跟讀練習: American rhythm practice with a metronome exercise - 通過影片學習英語口語
選擇練習模式
每種模式都會開啟全屏練習室。
198 句
如果句子過短或過長，請點選 Edit 進行調整。
1
Ready?
2
Let's go!
3
Hey everyone, it's Hadar.
4
Today we are going to practice the rhythm of English.
5
And when I say practice, I mean really practice.
6
So make sure you are able to speak out loud, close the door, and let's get started.
7
Rhythm in English is a tool designed to help you communicate what you want to say in a clear, effective way.
8
The main thing I want you to know about the rhythm of English, and again, this is not a theoretical lesson,
9
I have a lot of videos about rhythm that I'm going to link in the description below this video, but something that I want you to know about rhythm is
10
that it allows you to highlight what matters and usually what matters is content words,
11
the content nouns, the verbs, the adjectives, the adverbs.
12
So it highlights and emphasizes the content and it downplays and reduces everything else.
13
And this is why you hear sometimes words are being fully pronounced and then other words are being reduced.
14
For example, it's for the best.
15
It's for the best.
16
Best is fully pronounced.
17
It's for the reduced and connected.
18
It's for the best.
19
I'm telling you, it's for the best.
20
Now this happens in English because it's stress-timed language.
21
Stress-timed language versus syllable-timed language.
22
And many languages are syllable-timed.
23
And this is why the concept of rhythm of English is very strange and foreign and artificial for a lot of speakers.
24
Let me quickly explain the difference between syllable-timed and stress-timed.
25
So in syllable-timed languages, each syllable takes approximately the same amount of time to pronounce
26
and that kind of makes the rhythm even and regular.
27
So for example, if we have the phrase what do you want to do?
28
Then the word what is going to sound like do, it's going to sound like to, what do you want to do?
29
Okay, what do you want to do?
30
And I even used the pronunciation of English, but it sounded off because I was using syllable-timed rhythm.
31
What do you want to do?
32
University.
33
I do not want to talk to you, okay?
34
Syllable timed.
35
Every syllable receives the same B.
36
In stress-timed languages, stress falls on certain syllables, not every single syllable, but every other syllable or certain syllables.
37
And the amount of time between the stress syllables is roughly equal.
38
It doesn't matter how many sounds there are between the stresses or how many other syllables.
39
The rhythm is kind of the same.
40
Now, to be able to do that, we are going to practice rhythm today.
41
We are going to practice speaking on the same beat, no matter how many sounds come in between the stressed syllables.
42
Now, it's going to be a little artificial.
43
It's not really how people speak, but it will help you understand this idea of reductions, how you take those small words and you squeeze them.
44
You don't fully pronounce them.
45
The difference between syllable-timed and stress-timed
46
languages and it's going to help you understand how this rhythm works and what to focus on when you speak.
47
I'm going to say a short sentence with three words, people write stories, where each word is emphasized equally.
48
And then I'm going to start adding words to this sentence.
49
The people write stories and we are going to try to keep the same rhythm
50
and keep the same beat on those three words, people write stories, right?
51
For example, then the next sentence would be the people are writing the stories.
52
So I keep emphasizing people write stories even though I have ing writing
53
and I have the word are writing but because I reduce it I can fit it in and keep the same rhythm.
54
But it gets interesting.
55
We are going to use a metronome which means
56
that we are going to play a certain beat and we will have to follow the beat.
57
At first we're going to start slow and then we're going to speed up and then we'll see how that feels.
58
You trying to squeeze in certain syllables.
59
Now if you want to try this at home, children, you can, it's not dangerous.
60
Just go to your phone, google metronome and then you'll see a metronome and you can play with the speed and set the speed.
61
We are going to start with 80 BPM.
62
Okay?
63
This is what it sounds like.
64
Now, we are going to say the keywords, in this case, people write stories on the beat.
65
Okay?
66
People write stories.
67
Let's do it a few times.
68
People write stories.
69
People write stories.
70
And when you feel confident, we're going to start adding words, look at the screen.
71
Follow me.
72
Don't worry.
73
We'll do it again after.
74
If you mess up, it's going to be fine.
75
People write stories.
76
The people write stories.
77
The people are writing stories.
78
The people are writing some stories.
79
The people will be writing some stories.
80
The people will be writing some short stories.
81
Good!
82
Okay, very good.
83
So what did we do here?
84
We started with a sentence with three words, people write stories, and then we ended with a sentence with eight words, the people will be writing some short stories,
85
but the length of the sentence, the time that it took me to say the the sentence from beginning to end was the same.
86
That's only possible in stress-timed languages.
87
We're going to go faster, okay?
88
Because I think you can do it.
89
If you want, you can pause
90
and then go back to the part where I was reading it and do it again in 80 BPM, but we are going to move to 90.
91
People write stories.
92
The people write stories.
93
The people are writing stories.
94
people are writing some stories.
95
The people will be writing some stories.
96
The people will be writing some short stories.
97
Good, some short stories.
98
That's a hard one.
99
Look what I did here.
100
To be able to fit it in, I had to reduce it.
101
So it wasn't the people will be writing, but it ended up sounding like the people will be writing, will be writing, will be writing, right?
102
I'm reducing the will to, oh, okay, to be able to make it fit in.
103
Do you think we can do it at a hundred?
104
I'm not sure, I'm not sure I can do it.
105
Let's give it a try.
106
Okay, 99, 100.
107
People write stories.
108
The people write stories.
109
The people are writing stories.
110
The people are writing some stories.
111
The people will be writing some stories.
112
The people will be writing some short stories.
113
How was it?
114
I think I surprised myself.
115
Let's do another set of sentences, okay?
116
Are you ready?
117
Okay, so we start with guards, check gates.
118
A lot of consonants here.
119
And we're going to start with 80.
120
Let's do it.
121
And the idea is not to take yourself too seriously, or me, or this exercise.
122
Okay, just go with the flow and see what comes out and see where the resistance is.
123
Let's do it.
124
Guards check gates.
125
Guards check the gates.
126
The guards check the gates.
127
The guards have checked the gates.
128
The guards will have checked the gates.
129
the guards will have been checking the gates good we used
130
here the future perfect tense the future perfect continuous tense
131
that is hardly ever used but we are doing it for the sake of practice let's go to 90 okay Ready?
132
Three, two, one, go.
133
Guards check gates.
134
Guards check the gates.
135
The guards check the gates.
136
The guards have checked the gates.
137
The guards will have checked the gates.
138
The guards will have been checking the gates.
139
Very good.
140
let's move on to 100 are you ready take a sip of water if you need.
141
Swallow.
142
Take a deep breath.
143
You got this.
144
I believe in you.
145
Three, two, one, go.
146
Guards check gates.
147
Guards check the gates.
148
The guards check the gates.
149
The guards have checked the gates.
150
The guards will have checked the gates.
151
The guards will have been checking the gates.
152
Okay, very, very good.
153
Very, very good.
154
I'm very proud of you.
155
Very proud of you for trying.
156
Let's try one more.
157
Cows eat grass.
158
The first sentences are really silly, so bear with me.
159
We're going to start with 90 this time because I think you can do it.
160
Cows eat grass.
161
Ready?
162
Let's focus on reductions and keeping the content words, those three words always on beat.
163
Cows eat grass.
164
The cows eat grass.
165
The cows eat the grass.
166
The cows will eat the grass.
167
The cows will be eating the grass.
168
The cows will be eating the green grass.
169
Very good.
170
Moving up to 100.
171
Can we do more?
172
No?
173
Okay.
174
100. Cows eat grass.
175
The cows eat grass.
176
The cows eat the grass.
177
The cows will eat the grass.
178
The cows will be eating the grass.
179
The cows will be eating the green grass.
180
Very good.
181
Even if you weren't exactly with me on the beat, you still get a gold star, because this is weird.
182
What it is
183
that we're doing here is considered a little weird for people who are new to this concept of practicing rhythm.
184
And obviously people don't speak like that.
185
We are not robots.
186
The rhythm is not always on the beat like a metronome, but it is kind of repetitive and the Patterns are very,
187
very clear when you listen to it and when you just try to hear that beat.
188
Languages that are syllable timed are not robotic either, okay?
189
They're not.
190
In those languages people play with pace, go faster, go slower.
191
There are some reductions, but where you put the initial rhythm is different or how you do it.
192
And that is something that is exciting to practice.
193
Now, I have a question for you.
194
Do you think that your language is syllable-timed or stress-timed?
195
Let me know in the comments or if you're listening to this on the podcast, send me a DM on Instagram at hadar.accentsway.
196
And let's see if you write.
197
Have a beautiful, beautiful rest of the day and I'll see you next week in the next video.
198
Bye!
同頻道
C11
Read Out Loud with me! Dare to Lead by Brené Brown | Pronunciation & Vocabulary practice
Daily ConversationWorking Adults
B1How to Pronounce the -ED ending in English (past tense pronunciation)
Daily ConversationWorking Adults
B1American English Vowels | IPA (International Phonetic Alphabet) vowel chart FREE DOWNLOAD
Daily ConversationWorking Adults
![American Accent🇺🇸: Master the FLAP T and R transition [water, daughter, better, computer]](https://img.youtube.com/vi/RdAiGn7RB4I/mqdefault.jpg)
B2American Accent🇺🇸: Master the FLAP T and R transition [water, daughter, better, computer]
Daily ConversationWorking Adults
B23
3-minute fluency practice
Daily ConversationWorking Adults
![10 MIN Daily Pronunciation Practice for English Learners [Challenge mode🔥]](https://img.youtube.com/vi/A1R6fw2_FaE/mqdefault.jpg)
B136
10 MIN Daily Pronunciation Practice for English Learners [Challenge mode🔥]
Daily ConversationHigh School StudentsUniversity Students
B12
15 Minute Morning Pronunciation Practice for English Learners
Business EnglishDaily ConversationUniversity Students
B15
The TH Sound in English - New and IMPROVED Lesson
Business EnglishUniversity StudentsWorking Adults
B12
Boost your PRONUNCIATION, GRAMMAR and VOCABULARY with this 10-min daily exercise | Hadar’s #SPRINT
Business EnglishDaily ConversationHigh School Students
B22
Small Talk Success: A Simple Trick to Go From Awkward 😬 To Brilliant 😎
Business EnglishDaily ConversationUniversity Students
A24
Practice your intonation
TeensDaily ConversationHigh School Students
B14
25 daily phrases to practice your connected speech
TeensDaily ConversationHigh School Students
C1Bored of Practicing English? Try These 5 Awesome Methods
Daily Conversation
B24
You’re learning vocabulary WRONG (Here’s what to do instead)
Business EnglishUniversity StudentsWorking Adults
B1A new way to practice irregular verbs (pronunciation practice)
Business EnglishDaily ConversationHigh School Students
B25
Read out loud with me! Atomic Habits PART 2 – Vocabulary, pronunciation and intonation
Business EnglishDaily ConversationUniversity Students
B22
Practice with The Devil Wears Prada 2 | Listening & shadowing FAST ENGLISH
Business EnglishDaily ConversationUniversity Students
B12
Learn English with The Last of Us | Shadowing Exercise for Pronunciation and Intonation
Business EnglishDaily ConversationHigh School Students
B21
What Makes a GOOD English Teacher?
Business EnglishDaily ConversationUniversity Students
C13
American English INTONATION - How to Understand Native English Speakers Better
Business EnglishUniversity StudentsWorking Adults
FOR YOU
推薦影片
B12
64 句
REPLAY: American English Sentence Rhythm | Clap 👏 Your Way to Better Rhythm! #americanaccent
Daily ConversationUniversity StudentsWorking Adults
B2110 句
3 tips for sounding like a native speaker
Daily ConversationWorking Adults
B11
212 句
Practica tu inglés conmigo en este video
Daily ConversationWorking Adults
B21
100 句
Train Your Ear to Hear English Rhythm and Melody
Daily ConversationWorking Adults
B2486 句
Say These 200 DAILY WORDS in a British Accent! (MODERN RP)
Daily ConversationWorking Adults
B246
26 句
The 7 Habits of Highly Successful Students (Part 4) 🚀
American AccentDaily ConversationWorking Adults
B21
1066 句
9 English Habits That Instantly Make You Sound More Natural | English Podcast(B1-B2)
Daily ConversationWorking Adults
C13
222 句
How To Contract TO BE | Australian Pronunciation Lesson
Daily ConversationWorking Adults
A21
329 句
American Accent Training
Daily ConversationWorking Adults
A21
58 句
Why Consistency Beats Talent | English Lesson 26
Daily ConversationWorking Adults
本課的詞彙與口語要點
這節 B2 級別的口語課以影片“American rhythm practice with a metronome exercise”為素材。 影片中反覆出現的詞有：stories, writing, syllable, gates, guards。 這段影片共有 198 個句子、1718 個單詞可供跟讀。 講話部分時長為 12:14。 說話人語速平穩，每分鐘約 141 個詞，很適合跟讀。 85% 的單詞屬於英語最常用的 3,000 詞，其餘的詞建議在練習前先學一下。
影片中的重點詞彙
影片中最難的 15 個單詞，附發音和釋義：
| 單詞 | 發音 | 釋義 |
|---|---|---|
| syllable 名詞 | /ˈsɪl.ə.bəl/ | 音節 /音節 |
| rhythm 名詞 | /ˈɹɪð.əm/ | 節奏 /節奏 |
| cow 名詞 | /kaʊ/ | 牛母, 母牛 |
| metronome 名詞 | /ˈmɛt.ɹəˌnoʊm/ | 節拍器 /節拍器, 拍子機 /拍子機 |
| pronounce 動詞 | /pɹəˈnaʊns/ | 宣稱 /宣稱, 宣告 |
| emphasize 動詞 | /ˈɛm.fə.saɪz/ | 強調 /強調, 著重 |
| squeeze 動詞 | /skwiːz/ | 壓榨, 擠壓 /擠壓 |
| tense 名詞 | /tɛns/ | 時態 /時態, 時制 /時制 |
| adjective 名詞 | /ˈæd͡ʒ.ɪk.tɪv/ | 形容詞 /形容詞 |
| consonant 名詞 | /ˈkɑn.sə.nənt/ | 子音, 子音 /子音 |
| downplay 動詞 | /ˈdaʊ̯nˌpleɪ̯/ | 淡化 |
| excite 動詞 | /ɪkˈsaɪt/ | 激動 /激動 |
| keyword 名詞 | /ˈkiː.wɜːd/ | 關鍵詞 /關鍵詞, 關鍵字 /關鍵字 |
| pronunciation 名詞 | /pɹəˌnʌn.siˈeɪ.ʃən/ | 發音 /發音 |
| noun 名詞 | /naʊn/ | 名詞 /名詞 |
影片中出現的短語動詞
| 單詞 | 發音 | 釋義 |
|---|---|---|
| come out 動詞 | /ˌkʌm ˈaʊt/ | 出, 出來 /出來 |
| end up 動詞 | 到達 | |
| speak out 動詞 | 表達意見 /表達意見, 主張己見 /主張己見 | |
| speed up 動詞 | /spiːdˈʌp/ | 加速, 加快 |
值得反覆跟讀的句子
影片中簡短而完整的句子，可以直接用在日常對話裡：
- I'm telling you, it's for the best.
- What do you want to do?
- You don't fully pronounce them.
- Let's do it a few times.
- We'll do it again after.
影片中的語法
說話人最常用的結構，並附上影片中的原話：
| 結構 | 影片中的用法 |
|---|---|
| 現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事 | have checked |
| 被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的 | being reduced · is emphasized · is considered |
| 定語從句 who / which + 從句 — 補充說明人或事物 | metronome which means · people who are |
需要注意的發音
說話人用了 27 次縮略和弱讀形式，例如 I'm, we're, don't。請按聽到的簡短形式來說。
- “th” 音: rhythm /ˈɹɪð.əm/, theoretical /ˌθi.əˈɹɛt.ɪ.kəl/
- 長單詞——注意重音位置: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, repetitive /ɹɪˈpɛtɪtɪv/, theoretical /ˌθi.əˈɹɛt.ɪ.kəl/
中文母語者容易讀錯的音：
- /v/ — 不要讀成 /w/，上齒輕觸下唇: adjective /ˈæd͡ʒ.ɪk.tɪv/, repetitive /ɹɪˈpɛtɪtɪv/, verb /vɝb/
- 詞尾子音 — 要讀清楚，後面不要加母音: distress /dɪˈstɹɛs/, pronounce /pɹəˈnaʊns/, emphasize /ˈɛm.fə.saɪz/, squeeze /skwiːz/, tense /tɛns/
- /æ/ — 嘴張大，不要讀成 /e/: adjective /ˈæd͡ʒ.ɪk.tɪv/, podcast /ˈpɑdˌkæst/
如何用這段影片練習
- 先完整聽一遍影片，不要開口，記下不認識的單詞。
- 用正常速度逐句跟讀，每句重複到你的節奏與說話人一致為止。
- 錄下自己的聲音並與原聲對比，特別注意 syllable, rhythm, cow 這類單詞。
什麼是跟讀法？
跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。