Shadowing-Übung: 🔥The Just in Time Supply System JIT - Đề thi IELTS LISTENING (actual test - Englisch Sprechen Lernen mit Video
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You will hear a business student called Ron getting feedback from his tutor on his presentation.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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Thanks, Ron, for coming to my office to discuss the presentation you gave yesterday to the business management seminar.
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We'll go over what you did with the aim of helping you improve your next presentation.
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Sounds good.
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Now, the topic was the Just-in-Time, or JIT, supply system, used by a lot of manufacturers,
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first in Japan and then in the West, I think.
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Yes, but actually one thing I should have made clearer
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and talked about was the fact that the Americans actually pioneered the idea of Just-in-Time, though it wasn't called that.
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Henry Ford and his cars, in fact, at the turn of the 20th century.
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And later, a big US supermarket chain used it, and this was where Toyota in Japan got the idea for its car making.
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Yes, that would have been a good addition.
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Now, before we go any further, I think I would suggest that you should have stopped and clearly defined just in time for your seminar colleagues.
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You said its aim was to reduce waste and you mentioned
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that classic business theory assumes that stock or inventory of parts are counted as assets,
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but just-in-time sees them as unnecessary waste.
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But you never told us that JIT simply means waiting until the last moment to order new supplies as you need them.
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Yes, you're right.
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I should have done that.
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Now, you talked a bit about standardising parts as a way of streamlining JIT.
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Where did you get your data from?
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Well, I tried an internet website on the subject, which is called the Lean Clearinghouse, but it was too technical for me.
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So, in the end, I got my data from a textbook called Learning from Toyota.
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I found some journal articles too, but they didn't seem very useful.
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Yes, well there is a US government report on it I've seen.
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I'll get a copy for you.
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Great, I look forward to reading through it.
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And while you're at it, you might want to find out about cases where JIT might not be suitable,
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and that's in service industries like tourism or healthcare, where customers are paying for something that they can't actually see or count.
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Although JIT is fashionable today, Some people would say it hasn't proved
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so successful in the service sector as it has with the manufacturing of goods that can be quantified.
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That would be interesting.
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I'll see what I can find out.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
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Thank you.
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Now listen and answer questions 25 to 30.
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Now, unless you have any more questions, let's turn to a critique of the technical aspects of the presentation.
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I'm afraid I'll emphasise the things I think you might want to work on.
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It was a good talk, but with a little work, your next presentation should be excellent.
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Fine.
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That would be helpful.
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Actually, I wasn't happy with my delivery.
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I sometimes seemed to talk fast and sometimes slow.
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I was on edge, I guess.
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Yes, you were.
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And as well as that, your purpose wasn't very specific.
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In future, you need to lay out exactly what you're going to cover and why.
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Make it clear and concise and not so general.
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And what about my transitions from one section to the next?
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Well, you didn't link the sections, did you?
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You went too quickly from one to the next.
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It was all just too abrupt.
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OK.
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I'll try to improve that.
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Now, your PowerPoint visuals were lovely, but sometimes I got the feeling that, nice as they were as pictures,
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they didn't have much to do with what you were talking about, right?
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You're right.
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And, you know, another thing I could see from the other students' reactions, they just didn't understand some of the vocabulary I was using.
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Good point.
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Well, remember, your audience were laymen, mostly without knowledge of JIT.
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So, you need to simplify and try to put things in everyday English.
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I never seem to do that.
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And lastly, I'll just mention your body language.
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You didn't use gestures and you just stood straight without any animation.
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It didn't make you seem very interested in the subject.
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I know, even though I really do like the subject.
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Sorry.
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Well, despite all this, I enjoyed your presentation, and I could see you put lots of work into it.
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I look forward to an even better presentation from you next time.
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Well, thanks for your help.
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That is the end of part three.
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You now have thirty seconds to check your answers to part three.
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Thank you.
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Thank you.
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Thank you.
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Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung auf Niveau B2 basiert auf dem Video „🔥The Just in Time Supply System JIT - Đề thi IELTS LISTENING (actual test“. Diese Wörter kommen am häufigsten vor: presentation, Jit, questions, subject, seem. Dieses Video enthält 76 Sätze und 814 Wörter zum Nachsprechen. Der gesprochene Teil dauert 7:29. Der Sprecher spricht langsam, etwa 109 Wörter pro Minute, sodass genug Zeit bleibt, jeden Laut nachzuahmen. 86 % der Wörter gehören zu den 3.000 häufigsten im Englischen; den Rest solltest du dir vor dem Üben ansehen.
Wichtiger Wortschatz in diesem Video
Die 15 anspruchsvollsten Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| seminar Substantiv | /ˈsɛmɪnɑɹ/ | Seminar |
| abrupt Adjektiv | /əˈbɹʌpt/ | abrupt, jäh |
| concise Adjektiv | /kənˈsaɪs/ | kurz, prägnant |
| layman Substantiv | /ˈleɪmən/ | Laie, Laiin |
| quantify Verb | /ˈkwɑn.tɪˌfaɪ/ | quantifizieren |
| simplify Verb | /ˈsɪmplɪfaɪ/ | vereinfachen |
| standardise Verb | [ˈstændə(ɹ)daɪz] | standardisieren |
| fashionable Adjektiv | /ˈfæʃənəbl̩/ | modisch, fashionable |
| tutor Substantiv | /ˈtjuːtəː/ | Lehrer, Nachhilfelehrer |
| textbook Substantiv | /ˈtɛkst.bʊk/ | Lehrbuch, Schulbuch |
| supermarket Substantiv | /ˌsupɚˈmɑɹkət/ | Supermarkt |
| vocabulary Substantiv | /vəˈkæb.jə.lə.ɹi/ | Wortschatz, Vokabular |
| gesture Substantiv | /ˈd͡ʒɛs.t͡ʃɚ/ | Geste, Gebärde |
| pioneer Substantiv | /ˌpaɪ.əˈnɪɹ/ | Pionier, Wegbereiter |
| critic Substantiv | /ˈkɹɪt.ɪk/ | Kritiker |
Phrasal Verbs, die du hören wirst
| Wort | Aussprache | Bedeutung |
|---|---|---|
| look forward to Verb | sich freuen auf | |
| find out Verb | herausfinden, erfahren | |
| lay out Verb | /ˌleɪ ˈaʊt/ | ausgeben |
Sätze zum Wiederholen
Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:
- Where did you get your data from?
- I'll get a copy for you.
- I'll see what I can find out.
- Actually, I wasn't happy with my delivery.
- Well, you didn't link the sections, did you?
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | wasn't called · are counted · is called |
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | I've seen · hasn't proved |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 23 Kurzformen und abgeschwächte Formen, zum Beispiel didn't, I'll, you're. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die Laute „sh“ und „zh“: fashionable /ˈfæʃənəbl̩/, animation /ˌæn.ɪˈmeɪ.ʃən/
- Lange Wörter – auf die Betonung achten: supermarket /ˌsupɚˈmɑɹkət/, vocabulary /vəˈkæb.jə.lə.ɹi/, unnecessary /ʌnˈnɛs.əˌsɛɹ.i/, animation /ˌæn.ɪˈmeɪ.ʃən/
Laute, die Deutschsprachigen schwerfallen:
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: standardise [ˈstændə(ɹ)daɪz], colleague /ˈkɒliːɡ/
- /æ/ — offener als „ä“: standardise [ˈstændə(ɹ)daɪz], fashionable /ˈfæʃənəbl̩/, lastly /ˈlæstli/, vocabulary /vəˈkæb.jə.lə.ɹi/, animation /ˌæn.ɪˈmeɪ.ʃən/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Sprich Satz für Satz in normaler Geschwindigkeit nach und wiederhole jeden, bis dein Rhythmus zum Sprecher passt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie seminar, abrupt, concise.
Was ist die Shadowing-Technik?
Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.