Shadowing Practice: 20 Test Practice Track 03 - Learn English Speaking with Video
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Test practice track 3.
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You will hear a university lecturer giving a talk about teaching physics to children.
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First, you will have some time to look at questions 1 to 10.
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Now listen carefully and answer questions 1 to 10.
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Good afternoon, everyone.
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We've been looking at different ways that, as teachers, you can make science fun in the classroom.
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And today I'm going to be talking about physics.
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Now the concepts of physics can be very difficult for children to understand, but they can also be really fun.
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So I'm going to describe a few experiments that will show children not only how exciting, but also how useful physics can be.
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The first experiment is based on what's known as the Brazil nut effect.
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It came about because physicists wondered why, when you open a container of mixed nuts, the largest Brazil nuts always seem to end up at the top.
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The great thing is that to demonstrate what's happening, you don't need a lot of equipment.
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Just a glass jar with a lid, a marble, so just a normal glass marble that children typically play with, and some sand.
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Just enough to fill the jar about three quarters full, and so there's still room for it to move about easily.
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Then you put the marble into the jar, put on the lid and shake it vigorously.
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Now before you show the results, ask your students to try and predict what will happen to the marble as you shake the jar.
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They're likely to make the same initial assumption as the physicists, which is that because the marble is heavier,
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it will sink down and end up at the bottom of the jar
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but in fact no matter how hard you shake it the marble will remain at
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or near the top that's
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because with a granular mixture like this the largest particles always end up on top when you shake it
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now it always helps to increase interest in science
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if you can show it has a real -world application
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and in this case it's proven to be very important in the field of healthcare,
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because scientists realise that if a patient is given medication in a powdered form, and it's made up of components of different densities,
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then those individual components may not mix together very evenly in the bottle.
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So they're now very careful to take this into account.
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Okay, our second experiment is the unpoppable balloon.
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This one is always fun.
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It requires an inflated balloon, a pin, and, the secret ingredient, a piece of sticky tape,
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which you're going to secretly apply to the side of the balloon.
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So don't show the students you've done this.
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Again, it's best to invite your class to predict the results.
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So hold up the balloon and the pin and ask them what will happen when you stick it in the balloon.
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They'll no doubt tell you that there'll be a very loud bang.
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However, if you stick the pin into your specially prepared section, to their surprise, rather than bursting,
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the air will leak out very quietly and slowly, and you can tell your students that when a balloon does burst,
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it does so faster than the speed of sound, creating a sonic boom.
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In the real world, this principle is used to test out the limits of different materials
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and to see just how elastic they are and how much stress can be put on them.
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The final experiment I want to recommend is great for demonstrating momentum and I call this one the arm engine.
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To do this experiment, you're going to need a chair that can swivel or rotate as well as some small hand weights.
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Get one of your students to sit on the chair holding the weights in their hands.
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Then ask another student to spin the chair as fast as they can.
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I'm sure your students will love the results of this one because they'll find that, depending on how they hold the weights,
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the students sitting in the chair will be able to alter their own speed.
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So when they hold the weights out and make themselves as wide as possible, they'll slow right down.
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But if they make themselves smaller, with the weights tucked right in next to their body,
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they'll be amazed to see that they can accelerate and start to spin faster again all by themselves.
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The whole class is sure to want to try it out.
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When it comes to the real -world application, tell your students that they can observe this principle at work from watching the ice skating at the Winter Olympics.
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They'll see how the competitors manage to spin incredibly fast just by tucking their hands in really close to their body.
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So these are just a few ideas for teaching physics.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel C1 se basa en el vídeo “20 Test Practice Track 03”. Las palabras que más se repiten: student, balloon, marble, weights, jar. Este vídeo tiene 53 frases y 804 palabras para practicar shadowing. La parte hablada dura 5:23. El hablante mantiene un ritmo constante de unas 149 palabras por minuto, cómodo para el shadowing. El 83 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| balloon sustantivo | /bəˈlun/ | globo, vejiga |
| marble sustantivo | /ˈmɑɹ.bəl/ | mármol, alioj (disused) |
| physicist sustantivo | /ˈfɪzɪsɪst/ | físico, física |
| tuck verbo | /tʌk/ | hacer dobladillo |
| predict verbo | /pɹɪˈdɪkt/ | predecir |
| excite verbo | /ɪkˈsaɪt/ | emocionar |
| granular adjetivo | /ˈɡɹæn.jə.lə(ɹ)/ | granuloso |
| inflate verbo | /ɪnˈfleɪt/ | inflar, hinchar |
| swivel sustantivo | /ˈswɪvəl/ | eslabón giratorio, pivote |
| vigorously adverbio | /ˈvɪɡəɹəsli/ | vigorosamente |
| rotate verbo | /ˈɹoʊ.teɪt/ | girar |
| elastic adjetivo | /ə-/ | elástico |
| evenly adverbio | /ˈiːvənli/ | uniformemente |
| accelerate verbo | /ɪkˈsɛl.əˌɹeɪt/ | acelerar, embalar |
| lecturer sustantivo | /ˈlɛkt͡ʃəɹə/ | docente, aleccionador |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| hold up verbo | aguaitar, esperar |
Pronunciación a tener en cuenta
El hablante usa 17 contracciones y formas reducidas, como they'll, I'm, don't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: specially /ˈspɛʃəli/, assumption /əˈsʌm(p).ʃ(ə)n/
- Palabras largas — cuida el acento: vigorously /ˈvɪɡəɹəsli/, accelerate /ɪkˈsɛl.əˌɹeɪt/, ingredient /ɪnˈɡɹiːdi.ənt/, competitor /kəmˈpɛt.ɪ.tɚ/, momentum /ˌmə(ʊ)ˈmɛntəm/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: swivel /ˈswɪvəl/, skate /skeɪt/, sticky /ˈstɪki/, specially /ˈspɛʃəli/
- /v/ — no es /b/: los dientes tocan el labio inferior: swivel /ˈswɪvəl/, vigorously /ˈvɪɡəɹəsli/, evenly /ˈiːvənli/, observe /əbˈzɜːv/
- /z/ — sonora, no /s/: physicist /ˈfɪzɪsɪst/, observe /əbˈzɜːv/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
- Grábate y compara con el original, prestando atención a palabras como balloon, marble, physicist.
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.