RAIO Archive

Motivation Story

Motivation Tip: Ve el video 2 veces para entender mejor la historia.

1. Escucha con traducción

Escucha un par de veces hasta que entiendas bien la historia.

Student: I'm feeling stuck with my English learning.
Estudiante: Me siento estancado con mi aprendizaje del inglés.

Teacher: Why do you feel stuck?
Profesor: ¿Por qué te sientes estancado?

Student: I'm not advancing as fast as I hoped.
Estudiante: No avanzo tan rápido como esperaba.

Teacher: Learning a language takes time and patience.
Profesor: Aprender un idioma requiere tiempo y paciencia.

Student: I know, but it's frustrating sometimes.
Estudiante: Lo sé, pero a veces es frustrante.

Teacher: Remember how much progress you've already made.
Profesor: Recuerda lo mucho que has avanzado.

Student: It doesn't feel like enough.
Estudiante: No me parece suficiente.

Teacher: Every bit of progress counts, no matter how small.
Profesor: Cada pequeño avance cuenta, por pequeño que sea.

Student: I just want to be fluent already.
Estudiante: Sólo quiero hablar ya con fluidez.

Teacher: Fluency comes with consistent practice and effort.
Profesor: La fluidez se consigue con práctica y esfuerzo constantes.

Student: I practice a lot but still struggle.
Estudiante: Practico mucho, pero sigo teniendo problemas.

Teacher: Struggles are part of the learning process.
Profesor: Las dificultades forman parte del proceso de aprendizaje.

Student: It's hard to stay motivated.
Estudiante: Es difícil mantener la motivación.

Teacher: Think about the benefits of speaking fluent English.
Profesor: Piensa en los beneficios de hablar inglés con fluidez.

Student: Like what?
Estudiante: ¿Como cuáles?

Teacher: You'll have more job opportunities.
Profesor: Tendrás más oportunidades de trabajo.

Student: That would be great.
Estudiante: Eso sería estupendo.

Teacher: You can travel and connect with more people.
Profesor: Podrás viajar y relacionarte con más gente.

Student: I do want to travel.
Estudiante: Quiero viajar.

Teacher: English opens doors to new cultures and experiences.
Profesor: El inglés te abre las puertas a nuevas culturas y experiencias.

Student: That sounds amazing.
Estudiante: Eso suena increíble.

Teacher: You're capable and making steady progress.
Profesor: Eres capaz y progresas con paso firme.

Student: Thank you, that means a lot.
Estudiante: Gracias, eso significa mucho.

Teacher: Never give up. Your hard work will pay off.
Profesor: Nunca te rindas. Tu duro trabajo dará sus frutos.

Student: I'll keep trying.
Estudiante: Seguiré intentándolo.

Teacher: Stay patient and enjoy the journey.
Profesor: Ten paciencia y disfruta del camino.

Student: I'll try to be more patient.
Estudiante: Intentaré ser más paciente.

Teacher: You're doing great. Keep it up.
Profesor: Lo estás haciendo muy bien. Sigue así.

Student: I will. Thank you so much.
Estudiante: Lo haré. Muchas gracias.

Teacher: You're welcome. I'm proud of you.
Profesor: De nada. Estoy orgulloso de ti.

2. Escucha sin traducción

Escucha varias veces hasta que entiendas la historia con los ojos cerrados.

Student: I'm feeling stuck with my English learning.

Teacher: Why do you feel stuck?

Student: I'm not advancing as fast as I hoped.

Teacher: Learning a language takes time and patience.

Student: I know, but it's frustrating sometimes.

Teacher: Remember how much progress you've already made.

Student: It doesn't feel like enough.

Teacher: Every bit of progress counts, no matter how small.

Student: I just want to be fluent already.

Teacher: Fluency comes with consistent practice and effort.

Student: I practice a lot but still struggle.

Teacher: Struggles are part of the learning process.

Student: It's hard to stay motivated.

Teacher: Think about the benefits of speaking fluent English.

Student: Like what?

Teacher: You'll have more job opportunities.

Student: That would be great.

Teacher: You can travel and connect with more people. Student: I do want to travel.

Teacher: English opens doors to new cultures and experiences.

Student: That sounds amazing.

Teacher: You're capable and making steady progress.

Student: Thank you, that means a lot.

Teacher: Never give up. Your hard work will pay off.

Student: I'll keep trying.

Teacher: Stay patient and enjoy the journey.

Student: I'll try to be more patient.

Teacher: You're doing great. Keep it up.

Student: I will. Thank you so much.

Teacher: You're welcome. I'm proud of you.

3. Escucha y practica responder

Escucha varias veces hasta que puedas responder correctamente a todas las preguntas a tiempo, con los ojos cerrados.

Student: I'm feeling stuck with my English learning. Does the student feel stuck or excited about their English learning?  [STUCK/ EXCITED], correct.

Teacher: Why do you feel stuck? Is the teacher asking why the student feels stuck or happy?  [STUCK/ HAPPY], correct.

Student: I'm not advancing as fast as I hoped. Is the student advancing as fast or slower than they hoped?  [FAST /SLOWER], correct.

Teacher: Learning a language takes time and patience. Does learning a language take time and patience or is it quick and easy? [TIME AND PATIENCE/ QUICK AND EASY], correct.

Student: I know, but it's frustrating sometimes. Does the student feel frustrated or hopeless sometimes?  [FRUSTRATED/ HOPELESS], correct.

Teacher: Remember how much progress you've already made. Is the teacher reminding the student of their progress or failures?  [PROGRESS/ FAILURES], correct.

Student: It doesn't feel like enough. Does the progress feel like enough or not enough to the student?  [ENOUGH/NOT ENOUGH], correct.

Teacher: Every bit of progress counts, no matter how small. Does every bit of progress count or not matter according to the teacher?  [COUNT/ NOT MATTER], correct.

Student: I just want to be fluent already. Does the student want to be fluent or give up?  [FLUENT/ GIVE UP], correct.

Teacher: Fluency comes with consistent practice and effort. Does fluency come with consistent practice and effort or no effort at all?  [CONSISTENT PRACTICE AND EFFORT/ OR NO EFFORT AT ALL], correct.

Student: I practice a lot but still struggle. Does the student practice a lot or a little?  [A LOT/ A LITTLE], correct.

Teacher: Struggles are part of the learning process. Are struggles common or uncommon?  [COMMON/ UNCOMMON], correct.

Student: It's hard to stay motivated. Does the student find it hard or easy to stay motivated?  [HARD/ EASY], correct.

Teacher: Think about the benefits of speaking fluent English. Is the teacher asking the student to think about the benefits or the difficulties of speaking fluent English?  [BENEFITS/ THE DIFFICULTIES], correct.

Student: Like what? Is the student asking for examples of benefits or disadvantages?  [BENEFITS/ DISADVANTAGES], correct.

Teacher: You'll have more job opportunities. Will the student have more or fewer job opportunities when she speaks English?  [MORE/ FEWER], correct.

Student: That would be great. Does the student think it would be great or terrible to get more job opportunities?  [GREAT/ TERRIBLE], correct.

Teacher: You can travel and connect with more people. Will learning English allow the student to travel and connect with more people or fewer people?  [MORE PEOPLE/ FEWER PEOPLE], correct.

Student: I do want to travel. Does the student want to travel or stay home?  [TRAVEL/ STAY HOME], correct.

Teacher: English opens doors to new cultures and experiences. Does English open doors to new cultures and experiences or close them?  [OPEN/ CLOSE], correct.

Student: That sounds amazing. Does that sound amazing or boring to the student?  [AMAZING/ BORING], correct.

Teacher: You're capable and making steady progress. Is the student capable or incapable of learning?  [CAPABLE/ INCAPABLE], correct.

Student: Thank you, that means a lot. Do the teacher's words mean a lot or nothing to the student?  [A LOT/ NOTHING], correct.

Teacher: Never give up. Your hard work will pay off. Is the teacher encouraging the student to never give up or give up?  [NEVER GIVE UP/ GIVE UP], correct.

Student: I'll keep trying. Does the student plan to keep trying or to stop?  [KEEP TRYING/ TO STOP], correct.

Teacher: Stay patient and enjoy the journey. Is the teacher advising the student to stay patient or rush her learning?  [STAY PATIENT/ RUSH], correct.

Student: I'll try to be more patient. Does the student intend to be more or less patient?  [MORE/ LESS], correct.

Teacher: You're doing great. Keep it up. Does the teacher think the student is doing great or poorly?  [GREAT/ POORLY], correct.

Student: I will. Thank you so much. Does the student agree to keep it up or to quit?  [KEEP IT UP/ TO QUIT], correct.

Teacher: You're welcome. I'm proud of you. Is the teacher proud of or disappointed with the student?  [PROUD OF/ DISAPPOINTED], correct. IMPORTANTE: Solo podrás continuar a la siguiente sección cuando logres responder a todas las preguntas de forma correcta, en voz alta, a tiempo, y sin mirar el texto.