not the secret.
285
So, now you can combine these lessons, right?
286
And finally, the two essential skills you need for great conversations.
287
So by using this for listening and using this for conversation,
288
you're going to find that your ability to speak and understand English is going to grow like crazy.
289
Anyway, listen, thank you for taking the time and listening.
290
And where I'd like you to go is, if you're not on YouTube, go to www .ing as in English,
291
vid as in video dot com to see these videos, of course, and other great teachers we have there.
292
It's been a pleasure.
293
Have a good one.
294
See you soon.
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
B21
You Have to Write Every Day. ChatGPT Won’t Save You.
Daily ConversationWorking Adults
B22
How to Learn English Vocabulary (and Actually Remember It!)
Business EnglishDaily ConversationUniversity Students
B21
Improve your Vocabulary: Stop saying I KNOW!
Business EnglishDaily ConversationUniversity Students
B12
Expand Your English Vocabulary: 10 Adjectives for Describing Food
TeensDaily ConversationHigh School Students
A21
Basic English vocabulary for restaurants
Travel EnglishTeensDaily Conversation
B14
Improve Your English FASTER by Reading (It really works!)
Business EnglishDaily ConversationHigh School Students
B1Can’t Understand Fast English? Stop Trying to Catch Every Word.
Daily ConversationHigh School StudentsUniversity Students
B1How to talk about sports in English
Daily ConversationHigh School StudentsUniversity Students
B1Speaking English - DEAL expressions - "big deal", "deal with it"...
Business EnglishDaily ConversationHigh School Students
FOR YOU
Video gợi ý
B2128
30 câu
SEtalk: Your Accent Is Not a Mistake
British AccentDaily ConversationUniversity StudentsWorking Adults
B21
101 câu
English Podcast | How to Learn English with Podcast | 6 Minutes English⏲️| Quick Learn Podcast
Daily ConversationWorking Adults
B24
285 câu
LISTEN like a NATIVE SPEAKER - English Lesson
Daily ConversationWorking Adults
B2247
63 câu
How to Think in English, Stop Translating in Your Head
Business EnglishDaily ConversationUniversity Students
B21
19 câu
Connected speech in English 🔗 #english #connectedspeech
Daily ConversationWorking Adults
C11
191 câu
Rhythm & Flow in English | Thought Groups, Word Stress, & Connected Speech
Daily ConversationUniversity StudentsWorking Adults
B14
76 câu
English word stress with Idioms | Accurate English
American AccentDaily ConversationUniversity StudentsWorking Adults
B22
206 câu
Master English storytelling (secret technique)
Business EnglishDaily ConversationUniversity Students
B24
149 câu
The Real Reason You’re Stuck in English
Daily ConversationWorking Adults
B16
337 câu
Speak English With Me – Speak Clearly Stop Speaking Too Fast | Day 6 | English Speaking Practice
American AccentDaily ConversationWorking Adults
B23
160 câu
Improve Your English Pronunciation in 3 Steps (British Accent)
British AccentDaily ConversationWorking Adults
B13
11 câu
Slow English Vlog: Don’t Stress About Being Perfect 👌 Learn English | English listening
American AccentDaily ConversationHigh School StudentsUniversity Students
Từ vựng và ghi chú luyện nói cho bài học này
Bài luyện nói này dựa trên video “Speak English Fluently — Use STRESS Correctly!”. Những từ được nhắc lại nhiều nhất trong bài: stress, stole, word, Tom, message. Video này có 294 câu và 2794 từ để luyện shadowing. Phần lời nói dài 16:18. Người nói nói với tốc độ tự nhiên, khoảng 171 từ mỗi phút, gần với hội thoại hằng ngày. 87% số từ nằm trong 3.000 từ tiếng Anh thông dụng nhất, nên từ vựng dễ theo. 67 trong 294 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 đáng học trong video, kèm phiên âm và nghĩa:
| Từ | Phiên âm | Nghĩa |
|---|---|---|
| steal động từ | /stiːl/ | trộm, chôm |
| lesson danh từ | /ˈlɛs.ən/ | bài, bài học |
| emphasize động từ | /ˈɛm.fə.saɪz/ | nhấn mạnh |
| forum danh từ | /ˈfɔːɹəm/ | diễn đàn |
| borrow động từ | /ˈbɑɹ.oʊ/ | mượn, vay |
| verb danh từ | /vɝb/ | động từ |
| principle danh từ | /ˈpɹɪn.sɪ.pəl/ | nguyên lí, nguyên tắc |
| politician danh từ | /ˌpɑ.ləˈtɪʃ.ən/ | chính khách, nhà chính trị |
| juice danh từ | /d͡ʒuːs/ | nước ép |
| weed danh từ | /wiːd/ | cỏ dại |
| scientist danh từ | /ˈsaɪəntəst/ | nhà khoa học, khoa học gia |
| homework danh từ | /ˈhoʊmˌwɝk/ | bài tập, bài tập về nhà |
| flavor danh từ | /ˈfleɪvə/ | hương vị |
| bore động từ | /boɹ/ | khoan, đục |
| vegetarian danh từ | /vɛ.d͡ʒɪˈtɛ.ɹi.ən/ | người ăn chay |
Cụm động từ bạn sẽ nghe
| Từ | Nghĩa |
|---|---|
| go out động từ | ra, chết |
| sit down động từ | ngồi xuống, ngồi |
| write down động từ | viết ra, ghi xuống |
Những câu đáng luyện lại
Các câu ngắn, trọn ý trong video mà bạn có thể dùng lại khi giao tiếp hằng ngày:
- How would I actually say it?
- What do I have to emphasize?
- He's like, I didn't steal it, I borrowed it, all right?
- They're telling you, where should your attention go?
- How do I correct it?
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 | have said · I've done · I've used |
| Câu bị động be + quá khứ phân từ — nhấn vào việc xảy ra, không phải người làm | is used · was stolen · was switched |
| Mệnh đề quan hệ who / which + mệnh đề — thêm thông tin về người hoặc vật | emphasize, which was · Tom, which is |
Phát âm cần chú ý
Người nói dùng 126 dạng rút gọn, ví dụ didn't, you're, I'm. Hãy nói theo dạng ngắn đúng như bạn nghe.
- Âm “sh” và “zh”: politician /ˌpɑ.ləˈtɪʃ.ən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, flashlight /ˈflæʃˌlaɪt/, intonation /ɪntəˈneɪʃən/
- Từ dài — đặt trọng âm cho đúng: politician /ˌpɑ.ləˈtɪʃ.ən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, communicate /kəˈmjuːnɪkeɪt/, vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/, auxiliary /ɔɡˈzɪl.(jə).ɹi/
Những âm người Việt thường gặp khó:
- Cụm phụ âm cuối — đọc đủ từng âm, đừng nuốt âm cuối: pretend /pɹəˈtɛnd/, involvement /ɪnˈvɑlv.mənt/, scientist /ˈsaɪəntəst/, hint /hɪnt/, enhance /ɪnˈhæns/
- Âm /tʃ/, /dʒ/ và /ʒ/ — tiếng Việt không có, đừng đọc thành “ch” hay “gi”: juice /d͡ʒuːs/, vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/
- Âm /æ/ — mở miệng rộng hơn âm “e”: fancy /ˈfæn.si/, examine /ɪɡˈzæmɪn/, enhance /ɪnˈhæns/, randomly /ˈɹændm̩li/, capitalize /ˈkæpətəˌlaɪz/
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 steal, lesson, emphasize.
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.