تدريب Shadowing: Which TWO points did students most frequently make about their musical background before PART 3 - تعلم التحدث بالإنجليزية عبر الفيديو
اختر وضع التدريب
كل وضع يفتح غرفة تدريب بملء الشاشة.
75 جمل
إذا كانت الجمل قصيرة أو طويلة جدًا، انقر على Edit لتعديلها.
1
Part 3.
2
You will hear two music students discussing the results of a survey they have done.
3
First, you have some time to look at questions 21 to 26.
4
Now listen carefully and answer questions 21 to 26.
5
So, Gareth, we need to organise the findings from our survey or music students for the final presentation.
6
Yes, Lorna.
7
I think we've got some very interesting results.
8
Obviously, we need to start by saying
9
that we interviewed all the third-year students doing a music degree and state the objective of our research project, that is, to find out about their attitudes to performing.
10
And then we should talk about the students' musical backgrounds before coming to university.
11
The most important points to make are
12
that although most people have actually composed music during the course
13
that wasn't the case when they arrived
14
and the other thing they had in common was the piano
15
well they'd had access to a piano at some point
16
but not all had studied it formally i thought the most interesting finding was
17
that before coming here almost everyone was involved in a chamber orchestra
18
or band or singing in a choir and playing in front of live audiences but varying enormously in size.
19
Some had only played in tiny venues.
20
I think it's worth saying that.
21
OK.
22
And as you might expect from people wanting to study music, they all had a degree of proficiency in at least two instruments.
23
But in most cases, one of the instruments was dominant.
24
Right.
25
We need to talk about attitudes to music practice.
26
The most striking thing here is
27
that even students who you'd expect to practice for hours every
28
day until they get it perfect say it's being terrified of failing that really makes them practice.
29
I know I'm the same.
30
Me too.
31
It's interesting what was said about practicing alone.
32
Some people preferred that because they could focus more on their weak points.
33
But that wasn't a majority view.
34
What most of them agree on is that there's nothing more rewarding than mastering something that's really hard to learn.
35
That's right.
36
OK, after that we should talk a bit about the pieces that students select for assessed performances.
37
There wasn't quite so much consensus on this, was there?
38
A few people prefer to do pieces which are relatively unknown, while others choose the ones they think will show off their technical ability.
39
But they were in the minority.
40
I think the first thing to say is
41
that a high percentage said they would always try to learn their pieces by heart, because it's too easy to get lost if you're trying to read and play when you're nervous.
42
OK.
43
And quite a lot of them said it helps to listen to other people playing your chosen piece, preferably recordings but even just other students
44
before you hear the rest of the discussion you have some time to look at questions 27 to 30
45
Now listen and answer questions 27 to 30.
46
So finally, we need to look at the findings for students' attitudes to performing.
47
We should point out that this includes informal and formal public performances, as well as assessed ones.
48
Yes, that's important.
49
I expected to find that performing solo would make students very nervous, but in fact that isn't the case.
50
They do find it hugely challenging to start with, but they appreciate the challenge and find it stimulating.
51
Right.
52
I was surprised by what students said about deciding which pieces to perform.
53
I thought they'd all say this was easy.
54
For me, it's always been quite straightforward.
55
Which pieces do I like best?
56
And which pieces can I play well?
57
And my repertoire is quite limited anyway.
58
But the most commonly cited answer was that it took them ages to make their minds up.
59
I suppose it's because there are so many factors involved.
60
You need to consider your audience, the venue, the time available to learn the piece, especially if it's complicated.
61
You need to think about all these things, and you can't do that in a hurry.
62
That's true.
63
Then there's performing with musicians from a different genre, like a classical musician playing with a jazz group.
64
That can really be fun.
65
But most of the music students had never even considered it.
66
Right.
67
For performing with musicians who play the same instrument, almost everyone put the same thing.
68
Yes, they all said it was incredibly helpful, and not at all intimidating, which says a lot for the department's ethos.
69
Yes, that's a good point.
70
Okay, what I think we should sort out now...
71
Thank you.
72
Thank you.
73
Thank you.
74
Thank you.
75
Thank you.
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
نفس القناة
B23
Peer Assessment PART 3 Actual IELTS listening test
IELTS PrepUniversity Students
B21
IELTS Actual listening Professor Smith's article part 3(14.06.2025)
IELTS PrepUniversity Students
B22
(Level-HARD)Harvesting and Processing Cocoa Beans part 2 Actual IELTS listening
IELTS PrepUniversity Students
B12
Lifeguard Application Part 1 Actual IELTS listening
IELTS PrepUniversity Students
B22
The Frankston Connect Club part 2 IELTS Actual listening (Audio +Transcript)
IELTS PrepUniversity Students
C14
Public Monument Assignment section 4 Actual IELTS listening
IELTS PrepUniversity Students
C11
(Level- Medium) IELTS Actual listening Economics and Trust
IELTS PrepUniversity Students
C11
American Salt Marshes part 4 IELTS Actual listening
IELTS PrepUniversity Students
C13
Joining the Social Club Form Part_1 Actual listening
IELTS PrepDaily ConversationUniversity Students
B23
Different Types of Supermarket Layout part-4 Real listening 8.6.24 bd uz and other regional question
IELTS PrepTOEFL PrepUniversity Students
B22
IELTS Actual listening part 2 montana resort
IELTS PrepTravel EnglishUniversity Students
B16
Holiday Job section 1 Actual IELTS listening
IELTS PrepBusiness EnglishInterview English
B13
Forest Lake Campsite section 2 IELTS Actual listening
IELTS PrepTeensHigh School Students
A29
(Level-EASY)Library application form part 1 IELTS Actual listening
IELTS PrepTeensDaily Conversation
B25
Saffron part 4 Actual IELTS listening
IELTS PrepUniversity StudentsWorking Adults
B26
IELTS listening part 3 Product development presentation: mosquito net
IELTS PrepTOEFL PrepBusiness English
B13
(Level-Medium) Actual IELTS listening Part-1 Theatre booking Audio + Answer Analyses
IELTS PrepTravel EnglishUniversity Students
B23
Environmental Science modules part 3 Actual IELTS listening
IELTS PrepUniversity Students
B13
Farmer's market in New Zealand part 2 Actual listening
Travel EnglishDaily ConversationUniversity Students
B23
Bestley Castle and Grounds part 2 IELTS Actual listening
IELTS PrepTravel EnglishHigh School Students
FOR YOU
فيديو موصى به
B2136
30 جمل
IELTS Listening Part 3: A Survey on Student Sleep
American AccentBritish AccentIELTS PrepUniversity Students
B21
21 جمل
BÀI MẪU SPEAKING IELTS PART 1: MUSIC ️🎶 | SPEAKING SAMPLES by The IELTS Workshop
IELTS PrepUniversity Students
B21
320 جمل
How Do I Get A Band 9 in IELTS Speaking?
IELTS PrepUniversity Students
B21
71 جمل
Vol 3 - test 10 - section 3
IELTS PrepUniversity Students
B1265
30 جمل
IELTS Speaking Part 1: Hometown, Studies and Free Time
American AccentBritish AccentIELTS PrepUniversity StudentsWorking Adults
B21
86 جمل
What is the topic of the research?: IELTS LISTENING Vol 5 Test 8 Section 3
IELTS PrepTOEFL PrepUniversity Students
B22
271 جمل
IELTS Speaking Part 3 Band 8+ Shadowing Series | Day 1
IELTS PrepUniversity Students
B21
148 جمل
IELTS Speaking Test Band 7.0 Mock Test | Uzbek Student
IELTS PrepUniversity Students
B21
307 جمل
Cambridge 16 Listening Test 1 with Answer | #english #ieltslistening
IELTS PrepUniversity Students
B23
74 جمل
Cambridge IELTS 10. Test 2. Listening Section 3
IELTS PrepUniversity Students
الانطباعات الأولى
تعتبر هذه المحادثة بين الطلاب عن خلفياتهم الموسيقية مادة رائعة للتحدث باللغة الإنجليزية. فالمحتوى غني بالتجارب الشخصية والنقاشات التي تعكس الآراء المختلفة حول ممارسة الموسيقى. وهذا يجعلها فرصة ممتازة للمتعلم لإثراء مفرداته وفهم أساليب التعبير الطبيعية. كما أنها تعرض مجموعة متنوعة من المفاهيم المتعلقة بالموسيقى وأهمية الأداء، مما يجعلها مناسبة لمتعلمي اللغة من جميع المستويات.
تفكيك المحتوى
- جملة: "أعتقد أن النتيجة الأكثر إثارة للاهتمام كانت أن كل شخص تقريبًا كان مشاركًا في أوركسترا صغيرة أو فرقة موسيقية أو يغني في جوقة."
لماذا تبدو طبيعية: تعبير "أعتقد أن" يعطي انطباعًا شخصيًا ويظهر تفكير المتحدث، مما يجعل الجملة أكثر صدقًا. استخدام كلمات مثل "مثير للاهتمام" يضفي حيوية على الحديث.
- جملة: "في معظم الحالات، كان أحد الآلات الموسيقية مهيمنًا."
لماذا تبدو طبيعية: تعبر هذه الجملة عن ملاحظة واضحة باستخدام أسلوب بسيط ومباشر، مما يسهل فهمها. كما أن استخدام "مهيمنًا" يضيف عمقًا للمعلومات.
- جملة: "لا يوجد شيء أكثر مكافأة من إتقان شيء صعب التعلم."
لماذا تبدو طبيعية: هذه الجملة تعبر عن شعور جماعي يشاركه الكثير من الناس، مما يجعلها قابلة للتواصل ومؤثرة. تعبر عن الإلهام والتحفيز، وهي نقاط مهمة للمتعلمين.
روتين الممارسة
لتحسين مهاراتك في التحدث، يمكنك استخدام طريقة التظليل في الإنجليزية. ابدأ بتكرار الجمل التي تعلمتها في الفيديو. حاول أن تسجل نفسك أثناء محاكاة النطق والإيقاع. على سبيل المثال، يمكنك تكرار الجملة: "إنهم جميعًا لديهم درجة من الكفاءة في الأقل على آلة موسيقية واحدة." ثم استمع إلى تسجيلك وقارن نطقك بنطق المتحدثين الأصليين في الفيديو.
تذكر أن تركز على التنغيم و الإيقاع، فهذا سيساعدك على تحسين طريقة تعبيرك. استمتع بعملية التعلم وكن صبورًا مع نفسك. تعلم الإنجليزية مع يوتيوب يمنحك الفرصة لاكتساب مهارات جديدة بطريقة ممتعة وفعّالة. بالتوفيق!
القواعد في هذا الفيديو
أكثر التراكيب التي يستخدمها المتحدث، مع العبارات نفسها من الفيديو:
| التركيب | في الفيديو |
|---|---|
| المضارع التام have/has + اسم المفعول — حدث ماضٍ ما زال له أثر الآن | have done · have actually composed · it's always been |
| المبني للمجهول be + اسم المفعول — التركيز على ما يحدث لا على من يفعله | was involved · was said |
| جمل الوصل who / which + جملة — معلومة إضافية عن شخص أو شيء | students who you · pieces which are |
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.