跟讀練習: Speak English Fluently — Use STRESS Correctly! - 通過影片學習英語口語

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Today I want to teach you a lesson about stress.

Not the kind of stress you get when you're going to pay your taxes or your partner's upset with you,

but stress in language because many of you hear all the words, but don't understand what someone's actually saying.

Ready?

Yeah, you said it.

You understand every word they say, but not what they mean together.

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.

Okay?

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,

but also to understand when someone's speaking to us.

Ready?

Let's go to the board.

We're going to work on spotlight.

I'm going to teach you the spotlight method to work with stress, and that's what this is here.

A spotlight is used when you want to show something very specific.

As you can see, I want you to just see Mr. E, so the spotlight comes down on Mr. E.

It brings my attention to where I want it to, want you to go.

Okay?

So, let's give an example, all right?

I didn't say she stole the money, okay?

I didn't say she stole the money.

Different type of spotlight.

I lost mine.

Okay.

Okay, so what does that mean?

You noticed I said it, same words, about seven or eight times, but each one was a little bit different.

What I was doing that was trying to show you number one, this is what I call the frame.

I said the same words, but not the same message.

When I say something like, I didn't say she stole the money, it means someone else said it.

Mr. E said it.

Tony said it, but it wasn't me.

When I didn't, when I say, I didn't say, she stole the money, I'm like, the money was stolen,

but it wasn't her, it was maybe him.

I didn't say she stole the money.

Something was stolen by that person, but not necessarily the money.

I have said these same words over and over again, but each message is different.

Now to you, if you're just learning English, you're like, they said the same thing.

Why is this person angry?

Why is this person.. why?

The message was switched.

Because same words don't mean the same message.

When I stress I, for instance, right, stress tells you what is important.

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.

So me, as the speaker, that's important, right?

I'm saying I didn't do X.

Or I could talk about the object.

I didn't say she stole the money, so then I'm talking about the thing, not myself.

I'm not important, because I didn't say that.

Something was taken, and that's what is important.

So stress tells you what is important.

Now, when we come to number three, take one and two and put them together.

Change the stress, change the meaning.

You can't just randomly say words and think it's all okay.

Sometimes, even worse, is when students go, I did not say she stole the money.

Now, we understand all the words, but all the juice, je ne sais quoi, the taste, the flavor is taken out of it.

You're not telling me where to point my attention.

And that's what the spotlight is for.

What do you want me to really understand from what you say?

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?

So, I'm giving you information that's there, so you have to listen to the stress on the words.

Now, if we take these three together, right, same words does not equal same message.

Stress tells you what is important.

Change the stress, change the message message, we can come up with a principle,

which is an idea, a basic idea I want you to keep from this lesson, right?

And the basic idea is this, stress the information you want the listener to see.

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?

Now simple enough message, I'm sure you got it, right?

change the stress.

I want to check to see if you really got it, okay?

So, what I want to do is go here.

It's called fluency.

That's what you're here for, you don't want to just know English, you want to be fluent at it. So,

I'm going to give you three different activities I'm going to run through to check to see your understanding or your fluency.

Let's check...

Let's do the first one.

See where I stress the word.

Pay attention.

Tom didn't go home last night.

Tom didn't go home last night. Where was the stress?

If you said didn't, you got it correctly.

You listened.

So I said, Tom didn't go home last night.

I could have said, Tom didn't go home last night, which meant Tom went somewhere.

But not to his house, right?

So that stress would change the information you were receiving.

So if you got the right word, didn't, you just passed the listening test.

How about choose?

Now, choosing, how would I say this?

Okay?

I want to say go.

Go.

Tom didn't go home last night.

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.

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本課的詞彙與口語要點

這節口語課以影片“Speak English Fluently — Use STRESS Correctly!”為素材。影片中反覆出現的詞有：stress, stole, word, Tom, message。這段影片共有 294 個句子、2794 個單詞可供跟讀。講話部分時長為 16:18。說話人語速自然，每分鐘約 171 個詞，接近日常對話。 87% 的單詞屬於英語最常用的 3,000 詞，詞彙容易理解。全部 294 個句子中有 67 個是問句，適合練習疑問語調和簡短回答。

影片中的重點詞彙

影片中 15 個值得學習的單詞，附發音和釋義：

單詞	發音	釋義
steal 動詞	/stiːl/	偷, 盜 /盜
lesson 名詞	/ˈlɛs.ən/	課業 /課業, -課 /-課
spotlight 名詞	/ˈspɒtˌlaɪt/	聚光燈 /聚光燈
emphasize 動詞	/ˈɛm.fə.saɪz/	強調 /強調, 著重
forum 名詞	/ˈfɔːɹəm/	論壇 /論壇, 座談會 /座談會
borrow 動詞	/ˈbɑɹ.oʊ/	借, 貸 /貸
verb 名詞	/vɝb/	動詞 /動詞
skill 名詞	/skɪl/	技巧, 技能
principle 名詞	/ˈpɹɪn.sɪ.pəl/	原理, 原則 /原則
politician 名詞	/ˌpɑ.ləˈtɪʃ.ən/	政治家, 從政者 /從政者
necessarily 副詞	/ˌnɛs.əˈsɛɹ.ə.li/	必然地, 必定地
hunter 名詞	/ˈhʌntɚ/	獵犬 /獵犬
juice 名詞	/d͡ʒuːs/	汁, 果汁
greatly 副詞	/ˈɡɹeɪ̯t.li/	大大
weed 名詞	/wiːd/	野草, 雜草 /雜草

影片中出現的短語動詞

單詞	釋義
come up with 動詞	想出, 提出
go out 動詞	出, 出口
go through 動詞	通過 /通過
sit down 動詞	坐下, 坐
write down 動詞	寫下來 /寫下來, 寫下 /寫下

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：

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?

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 said · I've done · I've used
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的	is used · was stolen · was switched
定語從句 who / which + 從句 — 補充說明人或事物	emphasize, which was · Tom, which is

需要注意的發音

說話人用了 126 次縮略和弱讀形式，例如 didn't, you're, I'm。請按聽到的簡短形式來說。

“sh” 和 “zh” 音: politician /ˌpɑ.ləˈtɪʃ.ən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, flashlight /ˈflæʃˌlaɪt/, intonation /ɪntəˈneɪʃən/
長單詞——注意重音位置: politician /ˌpɑ.ləˈtɪʃ.ən/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, communicate /kəˈmjuːnɪkeɪt/, vegetarian /vɛ.d͡ʒɪˈtɛ.ɹi.ən/, auxiliary /ɔɡˈzɪl.(jə).ɹi/

中文母語者容易讀錯的音：

/v/ — 不要讀成 /w/，上齒輕觸下唇: verb /vɝb/, reverse /ɹɪˈvɝs/, involvement /ɪnˈvɑlv.mənt/, wherever /(h)wɛɹˈɛvɚ/, flavor /ˈfleɪvə/
詞尾子音 — 要讀清楚，後面不要加母音: spotlight /ˈspɒtˌlaɪt/, emphasize /ˈɛm.fə.saɪz/, verb /vɝb/, reverse /ɹɪˈvɝs/, juice /d͡ʒuːs/
/r/ 和 /l/ 的區別: principle /ˈpɹɪn.sɪ.pəl/, necessarily /ˌnɛs.əˈsɛɹ.ə.li/, greatly /ˈɡɹeɪ̯t.li/, correctly /kəˈɹɛk(t).li/, randomly /ˈɹændm̩li/

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。
先用 0.75 倍速逐句跟讀，熟練之後再回到正常速度。
錄下自己的聲音並與原聲對比，特別注意 steal, lesson, spotlight 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。

影子跟讀法: 閱讀完整分步指南 →

跟讀練習: Speak English Fluently — Use STRESS Correctly! - 通過影片學習英語口語

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本課的詞彙與口語要點

影片中的重點詞彙

影片中出現的短語動詞

值得反覆跟讀的句子

影片中的語法

需要注意的發音

如何用這段影片練習

什麼是跟讀法？