Shadowing Practice: Cambridge 13 Test 2 Section 3 Listening - Learn English Speaking with Video

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Section 3.
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You will hear a student called Russ consulting his tutor about a presentation he is preparing on nanotechnology,
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a study of materials on an extremely small scale.
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First, you have some time to look at questions 21 to 25.
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Thank you.
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Ah, come in, Russ.
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Thank you.
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Now, you wanted to consult me about your class presentation on nanotechnology.
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You're due to give it next week, aren't you?
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That's right, and I'm really struggling.
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I chose the topic because I didn't know much about it and wanted to learn more, but now I've read so much about it,
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in a way there's too much to say.
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I could talk for much longer than the 20 minutes I've been allocated.
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Should I assume the other students don't know much and give them a kind of general introduction?
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Or should I try and make them share my fascination with a particular aspect?
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You could do either, but you'll need to have it clear in your own mind.
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Then I think I'll give an overview.
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OK.
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Now, one way of approaching this is to work through developments in chronological order.
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On the other hand, you could talk about the numerous ways that nanotechnology is being applied.
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You mean things like thin films on camera displays to make them water -repellent, and additives to make motorcycle helmets stronger and lighter?
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Exactly.
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Or another way would be to focus on its impact in one particular area, say medicine or space exploration.
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That would make it easier to focus.
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Perhaps I should do that.
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I think that would be a good idea.
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Right.
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How important is it to include slides in the presentation?
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They aren't essential by any means and there's a danger of tailoring what you say to fit whatever slides you can find.
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While it can be good to include slides, you could end up spending too long looking for suitable ones.
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You might find it better to leave them out.
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I see.
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Another thing I was wondering about was how to start.
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I know presentations often begin with first I'm going to talk about this and then I'll talk about that.
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But I thought about asking the audience what they know about nanotechnology.
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That would be fine if you had an hour or two for the presentation,
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but you might find that you can't do anything with the answers you get, and it simply eats into the short time that's available.
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So maybe I should mention a particular way that nanotechnology is used to focus people's attention?
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That sounds sensible.
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What do you think I should do next?
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I really have to plan the presentation today and tomorrow.
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Well, initially, I think you should ignore all the notes you've made,
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take a small piece of paper and write a single short sentence that ties together the whole presentation.
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It can be something as simple as, nanotechnology is already improving our lives.
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Then start planning the content around that.
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You can always modify that sentence later if you need to.
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OK.
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Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
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Now listen and answer questions 26 to 30.
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OK, now let's think about actually giving the presentation.
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You've only given one before, if I remember correctly, about an experiment you'd been involved in.
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That's right.
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It was pretty rubbish.
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Let's say it was better in some respects than in others.
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With regard to the structure, I felt that you ended rather abruptly, without rounding it off.
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Be careful not to do that in next week's presentation.
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OK.
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And you made very little eye contact with the audience because you were looking down at your notes most of the time.
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You need to be looking at the audience and only occasionally glancing at your notes.
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Your body language was a little odd.
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Every time you showed a slide, you turned your back on the audience so you could look at it.
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You should have been looking at your laptop.
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And you kept scratching your head, so I found myself wondering when you were next going to do that,
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instead of listening to what you were saying.
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Oh dear.
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What did you think of the language?
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I knew that not everyone was familiar with the subject, so I tried to make it as simple as I could.
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Yes, that came across.
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You used a few words that are specific to the field,
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but you always explained what they meant so the audience wouldn't have had any difficulty understanding.
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Uh -huh.
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I must say, the handouts you prepared were well thought out.
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They were a good summary of your presentation, which people would have been able to refer to later on.
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So well done on that.
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Thank you.
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Well, I hope that helps you with next week's presentation.
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Yes, it will.
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Thanks a lot.
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I'll look forward to seeing a big improvement then.
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That is the end of section 3.
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You now have half a minute to check your answers.
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Now turn to section 4.

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Vocabulario y notas de pronunciación para esta lección

Esta lección de conversación se basa en el vídeo “Cambridge 13 Test 2 Section 3 Listening”. Las palabras que más se repiten: presentation, nanotechnology, audience, slide, notes. Este vídeo tiene 82 frases y 840 palabras para practicar shadowing. La parte hablada dura 7:04. El hablante mantiene un ritmo constante de unas 119 palabras por minuto, cómodo para el shadowing. El 85 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.

Vocabulario clave de este vídeo

15 palabras del vídeo que vale la pena aprender, con su pronunciación y significado:

PalabraPronunciaciónSignificado
presentation sustantivo/ˌpɹɛzn̩ˈteɪʃn̩/presentación, exposición
slide sustantivo/ˈslaɪ̯d/tobogán, resbaladilla
topic sustantivo/ˈtɑpɪk/tema, tópico
ignore verbo/ɪɡˈnɔː/ignorar, desoír
refer verbo/ɹɪˈfɜː/referir, remitir
aspect sustantivo/ˈæspɛkt/aspecto
occasionally adverbio/əˈkeɪʒənəli/ocasionalmente, de vez en cuando
experiment sustantivo/ɪkˈspɛɹ.ə.mənt/experimento
suitable adjetivo[ˈsjuː.tə.bɫ̩]indicado, idóneo
summary sustantivo/ˈsʌm.ə.ɹi/resumen, sumario
regard sustantivo/ɹɪˈɡɑːd/miramiento, reguardo
difficulty sustantivo/ˈdɪfɪkəlti/dificultad
laptop sustantivo/ˈlæp.tɑp/portátil, computador portátil
correctly adverbio/kəˈɹɛk(t).li/correctamente
exploration sustantivo/ˌɛkspləˈɹeɪʃən/exploración

Phrasal verbs que vas a escuchar

PalabraSignificado
come across verbopasarse a
end up verboterminar, ir a parar
look forward to verbono ver la hora de, quedar a la espera de

Frases que vale la pena repetir

Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:

  • You're due to give it next week, aren't you?
  • That's right, and I'm really struggling.
  • Then I think I'll give an overview.
  • What do you think I should do next?
  • What did you think of the language?

Gramática en este vídeo

Las estructuras que más usa el hablante, con las palabras exactas del vídeo:

EstructuraEn el vídeo
Present perfect have/has + participio pasado — una acción pasada que sigue importando ahoraI've read · I've been allocated · you've made
Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo haceI've been allocated · being applied · been involved

Pronunciación a tener en cuenta

El hablante usa 18 contracciones y formas reducidas, como I'll, aren't, I'm. Dilas en su forma corta, tal como las oyes.

  • Los sonidos de “sh” y “zh”: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, occasionally /əˈkeɪʒənəli/, exploration /ˌɛkspləˈɹeɪʃən/, rubbish /ˈɹʌbɪʃ/, fascination /fæsɪˈneɪʃən/
  • Palabras largas — cuida el acento: occasionally /əˈkeɪʒənəli/, experiment /ɪkˈspɛɹ.ə.mənt/, difficulty /ˈdɪfɪkəlti/, exploration /ˌɛkspləˈɹeɪʃən/, motorcycle /ˈmoʊtɚˌsaɪkəl/

Sonidos difíciles para hispanohablantes:

  • s + consonante al inicio — sin añadir una “e” delante: slide /ˈslaɪ̯d/, scratch /skɹæt͡ʃ/
  • /v/ — no es /b/: los dientes tocan el labio inferior: overview /ˈoʊ.vɚˌvjuː/, additive /ˈæd.ɪ.tɪv/
  • /dʒ/ — no es la “y” ni la “ch”: nanotechnology /ˌnænoʊtɛkˈnɑləd͡ʒi/, chronological /ˌkɹɑnəˈlɑd͡ʒɪkəl/

Cómo practicar con este vídeo

  1. Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
  2. Haz shadowing frase por frase a velocidad normal, repitiendo cada una hasta que tu ritmo coincida con el del hablante.
  3. Grábate y compara con el original, prestando atención a palabras como presentation, slide, topic.

¿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.

Técnica de shadowing: lee la guía completa paso a paso →