Shadowing Practice: CAMBRIDGE IELTS 17 LISTENING TEST 2 PART 3 - Learn English Speaking with Video
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Part 3.
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You will hear two theatre studies students discussing stage and screen performances of Shakespeare's play Romeo and Juliet.
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First, you have some time to look at questions 21 and 22.
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Now listen carefully and answer questions 21 and 22.
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Did you make notes while you were watching the performances of Romeo and Juliet, Gemma?
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Yes, I did.
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I found it quite hard, though.
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I kept getting too involved in the play.
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Me too.
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I ended up not taking notes.
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I wrote down my impressions when I got home.
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Do you mind if I check a few things with you, in case I've missed anything?
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And I've also got some questions about our assignment.
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No, it's good to talk things through.
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I may have missed things too.
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OK, great.
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So, first of all, I'm not sure how much information we should include in our reviews.
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Right.
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Well, I don't think we need to describe what happens, especially as Romeo and Juliet is one of Shakespeare's most well-known plays.
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Yeah, everyone knows the story.
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In an essay, we'd focus on the poetry and Shakespeare's use of imagery, etc. but that isn't really relevant in a review.
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We're supposed to focus on how effective this particular production is.
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Hmm.
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We should say what made it a success or a failure.
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And part of that means talking about the emotional impact the performance had on us.
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I think that's important.
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Yes.
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And we should definitely mention how well the director handled important bits of the play, like when Romeo climbs onto Juliet's balcony.
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And the fight between Mercutio and Tybalt.
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Yes.
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It would also be interesting to mention the theatre space and how the director used it, but I don't think we'll have space in 800 words.
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No, OK.
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That all sounds quite straightforward.
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Before you hear the rest of the discussion, you have some time to look at questions 23 to 30.
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Thank you.
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Now listen and answer questions 23 to 30.
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So, what about the Emporium Theatre's production of the play?
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I thought some things worked really well, but there were some problems too.
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Yeah.
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What about the set, for example?
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I think it was visually really stunning.
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I'd say that was probably the most memorable thing about this production.
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You're right.
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The set design was really amazing.
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But actually, I have seen similar ideas used in other productions.
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What about the lighting?
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Some of the scenes were so dimly lit it was quite hard to see.
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I didn't dislike it.
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It helped to change the mood of the quieter scenes.
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That's a good point.
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What did you think of the costumes?
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I was a bit surprised by the contemporary dress, I must say.
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Yeah, I think it worked well, but I had assumed it would be more conventional.
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Me too.
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I liked the music at the beginning, and I thought the musicians were brilliant,
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but I thought they were wasted because the music didn't have much impact in Acts 2 and 3.
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Yes, that was a shame.
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One problem with this production was that the actors didn't deliver the lines that well.
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Well, they were speaking too fast.
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It was a problem, I agree.
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But I thought it was because they weren't speaking loudly enough, especially at key points in the play.
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I actually didn't have a problem with that.
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It's been an interesting experience watching different versions of Romeo and Juliet, hasn't it?
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Definitely.
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It's made me realise how relevant the play still is.
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Right.
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I mean, a lot's changed since Shakespeare's time, but in many ways nothing's changed.
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There are always disagreements and tension between teenagers and their parents.
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Yes, that's something all young people can relate to, more than the violence and the extreme emotions in the play.
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How did you find watching it in translation?
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Really interesting.
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I expected to find it more challenging, but I could follow the story pretty well.
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I stopped worrying about not being able to understand all the words and focused on the actor's expressions.
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The ending was pretty powerful.
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Yes.
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That somehow intensified the emotion for me.
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Did you know Shakespeare's been translated into more languages than any other writer?
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Hmm.
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What's the reason for his international appeal, do you think?
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I was reading that it's because his plays are about basic themes that people everywhere are familiar with.
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Yeah, and they can also be understood on different levels.
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The characters have such depth.
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Right, which allows directors to experiment and find new angles.
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That's really important.
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That is the end of part three.
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You now have half a minute to check your answers to part three.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B2 se basa en el vídeo “CAMBRIDGE IELTS 17 LISTENING TEST 2 PART 3”. Las palabras que más se repiten: Romeo, production, questions, Juliet, interesting. Este vídeo tiene 86 frases y 767 palabras para practicar shadowing. La parte hablada dura 6:12. El hablante mantiene un ritmo constante de unas 124 palabras por minuto, cómodo para el shadowing. El 84 % 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 14 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| emotion sustantivo | /ɪˈməʊ.ʃən/ | afecto, emoción |
| intensify verbo | /ɪnˈtɛnsɪfaɪ/ | intensificar |
| disagreement sustantivo | /dɪsəˈɡɹiːmənt/ | desavenencia, desacuerdo |
| visually adverbio | /ˈvɪzju.əli/ | visualmente |
| balcony sustantivo | /ˈbælkəni/ | balcón |
| loudly adverbio | /ˈlaʊdli/ | en voz alta, ruidosamente |
| straightforward adjetivo | /ˌstɹeɪtˈfɔː(ɹ)wə(ɹ)d/ | sencillo, llano |
| dislike verbo | /dɪsˈlaɪk/ | desagradar, disgustar |
| translate verbo | /tɹænzˈleɪt/ | traducir, trasladar |
| memorable adjetivo | /ˈmɛm.(ə)ɹə.bl̩/ | memorable, inolvidable |
| musician sustantivo | /mjuˈzɪʃən/ | músico, música |
| teenager sustantivo | /ˈtiːnˌeɪ̯d͡ʒə/ | adolescente, adolescentes |
| costume sustantivo | /ˈkɑsˌt(j)um/ | traje |
| assignment sustantivo | /əˈsaɪn.mənt/ | asignación |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| end up verbo | terminar, ir a parar |
| write down verbo | apuntar, anotar |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- What did you think of the costumes?
- I actually didn't have a problem with that.
- How did you find watching it in translation?
- What's the reason for his international appeal, do you think?
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | I've missed · have seen · It's been |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | were wasted · been translated · be understood |
Pronunciación a tener en cuenta
El hablante usa 17 contracciones y formas reducidas, como didn't, don't, I've. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: emotion /ɪˈməʊ.ʃən/, musician /mjuˈzɪʃən/
- Palabras largas — cuida el acento: intensify /ɪnˈtɛnsɪfaɪ/, disagreement /dɪsəˈɡɹiːmənt/, visually /ˈvɪzju.əli/
Sonidos difíciles para hispanohablantes:
- /z/ — sonora, no /s/: visually /ˈvɪzju.əli/, translate /tɹænzˈleɪt/, musician /mjuˈzɪʃən/
- /dʒ/ — no es la “y” ni la “ch”: imagery /ˈɪmɪd͡ʒɹi/, teenager /ˈtiːnˌeɪ̯d͡ʒə/
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 emotion, intensify, disagreement.
¿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.