تدريب Shadowing: How to Start Speaking in IELTS Part 3 - تعلم التحدث بالإنجليزية عبر الفيديو

And can I have the task card back?

Sure.

So, listen, I've just finished part two of my IELTS speaking test.

Now it's time for part three, the deeper conversation.

But what if I don't know what to say?

How do I get time to think?

Oh my, what if I don't understand?

What kind of questions will they ask me?

How can I develop my answers?

Let's find out.

Hello, it's Keith from the Keith Speaking Academy and the YouTube channel English Speaking Success, where you become a confident speaker of English.

Now, the truth is, all parts of the IELTS speaking test are challenging.

Well, and fun, right?

But part three is critical because that is where the examiner will decide if you're a five or a six, a six or a seven, and so on, right?

So it's really important you understand this.

The examiner really controls this part of the test to make sure they push you to your limit

so they are sure about your level.

So they will make up questions based on your answers.

They will cut you off and move on to another question to test more things.

And all of this is fine.

Expect it.

The biggest and most exciting part of part three is that you can't really prepare your answers, right?

Because you don't know where the conversation is going to go.

So topic research is good, but flexibility is much more important.

In this video, I will tell you some of the most common types of questions and how to answer them,

as well as ideas on how to develop your answers, which is really important in part three.

Finally, I'll show you how to create time for yourself to think.

Okay, sound good?

Great.

Oh, do remember, you can get the PDF of all of these phrases clicking on the link below for free.

Okay, let's begin.

Right, now we're going to look at three very common question types for part three and how to answer them.

Okay, the first one, how has something changed in recent years?

Here, the examiner is testing your knowledge and ability to talk about comparisons of the past and the present.

Okay, now you could just start talking.

I'm a big fan of going with the flow,

but you can also use some of these phrases to help you structure your answer and begin confidently.

Don't just memorize these, use them flexibly.

There's lots of combinations.

Right.

For example, we can say in the past we used to da-da-da-da.

This has changed a lot recently.

Now we usually da-da-da-da.

Okay, three phrases, one after the other, simple structure. Or something similar.

Previously, we used to...

This has changed a lot recently.

Nowadays, we tend to...

Okay, so what you're doing here is you're using a past tense, present perfect, connecting past to the present, and then the present tense.

So you're showing a wide range of tenses.

With the past, you could say previously we used to, previously we would, or previously we did.

So you can change, chop and change and mix it up a little bit.

Remember, build your flexibility.

So, for example, if the question were, how has shopping changed in recent years?

I might say, previously, we used to go into the town center and buy things in real shops,

brick and mortar shops, but that has changed.

And nowadays, we still go to the shops, but we often buy things online because they are cheaper.

Okay.

Nice answer.

But remember in part three, you do need to develop your answers more.

So here, let me give you one of my secret methods, the OR method, the O-R-E method.

Opinion, reason, example.

The example is the key it.

That's where you can really give extra information and show off your vocabulary.

Okay.

So you can see in my previous example, I gave my opinion that we used to go to shops.

Now we shop online.

And the reason because it's cheaper.

Now I can add an example to develop the answer.

But be careful, because what you might think is, oh, I can say something like, well, yeah, for example, when I buy clothes,

I go to the shops and try them on.

And then I go and buy that item online.

That's not great because that's a personal example.

You're kind of going back to part one, which is about you.

Here, try not to be personal.

It's okay if you give one or two examples that are personal, but think generally.

Think globally around the world and try to get a more general or global example.

For example, When many young people buy clothes, they go to the shops like Gap to try them on,

and then they go to the Gap website and buy that item online.

Think generally, think globally for your examples.

Also think about examples from the news, something you've read or seen on the internet or the TV, if you still watch TV,

like, I read the other day, actually, that one shop, Gap,

I think, reported that their online sales of clothes had actually surpassed in-shop purchases.

OK, so your example doesn't have to be perfect, doesn't have to be true.

I don't remember the details, but that's OK.

It's about expressing your English language and developing your answer.

So you've got or opinion, reason, example.

If you're example, think globally, generally, or something in the news.

Let's move on.

Right.

Question type number two, very common.

How will something change in the future?

And here the examiner is testing.

Testing what?

Yeah.

examiner is testing if you can compare things in the present to the future

so thinking of the language of comparison present tenses future tenses possibility speculating all of that

again remember you can just start talking or you could use some of these phrases that might help you along.

For example, at the moment, the situation is, and I think in the future we will,

or right now, the situation is, I suspect in the future we might.

100

So instead of will, you could be using might as a possibility, a possible future.

101

or today it seems to me that I guess in the future we may,

102

okay, I guess, I reckon, I suspect you can change might for may or could.

103

You can change will for going to.

104

You can all these possibilities, right?

105

Chop it up, change it around, build your flexibility.

106

Here's an example.

107

On the same topic of shopping, how will shopping change in the future?

108

Well, at the moment, the situation is we buy many clothes online as well as in the shops.

109

I suspect that in the future, we might buy almost everything online.

110

Got it?

111

Now, develop your answer.

112

Can you think of an example here?

113

Remember, general, global, in the news.

114

Here's one, and I got from seeing a mobile app.

115

So the other day, right, I saw a new app where you can upload your image of yourself and add clothes to it.

116

So you can see if the clothes match you or if they suit you, right?

117

And I think this means that we will buy more

118

and more clothes online because there will be no need to go to the shops to try them on.

119

And there you have it.

120

Remember, the examiner might cut you off, doesn't matter.

121

It means they've heard enough and they want to push you in a different direction.

122

So relax about it.

123

Okay, let's move on.

124

Oh, before we do, if you are enjoying this, please remember, do like the video and subscribe to the channel.

125

Let's go in to the third type of question.

126

Why do some people blank, do something?

127

Okay.

128

Here really, the examiner is testing your expression of opinion, right?

129

Well, I agree, I disagree, I think, I suppose, and so on.

130

My advice with this kind of question is to focus on a specific group of people.

131

Because when we say, why do people, I mean, it's impossible to answer.

132

That could be anybody.

133

But if you choose a group of people like teenagers,

134

adults, working people, mothers, retired people, it helps you focus.

135

It helps you develop the answer better.

136

And because you're being quite specific, you'll be using a more specific, deeper range of vocabulary.

137

So you're making it better for yourself.

138

Okay.

139

So here I can just recommend one phrase, right?

140

Very simple to answer.

141

It depends.

142

If we are talking about group of people, then I think, for example, well, it depends, right?

143

I mean, if we're talking about teenagers, then I think, well, it depends.

144

I mean, if we're talking about older people, then I think, you see?

145

Let's look at an example again, sticking with the shopping theme in part three.

146

Why do some people never shop online?

147

Well, it depends.

148

I mean, if we're talking about older people, then I think they may not know how to do it and they might not trust it.

149

Okay, great way to start.

150

Can you think of an example now?

151

Remember, don't be personal.

152

Don't say, for example, my granddad doesn't like.

153

No, don't talk about personal examples.

154

Remember, think generally, think globally, or think about the news.

155

So maybe something like this.

156

I've seen a lot of reports on the news lately of older people being scammed.

157

You know, buying things online that don't exist, they might purchase a car because it's super cheap,

158

but then they give the money to the scammers and they never even see the car.

159

And I guess all of this means they are reluctant then to buy online.

160

Got it?

161

Great.

162

Let's move on.

163

Okay, so we've seen three very common question types and how to develop your answer, right?

164

But to do that, you need to think fast.

165

You really do need to think on your feet, as we say.

166

Think on your feet, think quickly, right?

167

So you need time to think.

168

But in part three, there isn't much time, right?

169

The big thing about part three is the pace.

170

It's fast and furious, like the film.

171

How then do you create time to think?

172

There are three things you can do, right?

173

The first listen carefully to the question

174

repeat the question aloud and then take a moment to breathe and think and answer okay

175

so if the question is for example why do some people never shop online why do some people never shop online.

176

And then start speaking, okay?

177

Don't worry about the time.

178

Let the examiner worry about the time.

179

That is their job to control the time, not yours.

180

You take your time and answer.

181

Okay.

182

Second thing you can do is to use time fillers, right?

183

Very common things like, oh, that's a good question.

184

So once the examiner asks you the question, you go, hmm, that's a good question.

185

Oh, I haven't thought about that.

186

Let me see.

187

Let me think. And take that breath.

188

in and out, just that time.

189

Get oxygen to your head, give you time to think and relax your shoulders and your body.

190

Okay.

191

Tip number three, ask the examiner to clarify or to repeat, right?

192

Even maybe because you don't understand, but even just to get more time, right?

193

It's one thing you can do.

194

Don't overuse this, but you can.

195

If you don't understand a question or you didn't hear it correctly, or it just wasn't clear, right?

196

You can say, could you repeat the question?

197

And they will repeat it.

198

Could you repeat the question?

199

But my favorite is, what do you mean exactly?

200

I love that because you're showing that you've understood the question, but you're not 100% clear.

201

You're not saying, oh, I don't understand.

202

You're saying, well, okay, I understand.

203

But what do you mean exactly?

204

Clarify the question.

205

So the examiner might rephrase the question, not only repeat it, but say it in a different way, helping you understand, but giving you time to think.

206

What do you mean exactly?

207

Great question.

208

So now you have some nice phrases.

209

What are you going to do?

210

Practice, of course.

211

You can download the PDF for free.

212

There's a link below and start practicing.

213

If you're interested in taking your spoken English up a whole new level, well, you can join one of my online courses.

214

There are links down below.

215

Now, I know some students cannot join an online course or work with a teacher.

216

And that's fine.

217

I have a tip for you.

218

Go to my website, keithspeakingacademy.com.

219

Look for IELTS part three.

220

Again, there's a link below.

221

Look at the part three topics and subtopics.

222

Try and create some questions for each subtopic based on the three question types you've seen today.

223

And then just try and give your answer to those questions.

224

Again, you can use some of the phrases from today's lesson and just practice doing that.

225

It's the practice.

226

Bonus tip, record yourself on your phone and just listen back, right?

227

You could share it with another student, with a friend and say, what do you think?

228

What do you think of the example?

229

Is it good?

230

Is it clear?

231

Could it be better?

232

And just try to improve day after day.

233

That's my tip for you.

234

I hope that you've enjoyed this lesson.

235

Thank you so much for watching.

236

And I'll see you in the next video.

237

So take care, my friend.

238

Bye-bye.

📺 نفس القناة

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المفردات وملاحظات التحدث لهذا الدرس

يحتوي هذا الفيديو على 238 جملة و2277 كلمة للتدرب على الترديد. مدة الكلام 17:36. يتكلم المتحدث بسرعة ثابتة، نحو 129 كلمة في الدقيقة، وهي سرعة مريحة للترديد. 90% من الكلمات ضمن أكثر 3,000 كلمة شيوعًا في الإنجليزية، فالمفردات سهلة المتابعة.

أهم المفردات في هذا الفيديو

15 كلمة أقل شيوعًا من الفيديو، مع النطق والمعنى:

phrase /ˈfɹeɪ̯z/ (اسم) — جُمْلَة, تَعْبِير. A short written or spoken expression.
cloth /klɒθ/ (اسم) — قُمَاش, أقمشة. A fabric, usually made of woven, knitted, or felted fibres or filaments, such as used in dressing, decorating, cleaning or other practical use. Sometimes…
tense /tɛns/ (اسم) — صِيغَة, صِيغَةُ الْفِعْل. The property of indicating the point in time at which an action or state of being occurs or exists.
topic /ˈtɑpɪk/ (اسم) — مَوْضُوع, مَوَاضِيع. A subject; a theme; a category or general area of interest.
flexibility /ˌflɛksɪˈbɪlɪti/ (اسم) — مُرُونة. The quality of being flexible, whether physically or metaphorically.
lesson /ˈlɛs.ən/ (اسم) — دَرْس, حِصَّة. A section of learning or teaching into which a wider learning content is divided.
relax /ɹɪˈlæks/ (فعل) — اِسْتَرْخَى. To make something loose.
breathe /bɹiːð/ (فعل) — تَنَفَّسَ. To draw air into (inhale), and expel air from (exhale), the lungs in order to extract oxygen and excrete waste gases.
teenager /ˈtiːnˌeɪ̯d͡ʒə/ (اسم) — مُرَاهِق. A person between thirteen and nineteen years old (inclusive).
vocabulary /vəˈkæb.jə.lə.ɹi/ (اسم) — مُفْرَدَات, ذَخِيرَة لُغَوِيَّة. A usually alphabetized and explained collection of words e.g. of a particular field, or prepared for a specific purpose, often for learning.
carefully /ˈkɛɹf(ə)li/ (ظرف) — بِعِنَايَة. With care; attentively, circumspectly.
bonus /ˈbəʊ.nəs/ (اسم) — عِلَاوَة. Something extra that is good; an added benefit.
compare /kəmˈpɛɚ/ (فعل) — قَارَنَ. To assess the similarities and differences between two or more things [“to compare X with Y”]. Having made the comparison of X with Y, one might have found it…
connect /kəˈnɛkt/ (فعل) — رَبَطَ. To join (to another object): to attach, or to be intended to attach or capable of attaching, to another object.
brick /ˈbɹɪk/ (اسم) — طُوبَة, لَبِنَة. A hardened rectangular block of mud, clay etc., used for building.

الأفعال المركبة التي ستسمعها

talk about (فعل) — تَكَلَّمَ فِي, تَكَلَّمَ عَلَى. Used to draw attention to the speaker's characterization of someone or something.
look at (فعل) — نَظَرَ. To observe or watch.
look for (فعل) — بَحَثَ, فَتَّشَ. To seek.
show off (فعل) — تَفَاخَر, تَبَاهَى. To exhibit the best attributes of something.

نطق يحتاج إلى انتباه

يستخدم المتحدث 53 من الصيغ المختصرة، مثل don't, you're, you've. انطقها بصيغتها القصيرة كما تسمعها.

أصوات “th”: cloth /klɒθ/, breathe /bɹiːð/
الكلمات الطويلة — انتبه لموضع النبر: examiner /əɡˈzæmɪnɚ/, flexibility /ˌflɛksɪˈbɪlɪti/, vocabulary /vəˈkæb.jə.lə.ɹi/, combinations /kɑmbɪˈneɪʃənz/, confidently /ˈkɑnfɪdəntli/

كيف تتدرب بهذا الفيديو

استمع إلى الفيديو كاملًا مرة واحدة دون أن تتكلم، ودوّن الكلمات التي لا تعرفها.
ردّد جملة جملة بالسرعة العادية، وكرّر كل جملة حتى يتطابق إيقاعك مع المتحدث.
سجّل صوتك وقارنه بالأصل، مع الانتباه إلى كلمات مثل phrase, cloth, tense.

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 da · used to go
المضارع التام have/has + اسم المفعول — حدث ماضٍ ما زال له أثر الآن	I've just finished · has changed · you've read
جمل الوصل who / which + جملة — معلومة إضافية عن شخص أو شيء	answers, which is · one, which is

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.

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المفردات وملاحظات التحدث لهذا الدرس

أهم المفردات في هذا الفيديو

الأفعال المركبة التي ستسمعها

نطق يحتاج إلى انتباه

كيف تتدرب بهذا الفيديو

القواعد في هذا الفيديو

ما هي تقنية التظليل الصوتي؟