تدريب Shadowing: Cambridge B1 Exam Teacher Training - Reading Part 1, 2, 3 - تعلم التحدث بالإنجليزية عبر الفيديو

اختر وضع التدريب

كل وضع يفتح غرفة تدريب بملء الشاشة.

497 جمل

إذا كانت الجمل قصيرة أو طويلة جدًا، انقر على Edit لتعديلها.

hello and welcome to this first of quite a few trainings

that we're going to be doing for the Cambridge PET

or B1 exam my name is Jody

and I've already done an introduction to the exams

which is in another video that I've shared with you you should probably go

and watch that first if you haven't watched this one yet

but that was just an introduction to the exams

and generally all of the parts

and today we're going to be focusing on paper one the reading task

and we're going to be doing parts one two

and three there's six parts of it as you can see from here in your pdf

that i've sent you as well that's available for download with this training we are on page seven

so if you want to follow along there maybe you want to print it out

or have it open on your phone or your tablet

or another screen you can do

so there i'll have it here on the screen as well

and go through it so you can you don't have to have it open

so the reading is divided into six parts

and we can see them here on the screen each of them have five questions the fall the first four

and then six questions over there and the number of marks is five

so for every question you get one answer i mean one point sorry

so you get one point for each correct answer now in other exams in the higher levels in b2

and c1 some of them are worth two points you get two points for each answer

so in this case not the problem

so everything every answer you get you get one point uh

that's going to come in uh it's going to be relevant later on especially with part two

but we'll get to that as we go along

so in your pdfs page seven is a nice breakdown there for you with all the points

page eight then uh gives you some advice for the teachers

and preparing learners this is stuff

that you're going to have to go over on your own

we just don't have time for it in the video i'll concentrate on other things

but it gives you all the resources here shows

you exactly how to to approach the task

then there's on page nine the tips for preparing learners for

the reading paper some tips over here as well on the left for paper -based and for computer -based testing

like we said in the previous one computer -based testing is the exact same exam as paper -based

And it's not online.

It's not you can't take it online

You still have to go to an exam center, but you'll just have a computer that you'll work on instead of writing on paper

All right, and then on this page as well very important a whole bunch of links

All right So for learners and for teachers information for candidates then there's a vocabulary list as well

You can download that and give it to your students that you're preparing for teaching resources lesson plans

It's all of the air and all through all of these links

These are great resources for you to go out on your own and download and study those

Then we also looked at the advice by task in the last video, which we're not going to go over again,

just takes up too much time.

It is in the previous video.

You can go and watch that video to get all of this.

What we're going to do is here it is for part three, part five.

We're going to jump straight into the practice exam that they have in this PDF for us to go through.

This is on page 13.

If you're following along, I'm going to zoom in here quickly just so

that we can all see on the screen

and have a look at it here

so part one of the reading questions one to five

so in this part as we've seen before in the previous video they've broken

it down into these little signs little text messages um things like

that that you'll have in in life you know in real life situations

and they've given you the images as well

and they give you the student the image

so they can understand okay this is a text message this is a notice in a magazine

or something and here we have a sign on a laboratory door so it's signs,

notices, things like that, that they've got to be able to read in a real life situation

and extract the meaning from them.

So we'll start with number one.

This one says, win a car, competition.

Entries will only be accepted from people who are at least 18.

Language like this is going to pop up, at least.

And what we've also got to take note of over here is word spotting and avoiding it at all costs.

So word spotting would be, for example, when you see 18 and then the student goes

and looks over here and sees 18 okay there we go that's the answer

and circle c i have the answers next to me it's not c all right

so uh in every there's a couple of these examples

and we'll go by them go through them one by one as well

so the first one here entries will only be accepted from people who are at least 18

we have three options

that they need to choose one of the competition is open to people over a certain age

there is a maximum age limit for this competition only 18 year olds are allowed to enter

this competition all right so if we look at it there's at least

so that's the minimum age is 18 it's not maximum age

it's not only 18 year olds

it is a the competition is open to people over a certain age now for foreigners to be able

or non -english speakers to be able to to gauge meaning from texts like this takes practice.

All right.

So the more signs they read, the more newspaper articles, the more books,

the more TV shows they watch with subtitles and with the audio in English, the better.

All right.

So let's have a look at number two.

This is a text message.

All right.

Rachel, for our holiday, you need to get a photo for your visa and let me have it.

I've got the visa forms so I can post them then from Adam.

It's important.

A lot of the times I found

that these students get confused by the names maybe

because in text messages nowadays people don't sign their names at the end of it

so that's another issue that you need to consider

that people get confused as to who's speaking

100

and who who is the message sent to and who's it sent by

101

so make that clear to them

102

so Adam is telling Rachel to post something for him find out how to do something

103

or give him something he needs

104

so he says over here I can post to them

105

so he's going do the posting

106

so he's not asking for somebody to do it for him so it's not a uh find out

107

how to do something all right then b find out how to do something

108

that seems like it could be an answer over here

109

and give him something that he needs

110

so over here he asked uh for our holiday you need to get a photo for your visa

111

and let me have it.

112

So let me have it is as well give him something he needs.

113

That's very typical what they'll do here is they'll not say give me this thing and then give here as well.

114

So they'll always have two different ways of saying it.

115

In the text it'll be let me have it

116

and over here in the answers it will be give it to me or give him something.

117

So the answer here is to see.

118

Make sure

119

that they know different ways on how to how to say

120

the same thing let's look at the third one a sign

121

on a laboratory door the public are not permitted beyond

122

this point unless accompanied by a staff member we see unless here unless

123

if when so these are from your conditional sentences

124

so i sent as well there's a download of a google doc with all the grammar

125

that is going to be required for this level

126

and this is one of them conditional sentences they have to know zero conditionals first conditionals

127

and second conditionals they don't need to they can even probably just get away with with the first

128

and the zero but at this point unless it's going to come up in there

129

so that's something you have to go over as well as i said previously in the previous recording

130

this you're not trying to get your students up to level of b1

131

so they can do this test

132

if they want to take this test they should already have

133

that level so they should know some of these things it's going to be a lot of revision mostly

134

so uh the public are not permitted beyond this point unless accompanied by a staff member

135

so the answers members of staff must be accompanied you see again here we have

136

that word spotting they'll see accompanied here and accompanied there

137

and go okay it's a and it's not all right

138

so discourage word spotting immensely members of the public can't go

139

through unless they are visiting someone working here no accompanied members of the public may go further

140

if a company employee goes with them

141

so to go with somebody is to accompany them all right

142

two different ways of saying the same thing your answer here

143

is c again practice practice practice through those links previously

144

that we showed at the beginning there's a bunch of other downloads

145

that you can give your students and they can just practice these exams

146

and practice them and practice them okay

147

so that's part uh one we've gone over oh wait

148

we've missed we've missed a couple of them sorry here on the next one that's only three questions

149

so question number four uh this is a note left by tom

150

so jane mom's leaving really early tomorrow so could you wake me at seven

151

when you leave for work i mustn't be late for college again tom

152

so a tom wants to persuade jane to take him to college tomorrow

153

persuade being the key word here is he trying to persuade her

154

because it does look like he's trying to remind her tom

155

would like to do would like jane to do him a favor tomorrow morning we're getting closer.

156

C, Tom is reminding

157

Jane that they have to get up early tomorrow.

158

The answer obviously being B.

159

Tom is not reminding her that they have to get up early.

160

She always gets up at seven to go to work.

161

So the answer here, 4B.

162

Let's look at number five.

163

Free copies of advertisements on this board are available from the Careers Center.

164

When we see things like are available, we're talking passive voice now.

165

So we're going to be looking for active voice in this side.

166

So if it's one in in the text it's the other in the questions

167

so let's look the career center will give you a copy of any advertisement on this board

168

that seems pretty good this board is used to advertise the work done by the career center possibly

169

but that's not what this message is saying

170

if you ask the career center you can advertise for free on this board nope

171

that's not at all what is being mentioned day. So five.

172

a so here we have an active an active voice sentence

173

and here we have a passive voice sentence all right active

174

and passive is another thing that they need to know

175

and it is also in that google doc

176

that is available for download with this with this free training okay

177

so that's part one each one of those is going to give them one mark each

178

i'm going to minimize this a bit

179

because the next one we need to have both pages open next to each other

180

so this is where it's important where you get this one point for every answer

181

because in the previous one it's pretty simple it's quite fast

182

you can go through it quite quickly without wasting too much time

183

but part two there's a lot of reading and a lot of back

184

and forth all right

185

so here perhaps what i did recommend for my slower readers was for them to leave this until the end

186

because you don't have to do it in order

187

you can jump around just make sure you don't forget to come back to it that's very very important

188

so obviously this one they can leave until the end

189

because it's also five questions and only five points

190

but a lot of time goes into this

191

and this is the one we're going to have to spend the most amount of time

192

so what you have to do here in part two is you have to match these people

193

and their needs and wants with the perfect option for them

194

and each one is different so we have to go

195

and read the instructions your students are going to skim over this

196

so much it's going to drive

197

you mad the people below all want to visit a city market okay on the opposite page

198

there are descriptions of eight markets decide

199

which market would be the most suitable for the people below

200

so we have five people and eight markets

201

which means three of them are in there to confuse the issue all right

202

so let's have a look what i always suggested with my students is

203

that they underline key words

204

or key ideas in this in this text there should be at least three in every single one.

205

Sometimes there's four, but on average about three.

206

So Jenny wants to buy locally produced food.

207

Okay.

208

That's something unique.

209

Locally produced food, traditional to the area.

210

So we're talking traditional food.

211

She needs somewhere convenient to eat.

212

Okay.

213

So she wants to eat there as well at the market and she's sightseeing in the city.

214

So she wants to do some sightseeing.

215

They can underline that.

216

The market shouldn't be far from local attractions.

217

Okay so she wants to do sightseeing that's close to attractions she wants to eat

218

and it must be locally produced food

219

that is traditional to the area all right

220

so then what the student has to do is to go

221

now look through all through the markets here all the different options

222

and find these things that would suit this lady jenny what does she want

223

so for example we can start with skimming is another practice

224

that your students will have to do is just go through it quickly

225

so the backfield market is famous for secondhand camera equipment okay i can really tell you now

226

that we're in the wrong place

227

because she wants to eat she's looking for traditional food

228

and this is selling camera equipment cameras uh old pictures okay

229

so it's not a uh b

230

they have to go through as well um amazing building hundreds

231

of years old late night opening hours uh performers nothing about

232

food here okay nothing over there about food at all

233

so that's not going to be the one

234

there's lots to see interesting indoor markets

235

we go through the text with them find everything from rare gold silver jewelry okay this is not food

236

and so on i can't go through all of this as well

237

but as you go through it and we'll jump ahead to what is the answer

238

and i can show you exactly why

239

so the answer for six is f all right close to museums

240

and art galleries that uh local attraction so close to

241

so shouldn't be far from

242

and close to are two different ways to say the same thing museums

243

and art galleries are local attractions

244

so this is a place to buy something for lunch okay

245

so as well as fresh fruit

246

and special breads try the region's famous cheese is this not a traditional food from the area

247

or region again synonyms area region um they are producers

248

there with the advice on different types eat on the seats situated around the market

249

so it is convenient to eat there there's seats there watching the colorful scene

250

and enjoying music from local bands all right so six

251

and f meets all the needs of six

252

and that's what we have to look for what the students should do then especially

253

if they've got a paper based is just cross out f the letter f okay

254

and make sure that they've done this one they're not going to come back to it

255

and read it again because

256

if they're doing paper based

257

they can write all over this question paper as much as they want draw pictures make scribbles do whatever

258

they want at the end of the exam they destroy these papers

259

so they can do whatever they want to them all right scribble all over it

260

so for number seven for example um

261

we're going to go through this a bit faster matt wants

262

a market where you can get something to wear at reasonable prices okay

263

so this guy's looking for something to wear

264

so we're going to be looking for words like clothing all

265

right uh reasonable prices are not too expensive is another way of saying

266

it something hot to eat they wouldn't have put hot to eat if it wasn't important.

267

He's also keen on music and likes finding rare recordings by different bands.

268

Okay, so he wants something to wear.

269

He's looking for some food and he's interested in music and

270

uh rare recording

271

so the student will go through all of these again um i've already done this for your benefit

272

and it is g

273

so situated under historic city walls in this busy market you'll find a huge selection of great value uh

274

so there we go reasonable prices great value new

275

and secondhand clothes all right uh there's also offering stalls offering unusual albums

276

so that may be rare recordings by international singers often hard to find okay

277

if it's hard to find it's rare our world food area allows

278

you to taste food from a board cooked in front of you

279

that's why it's hot to eat and that's why it meets it

280

so this is exactly how it goes

281

we go through it okay all the answers are in the pdf as well

282

if you skip down to the bottom i don't remember the page

283

but for example i just wanted to break it down to show you exactly

284

so underline these key words in here these key ideas what's specific for this

285

and what is not um sammy wants to visit a market

286

and spending the day in the city

287

so he wants to spend the day in the city would like to photograph a historic place

288

or remember we saw something about photographs earlier on

289

so now it becomes easier as you go through it

290

because now the students read some of them before

291

so eight is b all right because this one talks about late night performers uh pictures and all of those things

292

um i don't want to spend too much time on this going through it

293

but yeah uh number nine alexa is looking for a really special necklace for her grandmother's birthday

294

so this was one about wasn't there one about jewelry yes

295

so number nine c

296

and number 10 ella is looking for objects from other countries

297

for her friends she'd like to choose a second -hand book to read okay

298

so now we're not looking for food we're looking for second -hand books

299

and she wants to snack at the market too

300

so 10 is h so now as you see we have to skip through this quite rapidly

301

so in an exam under time pressure there's a lot of reading to do

302

and it does start off very slow

303

because you have to like for example number six was f

304

so the student would have to have read a b c d e

305

and then only gotten to f but as we go along now they've already read

306

that and they remember it so they can go back

307

and just double check to make sure those are the answers okay let's skip down then to part three

308

so this will be the last part we're covering in this video

309

and then we'll be doing another video with parts four five

310

and six just so that we can have a more manageable task all right

311

so now we know about this one in part three we have a long much longer text

312

and we have now five questions again and we have to choose multiple choice a b c or d

313

We know from the previous video as well that question 11 is in the first paragraph.

314

Question 12 is second paragraph.

315

Question 13, third paragraph.

316

Question 14, fourth paragraph.

317

They go in order of the text, but question 15 is a general question about the whole text itself.

318

In this case, it's what would be a good introduction to this article, and then the student has to choose,

319

the exam taker has to choose the correct title

320

or introduction for this article but that happens

321

because you have to read the whole article first

322

so we'll leave it until last now there's a couple of ways you can approach this they can read now

323

that we know

324

that paragraph one is question 11 you could do it paragraph by paragraph read

325

this one first then go over to 11 and answer

326

that then that then that

327

or you can read the whole thing to get a general idea

328

and then go back again but as i said time is an issue

329

if the person is a fast reader there's no worries

330

but of course that's not everybody and especially in a second language

331

so let's have a look at this

332

and see how we can find these artists well these sorry

333

these artists these questions artist peter fuller talks about his hobby

334

so we're talking about an artist who has a hobby

335

so there's a popular idea that artists are not supposed to be into sport

336

but mountain biking is a huge part of my life it gets me out of my studio

337

and into the countryside

338

but more importantly racing along as fast as you can leaves

339

you no time to worry about anything that's going on in your life.

340

You're too busy concentrating on not crashing.

341

The only things you pay attention to are the

342

pain in your legs and the rocks on the path in front of you.

343

All right, so that's the introductory text.

344

We go number to 11.

345

So Peter enjoys mountain biking because it gives him the opportunity to enjoy the views.

346

He can use the time to plan his work.

347

He is able to stop thinking about his problems

348

or it helps him to concentrate better there was a line in here

349

but more importantly

350

so yeah by mountain biking is a huge it lets me get out of my studio

351

and into the countryside which may give people the idea

352

that it gives them the opportunity to enjoy the views in the countryside

353

but that's all speculation all right

354

because later on it doesn't say anything about views we're just assuming the countryside has beautiful views

355

and this is a thing that happens a lot students projecting their own ideas

356

and experiences onto the text and not reading the words precisely

357

It has to be very, very logical.

358

And also after this, it says, but more importantly.

359

So all of that was blah, blah, blah.

360

Now we come to the important side of things, all right?

361

Racing along as fast as you can leaves you no time to worry about anything that's going on in your life.

362

So C, he is able to stop thinking about his problems, all right?

363

So that's very important as well to have that.

364

Don't project your experiences on this.

365

So maybe when the student goes mountain biking, they look at the views and they think, oh, that's the answer.

366

But it is not, all right?

367

So they have to be very careful and look out for, but more importantly.

368

All right, so first paragraph, 11C.

369

Let's look at the next paragraph.

370

I'm in my 60s now, but I started cycling when I was a kid.

371

In the summer, my friends and I would ride our bikes into the woods

372

and see who was brave enough to go down the steep hills or do big jumps.

373

The bikes we had then were not built for that and often broke.

374

So I used to draw pictures of bikes with big, thick tires and would be strong enough for what we were doing.

375

They looked just like modern mountain bikes.

376

However, it wasn't until many years later that someone actually invented one by the 1980s.

377

They were everywhere

378

Okay, so we're going back to his youth

379

And all the way up to the 80s and now where the modern mountain bike is all right

380

So in number 12, what does

381

Peter say about cycling during his childhood?

382

Okay, so where was he?

383

He started cycling when he was a kid and they used to do all these crazy jumps with his friends

384

The bikes weren't built for that and they often broke

385

Okay, and that's about his childhood

386

So he is sorry.

387

He didn't take more care of his bike.

388

No, I don't think that is the case at all

389

It doesn't say anything about that.

390

His friends always had better quality bikes than he did

391

We were talking about the quality the bikes we had then weren't built for that and often broke

392

So we had all of them had the same quality bikes.

393

So it's friends didn't have better quality

394

His bike wasn't suitable for the activities.

395

I think we have a winner and D He was more interested in designing bikes than riding them.

396

No, he was most definitely not he what he drew pictures as a kid

397

but he wasn't designing them

398

so it's c his bike wasn't suitable for the activities it says here uh weren't built for

399

that and often broke all right

400

so it's important as well like we found the answer in c it doesn't mean you stop reading read d

401

because this one may as well

402

or you may be projecting your own ideas again onto it

403

so read all the questions

404

and then okay now we've double checked it isn't d we can go back

405

and mark c all right let's have a look now at the next one at

406

that time i was into skateboarding i did

407

that for a decade until falling off onto hard surfaces started

408

to hurt too much mountain biking seemed a fairly safe way to keep fit

409

so i took it up instead i made a lot of friends

410

and got involved with racing

411

which gave me a reason to train hard i wanted to find out just how fit

412

and fast i could get

413

which turned out to be fairly quick i even won a few a couple of local races okay

414

so peter says he returned to cycling after several years

415

because he had become unfit so

416

that he could enter races in order to meet new people

417

and to replace an activity he had given up so

418

because he had become unfit

419

there was something about fitness mountain biking seemed a fairly safe way to keep to keep fit

420

so i took that up instead but wait a minute

421

so i took that up instead instead of what instead of skateboarding

422

which brings me to 13d to replace an activity he had given up

423

so he didn't do it to keep fit he was already keeping fit with skateboarding

424

but he gave that up because he was hurting himself too much

425

so he had to replace it with an activity and it's d

426

so in order to meet new people is

427

that the reason he did it i made a lot of friends

428

and i got involved in racing it's a one

429

that's an offhand comment of making friends it's not the reason he did it to meet new people and so

430

that he could enter races no i even won a few a couple of local races all right

431

so he got involved in racing again an offhand comment

432

which is not the reason he did it

433

so what is the reason he returned to it

434

and there was to replace an activity which was skateboarding all right

435

so there's a lot this one's a bit of a tricky one

436

there not i mean the all those things are mentioned in the text

437

but they are not the reason that he changed

438

so let's look at the last one 14 in the end i stopped racing mainly

439

because i knew what it could mean to my career

440

if i had a bad crash

441

but i still like to do a three hour mountain bike ride every week

442

and if i'm out cycling in the hills

443

and i see a rider ahead

444

i have to beat them to the top as i go past i imagine how surprised they would be

445

if they knew how old i am

446

so 14 how does peter feel about cycling now

447

so here we are in the last paragraph he is proud

448

that he is still so fast he is keen to do less now that he is older and

449

uh he regrets the fact

450

that he can no longer compete

451

he wishes more people were involved in the sport um i think i'm leaning towards a he's proud

452

that he's still so fast because

453

when he sees somebody uh he has to beat them to the top

454

and as i go past so he's going past other younger drivers

455

so he is still very fast and he imagines how surprised they must be

456

but all right well we we we've been through this before

457

we know we must look at the other ones he's keen to do less now

458

that he's older he never mentions

459

that he still does a three -hour mountain bike ride every week

460

that's pretty that's pretty regular he regret he regrets the fact

461

that he can no longer compete he never mentions that mainly

462

because i knew it could mean to the end of my career

463

if i had a bad crash all right

464

he just didn't want to have a bad crash he didn't regret

465

it uh he wishes more people would get involved in the sport i don't think he mentioned anything about

466

that at all so okay we're correct 14a

467

and then we have to do 15

468

which is based on the entirety of the text what would

469

be a good introduction to this article for peter fuller nothing

470

matters more than mountain biking even not even his career no

471

he talked about how he was going to get hurt

472

and how he had to stop here in his words he tells us why

473

so we're going to discard a uh b artist peter fuller takes mountain biking pretty seriously yeah

474

he does here he describes how it all began

475

and what he gets out of it well

476

that's pretty spot on i would say uh he does talk about his childhood

477

and how it all began and breaking the bikes and the design

478

and then changing from skating and all of that and how

479

and what he gets out of it like he gets fitness

480

out of it he gets to uh surprise people as he races by them up hills all right

481

so b looks pretty good

482

but let's not stop

483

there in this article peter fuller explains how he became an

484

artist only as a result of his interest in mountain biking he did not say

485

that at all i can't even find anything in the text

486

that relates to that all right

487

and d after discovering mountain biking later in life uh peter fuller gave up on art no okay

488

so we're going to really stop there he never once mentions in this text

489

that he gave up art to become a mountain biker All right.

490

So I think we go back to our original B, which if you look in the question and we look at the answer sheets here,

491

we can skip down.

492

At the bottom, there's the assessment on page 18.

493

You can find all of the answers as well.

494

And we are 15B.

495

That is correct.

496

Okay.

497

So those are the first three parts of this that we have time for in this video.

تنزيل التطبيق

كل ما تحتاجه للتحدث بطلاقة

تقييم النطق بالذكاء الاصطناعيتقييم كل جملة

تدريب IPAأتقن كل صوت

المفرداتابنِ رصيدك من الكلمات

لعبة المفرداتتعلّم أثناء اللعب

امسح رمز QR

Download on theApp Store Get it onGoogle Play

FOR YOU

فيديو موصى به

162 جمل

Study English online (B1). Preliminary English Test (PET) Listening Book 6 : Test 2 part 3

Cambridge Exam PrepUniversity Students

393 جمل

Cambridge CAE 2 Listening Test 2

Cambridge Exam PrepUniversity Students

394 جمل

B1 Preliminary (PET) Listening Test 5 with answers (new format)

Cambridge Exam PrepHigh School StudentsUniversity Students

121 جمل

Cambridge B1 Preliminary (PET): How to Write an Email

Cambridge Exam PrepHigh School StudentsUniversity Students

314 جمل

CELPIP Speaking Task 1 - TIPS!

Cambridge Exam PrepInterview EnglishUniversity Students

28 جمل

Basic Ielts Listening - 85

IELTS PrepCambridge Exam PrepUniversity Students

91 جمل

PET 2 Listening Part 1 Test 1 (Transcript + Key)

Cambridge Exam PrepHigh School StudentsUniversity Students

33 جمل

COMPLETE PET TRACK 22 UNIT 4

Cambridge Exam PrepHigh School StudentsUniversity Students

65 جمل

Cambridge First Certificate Exam - Trainer Practice - Test 1 I Listening Part 2

Cambridge Exam PrepUniversity StudentsWorking Adults

المفردات وملاحظات التحدث لهذا الدرس

هذا الدرس في المحادثة مبني على الفيديو “Cambridge B1 Exam Teacher Training - Reading Part 1, 2, 3”. يحتوي هذا الفيديو على 497 جملة و5589 كلمة للتدرب على الترديد. مدة الكلام 27:18. يتكلم المتحدث بسرعة، نحو 205 كلمة في الدقيقة، لذا ستسمع كثيرًا من وصل الكلمات واختزال الأصوات. 89% من الكلمات ضمن أكثر 3,000 كلمة شيوعًا في الإنجليزية، فالمفردات سهلة المتابعة.

أهم المفردات في هذا الفيديو

15 كلمة من الفيديو تستحق التعلّم، مع النطق والمعنى:

الكلمة	النطق	المعنى
paragraph اسم	/ˈpæɹəɡɹæf/	فِقْرَة, بَنْد
examination اسم	/ɪɡˌzæm.ɪˈneɪ.ʃən/	اِخْتِبَار, اِمْتِحَان
accompany فعل	/əˈkʌm.pə.ni/	رَافَقَ
regret فعل	/ɹɪˈɡɹɛt/	نَدِمَ, تَأَسَّفَ
countryside اسم	/ˈkʌn.tɹiˌsaɪd/	رِيف
suitable صفة	[ˈsjuː.tə.bɫ̩]	مُنَاسِب, مُلَائِم
remind فعل	/ɹəˈmaɪnd/	ذَكَّرَ
visa اسم	/ˈviːzə/	تَأْشِيرَة, فِيزَا
concentrate فعل	/ˈkɑn.sən.tɹeɪt/	رَكَّزَ
passive صفة	/ˈpæs.ɪv/	مَبْنِيٌّ لِلْمَجْهُول
persuade فعل	/pə(ɹ)ˈsweɪd/	أَقْنَعَ
confused صفة	/kənˈfjuːzd/	اِحْتَارَ
compete فعل	/kəmˈpiːt/	تَنَافَسَ, تَبَارَى
fitness اسم	/ˈfɪt.nəs/	لِيَاقَة, صِحَّة
reader اسم	/ˈɹi.dɚ/	قَارِئ, قَارِئَة

الأفعال المركبة التي ستسمعها

الكلمة	المعنى
give up فعل	تَنَازَلَ, تَخَلَّى
get up فعل	قَامَ, نَهَضَ
cross out فعل	شَطَبَ
go down فعل	نَزَلَ

جمل تستحق التكرار

جمل قصيرة وكاملة من الفيديو يمكنك استخدامها في الحديث اليومي:

Let's look at number five.
You're too busy concentrating on not crashing.
Don't project your experiences on this.
Let's look at the next paragraph.

القواعد في هذا الفيديو

أكثر التراكيب التي يستخدمها المتحدث، مع العبارات نفسها من الفيديو:

التركيب	في الفيديو
“used to” used to + فعل — عادة أو حالة في الماضي لم تعد قائمة	used to draw · used to do
المضارع التام have/has + اسم المفعول — حدث ماضٍ ما زال له أثر الآن	I've already done · I've shared · haven't watched
المبني للمجهول be + اسم المفعول — التركيز على ما يحدث لا على من يفعله	is divided · be accepted · are allowed
جمل الوصل who / which + جملة — معلومة إضافية عن شخص أو شيء	people who are · activity which was

نطق يحتاج إلى انتباه

يستخدم المتحدث 109 من الصيغ المختصرة، مثل we're, don't, we've. انطقها بصيغتها القصيرة كما تسمعها.

أصوات “th”: clothing /ˈkloʊðɪŋ/, thick /θɪk/
أصوات “sh” و“zh”: examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, conditional /kənˈdɪʃ.ə.nəl/, attraction /əˈtɹækʃn̩/, unusual /ʌnˈjuːʒ(u)əl/, sheet /ʃit/
الكلمات الطويلة — انتبه لموضع النبر: examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, accompany /əˈkʌm.pə.ni/, conditional /kənˈdɪʃ.ə.nəl/, importantly /ɪmˈpɔɹ.tənt.li/, laboratory /ˈlæb(ə)ɹəˌtɔɹi/

أصوات يجدها متحدثو العربية صعبة:

/p/ — ليس /b/: انطقه مع نفخة هواء: paragraph /ˈpæɹəɡɹæf/, accompany /əˈkʌm.pə.ni/, skip /skɪp/, importantly /ɪmˈpɔɹ.tənt.li/, passive /ˈpæs.ɪv/
/v/ — ليس /f/: مع اهتزاز الأوتار الصوتية: visa /ˈviːzə/, passive /ˈpæs.ɪv/, convenient /kənˈviː.niənt/, advertisement /ˈædvɚˌtaɪzmənt/, advertise /ˈædvɚˌtaɪ̯z/
تتابع الصوامت — لا تضف حركة بينها: skip /skɪp/, attraction /əˈtɹækʃn̩/, importantly /ɪmˈpɔɹ.tənt.li/, countryside /ˈkʌn.tɹiˌsaɪd/, suitable [ˈsjuː.tə.bɫ̩]

كيف تتدرب بهذا الفيديو

استمع إلى الفيديو كاملًا مرة واحدة دون أن تتكلم، ودوّن الكلمات التي لا تعرفها.
ابدأ بسرعة 0.75×، وردّد جملة جملة، ثم عُد إلى السرعة العادية عندما يصبح الأمر سهلًا.
سجّل صوتك وقارنه بالأصل، مع الانتباه إلى كلمات مثل paragraph, examination, accompany.

ما هي تقنية التظليل الصوتي؟

التظليل الصوتي (Shadowing) تقنية تعلم لغة مدعومة علمياً، طُورت أصلاً لتدريب المترجمين الفوريين المحترفين. الطريقة بسيطة لكنها قوية: تستمع لصوت إنجليزي أصلي وتكرره فوراً بصوت عالٍ — كظل يتبع المتحدث بتأخير 1-2 ثانية. تُظهر الأبحاث تحسناً كبيراً في دقة النطق والتنغيم والإيقاع وربط الأصوات والاستماع والطلاقة.

تقنية الشادوينغ: اقرأ الدليل الكامل خطوة بخطوة →

تدريب Shadowing: Cambridge B1 Exam Teacher Training - Reading Part 1, 2, 3 - تعلم التحدث بالإنجليزية عبر الفيديو

اختر وضع التدريب

تنزيل التطبيق

Cambridge B1 Preliminary Speaking Exam - How to Do Parts 1-2

PET 1 Listening Part 3 Test 3 (Transcript + Key)

Get Band 9 After Using These Reading Strategies

Study English online (B1). Preliminary English Test (PET) Listening Book 6 : Test 2 part 3

Cambridge CAE 2 Listening Test 2

B1 Preliminary (PET) Listening Test 5 with answers (new format)

Cambridge B1 Preliminary (PET): How to Write an Email

CELPIP Speaking Task 1 - TIPS!

Basic Ielts Listening - 85

PET 2 Listening Part 1 Test 1 (Transcript + Key)

COMPLETE PET TRACK 22 UNIT 4

Cambridge First Certificate Exam - Trainer Practice - Test 1 I Listening Part 2

المفردات وملاحظات التحدث لهذا الدرس

أهم المفردات في هذا الفيديو

الأفعال المركبة التي ستسمعها

جمل تستحق التكرار

القواعد في هذا الفيديو

نطق يحتاج إلى انتباه

كيف تتدرب بهذا الفيديو

ما هي تقنية التظليل الصوتي؟