Shadowing Practice: Eyewitness reliability: Đề thi IELTS LISTENING (actual test) - Learn English Speaking with Video
Creando lección...
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Now turn to section 3 on page 5.
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Section 3.
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You will hear two law students called Eleanor
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and Jamie discussing their work on whether the evidence given by people who witness crimes is reliable.
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First, you have some time to look at questions 21 to 26 on page 5.
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Thank you.
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Now listen carefully and answer questions 21 to 26.
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Hi Jamie, I've just been reading this book about eyewitness testimonies.
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It really goes into how much we can actually rely on what the people who witness crimes actually say
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and what things influence eyewitness reliability.
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Oh, I've read a couple of case studies on that too.
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Can we compare notes?
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Good idea!
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It's fascinating to learn that eyewitness identification is such compelling evidence in both civil and criminal trials.
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You mean if a witness says something, generally they're believed?
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And reading between the lines, I'd say that when a witness gives evidence in a very self-assured way, everyone takes them at their word.
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Whether they're a doctor who speaks with an assumed authority, or the average person in the street, it doesn't seem to matter as much as their manner.
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Right.
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So, is that textbook worth reading?
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Yes, it's a good book, divided into user-friendly sections.
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It refers to case studies and the conclusions are clearly underlined.
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But actually, some of the cases are more than ten years old now.
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Well, it's the same problem with the survey reports our tutor gave us.
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But at least they draw on a representative sample.
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That's good.
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All the books point out that eyewitness statements are very often unreliable.
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But there can be good reasons for that.
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Like an incident may happen at night in the dark.
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Or it happened some way away.
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But it's the fact that it can happen in just a split second that makes the witness's account so unreliable.
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That point's made very strongly in what I've read too.
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Yeah.
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Have you read anything about photo identifications?
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Yes, about the procedure and the reliability of witnesses looking at photos of different people and picking out the suspect.
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The case studies all clearly show how easy it is to sway a witness's choice of photo, even just by the flicker of an eye.
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But steps have been taken now to avoid this happening.
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And are the witnesses told exactly what they have to do?
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Mostly.
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But the trouble is, most people focus on the photos
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and choose the most likely suspect from the bunch and forget about the actual incident and who they saw at the time.
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And I read something about a naive observer.
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Do you know what that is?
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Is it a witness who's never been in a court before?
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Oh, I understood it to mean someone who's had nothing to do with the event, and they're asked to look at the photos and pick out the potential suspect. That figures.
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Then they can see if the photos are a good set and make sure one person doesn't stand out.
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Another thing I read was that witnesses don't like to change their minds once they've made a particular statement.
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I thought people might worry about the fact
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that they told a lie in court
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and think they might be punished in some way but it's simply that they're afraid of seeming unintelligent or lightweight.
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Yeah, people are reluctant to lose face.
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Imagine if a case had been going on for weeks and you suddenly realised you'd got something wrong right at the beginning.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30 on page 6.
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Now listen and answer questions 27 to 30.
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Changing the topic slightly, can I just check with you what you've understood about the problems of interviewing child witnesses
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when they've witnessed, for example, a robbery?
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Yes.
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Did you get the handout about the stages that should be followed when children are interviewed?
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Yes.
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The rapport stage, when a relationship between the child and the interviewer is built up, seems to be crucial.
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But many children fail to say anything that provides any real information.
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It must be hard for them not to feel a bit scared about being in a formal setting like a court building.
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Still, it's a good lead-in to open-ended questions, where the interviewer carefully sticks to their prepared questions in order to remain neutral.
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I can see the point of that.
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But the handout discusses the issue of children simply not understanding the specialist language used, so the whole interview just gets more puzzling for them.
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I think the stage called closed questions is easier for children to handle,
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they just have to answer yes or no. But everything's not so clear-cut in a child's world,
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and abstract concepts such as honesty haven't been fully grasped by young children.
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You mean they make things up?
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Apparently.
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And in the final stage, closure, where the interviewer has to check anything that hasn't been made clear to them by repeating previous questions,
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children often become suspicious of the questioner.
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It must require lots of training to be able to interview children successfully.
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Yes, I think...
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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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Thank you.
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Thank you.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B2 se basa en el vídeo “Eyewitness reliability: Đề thi IELTS LISTENING”. Las palabras que más se repiten: questions, photo, witness, eyewitness, witnesses. Este vídeo tiene 77 frases y 878 palabras para practicar shadowing. La parte hablada dura 7:53. El hablante mantiene un ritmo constante de unas 111 palabras por minuto, cómodo para el shadowing. El 86 % 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 |
|---|---|---|
| eyewitness sustantivo | /ˈaɪˌwɪt.nəs/ | testigo ocular |
| interviewer sustantivo | /ˈɪntɚvjuɚ/ | entrevistador, entrevistadora |
| handout sustantivo | /ˈhændˌaʊt/ | apunte, folleto |
| unreliable adjetivo | /ˌʌn.ɹəˈlaɪ.ə.bəl/ | no/poco/nada fiable/confiable, no ser de fiar |
| reliability sustantivo | fiabilidad | |
| identification sustantivo | /aɪˌdɛn(t)ɪfɪˈkeɪʃn̩/ | identificación |
| compel verbo | /kəmˈpɛl/ | compeler |
| fascinate verbo | /ˈfæsɪneɪt/ | fascinar |
| flicker verbo | /ˈflɪkɚ/ | titilar, centellear |
| rapport sustantivo | /ɹæˈpɔɹ/ | compenetración, afinidad |
| underline verbo | /ˈʌndɚˌlaɪn/ | subrayar |
| unintelligent adjetivo | /ˌʌnənˈtɛləd͡ʒənt/ | ininteligente |
| sway verbo | /ˈsweɪ̯/ | balancear, bambolear |
| tutor sustantivo | /ˈtjuːtəː/ | tutor, protutor |
| naive adjetivo | /naɪˈiv/ | cándido, ingenuo |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| point out verbo | señalar, apuntar |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- Can we compare notes?
- You mean if a witness says something, generally they're believed?
- Have you read anything about photo identifications?
- Do you know what that is?
- You mean they make things up?
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 read · have been taken · they've made |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | have been taken · might be punished · should be followed |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | people who witness |
Pronunciación a tener en cuenta
El hablante usa 17 contracciones y formas reducidas, como they're, I've, doesn't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: identification /aɪˌdɛn(t)ɪfɪˈkeɪʃn̩/, punish /ˈpʌnɪʃ/, assure /əˈʃʊɹ/, suspicious /səˈspɪʃ.əs/, closure /ˈkloʊ.ʒɚ/
- Palabras largas — cuida el acento: unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/, identification /aɪˌdɛn(t)ɪfɪˈkeɪʃn̩/, unintelligent /ˌʌnənˈtɛləd͡ʒənt/, testimony /ˈtɛstɪmoʊni/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: sway /ˈsweɪ̯/, scare /skɛɚ/
- /v/ — no es /b/: los dientes tocan el labio inferior: interviewer /ˈɪntɚvjuɚ/, naive /naɪˈiv/, observer /əbˈzɝvɚ/, divide /dɪˈvaɪd/
- /z/ — sonora, no /s/: observer /əbˈzɝvɚ/, puzzle /ˈpʌzəl/
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 eyewitness, interviewer, handout.
¿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.