Shadowing Practice: How to Get Band 9 in IELTS Writing Task 2 - Learn English Speaking with Video

Elige un modo de práctica

Cada modo abre una sala de práctica a pantalla completa.

420 oraciones

Si las oraciones son demasiado cortas o largas, haz clic en Editar para ajustarlas.

In this video, I'm going to show you everything you need to know to get a band 7, 8 or even 9 in IELTS Writing Task 2.

It doesn't matter if you're just starting your preparation

or you've used tips and strategies that didn't actually help you on test day.

Because in this video, we're going to focus in on one thing and one thing only, because it's the only thing that the examiners use when they give you your mark.

And it's this, the official marking criteria this piece of paper tells you every single thing you need to succeed

and in this video we will make it so simple

that anyone can understand

and here's what makes this video different to all the others I've been teaching IELTS for nearly 20 years

and I've seen every tip and strategy out there

but nothing comes close to understanding how the examiners use this document

and then give them exactly what they're looking for

so instead of throwing away hours of your time

and hundreds of dollars on failed tests watch this video

and by the end of it you'll understand what really works

so there are four general areas to the marking criteria task response coherence

and cohesion grammatical range and accuracy

and lexical resource lexical resource is just a fancy way of

saying vocabulary i'll just refer to it as vocabulary from now on

so there's two major problems with this document like i've already said it tells you exactly what you need to do.

And I've already said that the big problem is that it's difficult to understand.

The other problem is that it is extremely boring and most students won't spend the time to actually understand it.

And to be honest, the first few years that I was teaching IELTS,

like many IELTS teachers, I didn't even understand it because it's so difficult to understand and because it is very boring.

So I'm going to simplify it and make it far more interesting for you.

So what I'm going do is tell you a simple story

that is going to help you understand this stories are great

because they're just easy to understand and it's how we as humans actually learn the most important things

so i'd like to introduce you to my two little boys this is tom this is william

and one of their passions in life they have many many passions

but one thing

that they really love are cakes specifically birthday cakes before their

birthdays they talk about these for months about what they want they get very very excited about them

and as you can see they love their birthday cakes

when they get them on their birthday

so why is this relevant to you well writing an essay is like making a birthday cake

so the first thing we have here is your idea talked

about the first 25 % of your total mark is task

response this is the first marking criteria this is the concept

of your essay another way to say it is did you

actually answer the question then we have the ingredients this is your coherence

and cohesion these are the components of your essay then we have construction

so how we put it all together the rules of your essay this is your grammar and then the decoration on top, the finishing touches.

This is your vocabulary.

So we're going to go through each of these

and explain them in a lot more detail so that by the end of this lesson, you'll know exactly what to do and how to translate this into just a system

that when you sit down and look at that question on test day, you know exactly what to do.

So I call this strategy the birthday cake strategy.

I've tried it with thousands of students over the years.

And what it does is it just simplifies the official marking criteria.

So the first step is your idea, task response.

So for my little boys, this is the most important and the most exciting part of the whole cake process.

They have a very specific idea about what type of cake they want.

So my strategy for understanding their idea so

that I can take it to the person who bakes the cake is I need to first understand what they want.

I need to talk to them and understand that.

Then I need to pick something that the baker can actually make.

So if William said that he wanted a 50 -foot Teenage Mutant Ninja Turtles cake, I probably could make a, you know, three -foot one,

maybe, but not a 50 -foot one.

And then I need to clearly explain that to the baker, because I don't want to get their idea.

They're very, very excited about it.

And then if I don't explain that properly to the baker, they're going to completely mess it up

and it's going to completely ruin their birthday

and no parent wants to do that

so let's look at each of these three in a little bit more detail

and you'll slowly understand how this relates i promise it'll make sense in a second

so here are just some of the different passions

that tom has had over the years he likes anime he

likes roblox he's into football he loves minecraft there are many many different things that he and his brother have been into.

just like when you see a question there are many many different ideas to choose from

when you see that question there are many many possible ways

and ideas that you could use to answer that question

so this is actually a picture of tom one day where

he was expecting to go to a wedding he heard

that there was a cake at the wedding and he thought

that that cake was just for him he didn't understand

that it was for the bride and the groom and

when he got there and he couldn't immediately eat the cake he got very very upset

and this is him being very upset about that

so was he wrong he no he just had the the

wrong idea he just misunderstood it this is like choosing the wrong idea for your essay

or misunderstanding the question if you misunderstand the question

or you choose the wrong idea normally those two are linked

if you don't understand the question generally you don't generate a

relevant idea then you're going to be in trouble you're going to be like this when you get your results.

So let's look at some examples from real essays from real students.

So this is from Kim An, a student from Vietnam.

Don't worry if you can't read the whole essay.

I'm going to put all of this together into one pdf workbook for you

so that you get all the samples

and I'll actually put little exercises in there for you so that you can improve at home as well.

So I'll put that link in the description.

You just click on that and download it for free.

First what I want to do is just get you to focus in on the question.

So some people think that teenagers are happier than adults, but others do not agree.

Discuss both views and give your opinion.

Let's have a look at her introduction to see what she put for her main ideas.

So they sometimes believe that youngsters possess more happiness than their older counterparts.

However, there are some individuals who disagree with this notion.

This essay will delve into both theses before expressing my opinion

100

that's not my spelling mistake that's what the student did before you go crazy in the comments

101

which leans towards the idea that joy depends more on people's desired things.

102

So I just want you to have a think about

103

that introduction and think about whether the ideas are clear

104

and whether you would be able to take those ideas and write a clear essay about them.

105

So let's back up a little bit now

106

and do what we always should do

107

which is to analyze the question break it down

108

and really really understand it so if we break down the question

109

and we simplify it into its simplest parts teenagers are happier than adults

110

that is one side of this

111

and adults are happier than teenagers that's the other side

112

that is the simplest way of expressing this so some people think this

113

and some people think this instead of trying to think of

114

lots of ideas i would like you just to do one thing.

115

What is the simplest, most obvious, most straightforward reason to explain why teenagers might be happier than adults?

116

So don't try and think of six ideas.

117

Try and think of either the simplest idea or the most obvious idea, the one that just pops into your head immediately, or the most straightforward idea,

118

the idea that would be easiest for you to actually write about.

119

Try that yourself at home.

120

And then what is the simplest, most obvious, most straightforward reason to explain why adults might be happier than teenagers.

121

Again, so you do that for the second question as well.

122

Take a few seconds, pause the video if you want, and then we'll look at some further things.

123

So let's look at Kim -Anne's introduction and her ideas.

124

This essay will delve into both theses before expressing my opinion, which leans towards the idea that joy depends more on people's desired things

125

so joy depends on more on people's desired things first thing

126

I want you to think about is could you read that

127

and understand what she thinks about the question because

128

that is what the examiner is thinking about the examiner is looking at your essay specifically your introduction

129

and they are thinking do I actually understand what this person

130

is trying to say another way to think about it is writing is basically taking the ideas from your head

131

and putting it on paper so

132

that a reader the person reading it can clearly understand what

133

is in your head a key question is are you helping the reader understand

134

because that is what writing is we don't write for the sake of writing some people do like

135

if you're writing for in your diary or just for pleasure

136

but the type of writing that we're testing here in the ielts test is communication

137

when you are writing something are you clearly communicating with

138

that reader in the future

139

because this is a key point clear communication is key there's something

140

that we say on our vip course a lot

141

which is clarity is king only thing

142

that you should focus on is are your sentences your ideas as clear as possible so your job is not

143

to impress the examiner with language.

144

It is to clearly communicate with them.

145

Normally those two are opposing and we'll talk about that later in the video.

146

But to go back to the cake, imagine my little boy tells me I really want a Roblox cake

147

or I really want a Messi or Ronaldo cake

148

and I email the local baker

149

and I say this email will delve into the myriad of ideas my son has for his birthday cake

150

which leans towards the idea that his cake should depend on his desired things.

151

What would the baker say?

152

What would the baker reply?

153

If they are, you know, a normal human being and they are a busy person, they would get quite annoyed with this because they have no idea what I'm actually saying.

154

You might think that this is extreme, but these are things that we see as people marking IELTS scripts every day.

155

We see this a hundred times a day, and I've seen this a hundred times a day for nearly two decades.

156

So what we did with Kim and as we do with all of our students is we gave her feedback.

157

We told her why this was wrong, what to do better, and we asked her to make an improved version.

158

So here is her old version and here is her improved version.

159

Many people believe youngsters possess more happiness than their older counterparts because they have fewer responsibilities.

160

Okay, so this is idea one.

161

And adults have more freedom this is idea two.

162

So I want you to think of three key questions.

163

Could you read that and understand what she's trying to say for the second one?

164

Would it make the reader's job easier?

165

And would it make writing the rest of the essay easier for her?

166

This is just a demonstration of showing you when you really understand things at a base level,

167

then you're able to translate that into the different parts of your essay and give the examiners exactly what they're looking for.

168

So whenever I teach this to students the next thing they

169

always say is well how do i think of ideas many many of you struggle with this

170

and i always show them this game show it's called family

171

feud in the uk it's called family fortunes basically what they

172

do on this game show it might be called something different where you're from they ask the public a question

173

and they get a hundred answers from the public

174

and then they show the top answers the most common answers this is the strategy

175

that you should use the family feud strategy.

176

When you see a question, you shouldn't be thinking, what is the most complex idea?

177

Because that's going to be rare.

178

You should be thinking, what is the number one idea?

179

What is the most common idea?

180

If I asked this to a hundred reasonable people, what would be the top answer?

181

Those are normally the ideas that are easy to understand.

182

The examiner will understand them and easy for you to write about.

183

As remember, we talked about that my boy might have some crazy idea

184

which the baker can't actually make that is like picking a really really complex idea

185

that you don't know how to explain

186

that you can't think of any examples for this is why

187

choosing simple straightforward ideas is such a good idea okay let's

188

look at another essay from a real student to show you another key mistake

189

that a lot of students make at this stage

190

that messes up their whole essay and their task response score

191

so i want you to pay attention to the ideas that they use.

192

So if we look at their two main ideas, safer and less traffic or less congestion.

193

Now both of these are good ideas.

194

You could use them in that essay but there's one major mistake.

195

Let's look at her actual main body paragraphs.

196

So here's their first main body paragraph.

197

You can pause the video and take a look if you want.

198

So let's look at her first main idea so there'll be less traffic accidents.

199

In other words, it's safer.

200

Now they've said that the driver will be replaced by a computer and that will eliminate mistakes.

201

They haven't really explained how that actually works.

202

They've assumed that the person reading it understands how that actually works and then they've used the example of Google Maps.

203

Well Google Maps is a navigation tool.

204

Google Maps isn't controlling the actual car

205

and then they talk vaguely again about you know computer machines

206

and things like that so if you took this

207

and showed it to a stranger would they really understand what the person is thinking no it's very confusing

208

so their idea is good but their explanations and examples are not clear

209

so their second one they're talking about traffic

210

so there'll be fewer traffic jams on the road there'll be

211

less congestion then they start talking about helping the environment

212

and there'll be less oil consumption and things like this again i didn't right?

213

This is a real student's essay.

214

So they're starting to confuse electric cars with driverless cars.

215

But driverless cars and electric cars are not necessarily the same thing.

216

There are many gas -powered cars, there are many petrol cars that are autonomous as well.

217

And then they start talking about using less oil, and they just start talking generally about the police.

218

This is a clear sign that the person doesn't really understand the idea.

219

They've used an idea that sounds smart, and then they're just using kind of a shotgun approach to write everything they know about that general topic.

220

And the core problem here is knowledge gaps.

221

So many students say, I don't know anything about that topic.

222

And then they will choose ideas that sound smart, that sound high level.

223

And that makes the problem even worse what you need to do instead is simplify

224

that and to use simple straightforward ideas that you actually understand

225

that will then help you write the explanation

226

and the example again the key is simplicity

227

so let's look at how we helped another student improve the same problem

228

so this is Halima she lives

229

and works in Saudi Arabia she's from a different country though this is her essay you can pause the video

230

and read that if you want

231

but I'd like you just to look at the question try

232

to understand the question what ideas would you use for

233

that question and then we'll have a look at her essay in a little bit more detail

234

so in many countries nowadays consumers can go to a supermarket

235

and buy food produced all over the world do you think this is a positive

236

or negative development so if we see here not only does the accessibility to global cuisine have a huge benefit to consumers,

237

but it also contribute in spreading the culture and tradition of the producers.

238

So it spreads their culture.

239

That's the main idea.

240

A simple fish and chips dish.

241

Now, is fish and chips a good example?

242

Well, yeah, it's a concrete, relevant, easy to understand example.

243

A lot of people understand that in Britain, a big dish, a traditional dish, is fish and chips.

244

But then she talks about it can tell an abundance of stories about Britons. Does it? Can it?

245

How they used to live, what they depended on for food, and much more. Does it?

246

That's extremely vague and sweeping.

247

It sounds impressive, but it doesn't actually mean anything.

248

And then she talks again about it helps dive deeper into their history and understand the significance of their culture.

249

It would be much, much better if she took a specific aspect of the culture

250

or the history and actually explained how that connects to that good example.

251

So she's good ideas, good example, but the explanation is just far too vague.

252

Again, taking that kind of general shotgun approach of let's just write a bunch of things that sound good, but are essentially meaningless.

253

So how could she improve this?

254

We gave her feedback on that and asked her to do it again.

255

So she's changed it from fish and chips to potatoes and the Irish.

256

So a simple potato dish can tell an abundance of stories about the Irish, how they used to live, what they depended on for food, and much more.

257

Then she's actually going to explain that.

258

For many years, this was the cheapest source of calories on the island of Ireland,

259

explaining why it was so popular in a country ravaged by poverty and famine during the occupation of the British.

260

And then she goes into even more detail.

261

In fact, half the population of Ireland either starved to death

262

or emigrated from Ireland during the Great Famine of the 19th century,

263

explaining Ireland's relatively low population and Anglo -Irish relations to this day.

264

That famine was triggered by a potato blight.

265

So she took something that she actually knew about and used that as a concrete example.

266

Now, you might know nothing about this.

267

But I guarantee you know something about food and about how it relates to culture.

268

And it is fine to write about your own culture as well.

269

If you're from Vietnam, you might talk about pho.

270

If you're from Thailand, you might talk about pag kripau.

271

The important thing is not the idea.

272

The important thing is that you pick an idea

273

that is easy for you to write about and easy for the examiner to understand.

274

So to clearly explain your ideas, understand what they want, what does a question actually say pick something

275

that the baker can actually make and then clearly explaining

276

that to the baker so after my little boy decided

277

that a ronaldo cake wasn't possible he decided on a sonic hedgehog cake

278

and i needed to explain exactly what i wanted clearly to

279

the baker this brings us to the next big error

280

so here's my email to the bakery william decided he wants

281

a sonic hedgehog cake sonic the hedgehog is a video game

282

series a media franchise created by the japanese developers yuji naka nato oshima

283

and hirazako yashuhara sorry for completely messing up the japanese pronunciation

284

for sega yuji naka born bababa sometimes credited by youtube as a japanese video game designer

285

and programmer he is the co -creator of sonic a hedgehog series

286

and was the president of sonic team at sega until his departure in 2006 is there any problem with this email.

287

What would you say if you were the baker?

288

So let's look at some student examples of this exact problem.

289

So we're going to look at Mohammed.

290

He's an accountant from Bangladesh.

291

Here's the question. In education and employment, some people work harder than others why do some people work

292

harder is it always a good thing to work hard

293

so i want you to read his second paragraph here

294

so what he's going to do is he's going to talk

295

about the negative consequences of working hard however excessive hard work

296

does not always yield positive outcomes it's not good overworking can lead to several physical

297

and mental exhaustion reducing overall productivity in the long run.

298

So we have physical exhaustion, we have mental exhaustion, and it leads to a drop in productivity.

299

For example, teachers who consistently take on extra responsibilities beyond their scheduled classes may experience burnout,

300

negatively impacting both their teaching quality and personal health.

301

Similarly, employees who work long hours without adequate rest may face stress anxiety and deteriorating relationships they're kind of connected

302

family and colleagues additionally exceeding prescribed working hours without official approval may disrupt workplace operations

303

and create dissatisfaction among other employees who adhere to standard schedules in many cases companies do not offer additional compensation

304

or recognition for excessive work, leaving employees feeling undervalued.

305

So can you spot the main problem here?

306

The main problem is that there's just way too many ideas

307

and just thrown in a bunch of stuff and it's very difficult to understand.

308

Are there any problems with the ideas themselves?

309

No, you could take any of these ideas and write a very good main body paragraph about them.

310

But when you throw in way too much stuff, it is very difficult to understand.

311

So it is not a quantity game.

312

It is a quality game.

313

You don't get extra marks for having nine ideas.

314

You get extra marks for taking a limited number of ideas and fully developing them, fully explaining them.

315

So let's look at the problems in a little bit more detail.

316

So the first one is a bundling of ideas.

317

So the sentence, exceeding prescribed working hours may disrupt workplace operations

318

and create dissatisfaction among other employees so it links two different consequences an operational one

319

and a social one without really explaining the connection like how

320

does one person working late disrupt the entire operation again they're assuming

321

that the person reading this understands what is in their head you need to take one idea

322

and assume that the person reading it knows nothing about what is in your head

323

and then there's also like the shifting focus do you know anybody in your life i do who

324

when you speak to them it's like it's like listening to

325

a machine gun they're just idea after idea after idea they

326

never really finish a thought they're just very very scatterbrained this is what

327

that paragraph actually reads like and this is not a problem with the person

328

when i spoke to this student they weren't

329

that type of person they weren't

330

that kind scattered brain manic person they were actually the opposite

331

but they had been told that the more ideas you have the higher your score is

332

and that is a complete misunderstanding of the official marking criteria

333

so it's not just about teaching you what the examiners want it's also teaching you what they don't want

334

so what we did was we gave them that feedback take one idea and clearly explain that.

335

So this is their paragraph with this one clear focus.

336

Additionally, hard work can have negative consequences when it is not properly acknowledged by an employer.

337

In many cases, companies do not offer additional compensation or recognition for excessive work.

338

Why does that matter?

339

This lack of reward can be damaging.

340

How can that be damaging?

341

Leading employees feeling undervalued for their sacrifices.

342

Okay, so the problem is that people feel undervalued and they explained that clearly.

343

But I need to know, okay, can you give me an example of that to help me really understand?

344

For example, an accountant, he is, Mohammed is an accountant, might voluntarily work all weekend to finish a financial report ahead of a deadline.

345

However, if their manager simply takes the report without thanks and offers no praise or bonus, the employee will likely feel that their dedication was pointless.

346

This shows that without recognition, excessive work can harm an employee's morale rather than help their career.

347

So not only have they clearly explained that, they've then further explained it even more.

348

So you see the difference between nine ideas and one idea.

349

And if we go back to the marking criteria, past response, 25 % of your total mark is, did you answer the question?

350

Did you understand the question?

351

Did you pick the right ideas?

352

Then the next 25%, coherence and cohesion.

353

Coherence, if you see coherence, just think, clarity just think will the reader understand what I'm actually writing about just

354

that little piece of feedback don't pick multiple ideas pick one idea

355

and clearly explain that with clear examples clear explanations about something

356

that he knows about it just forces him to give the examiners exactly what they want

357

so by getting into the head of the examiner

358

and we're forcing you to do those things then your score is going to improve

359

and it makes your life just so much easier

360

because you're not going into the exam thinking am i doing the right thing

361

or i need to think of nine ideas

362

or my ideas need to be high level we're just reducing your stress as much as possible

363

so here are just some quick tips state one idea clearly

364

simple explanation use a clear example from your own experience

365

so it doesn't have to be like i did this

366

or my cousin did this or anything like

367

that just like Mohammed is an accountant think about your own experience how does your own life experience relate to

368

that idea and just stay focused don't go into

369

that machine gun mentality where you're just you know firing off as many ideas as possible

370

and the result this is his sonic the hedgehog cake we understand what he wants I understood

371

that he wanted that cake that is a clear idea

372

that answers the question picking something that the baker can actually make

373

so instead of you know a massive 50 foot ronaldo

374

which wouldn't be very practical we use simple ideas

375

that you can explain and support with examples

376

and then we clearly explain i clearly explained

377

that to the baker write those ideas clearly in your essay

378

and then just like you have a happy little boy here you will have a happy little examiner

379

so if you're working on this at home

380

or maybe you're working with another teacher or another school or anything

381

and you're you're wondering how can i actually give myself feedback

382

at home just think of these three things number one are my ideas clear could you take your essay

383

and walk out into the streets of london or sydney

384

or toronto handed to a stranger would they understand you without

385

talking to you like you literally just hold it up they can read it

386

or you post it to a stranger would they understand

387

that number two did i pick ideas that i could support with clear explanations

388

and examples so if you've picked ideas

389

and you really don't know how to explain them

390

and support them with examples you need to go back

391

and think what is a simpler idea that I actually understand

392

so you can simplify it

393

or think what from my own experience in life could I use to answer this question

394

and then did I write those ideas clearly in my essays with supporting explanations

395

and examples so if you have to go back

396

and think of a simpler idea then you should get to the point where you are happy with

397

that that you've clearly explained that and supported it with examples

398

and if you don't feel confident enough to give yourself feedback

399

or you know your test is coming up soon

400

or you don't want to throw away hundreds of dollars on failed tests

401

and you want someone who knows what they're doing to just give you feedback

402

and give you a whole system that's where a VIP course comes in there are limited places available

403

but if you go to the description

404

and click on the link there i've added a 10 discount

405

because we want to work with students who make it this far in the video

406

because we know you're serious about getting the scores that you need

407

and we want to work with serious students so if

408

that is something that you want go and click on that

409

or if you have more questions about it feel free to email us about it

410

so today we focused on 25 percent of the marking criteria and 25 percent here but the remaining

411

50 % of your total score is for grammar and vocabulary.

412

You need to know how to put all the ingredients together.

413

You need to follow a recipe

414

and you also need to know how to decorate the cake

415

because if you just have a plain cake then the kid isn't going to be very happy.

416

You need to decorate that with vocabulary.

417

So most of the students that we work with normally have a few small errors

418

when it comes to grammar and normally have the wrong idea when it comes to vocabulary.

419

So if you think that you need help understanding grammar, this is the video for you.

420

And if you need help with vocabulary, this is the video for you.

Descargar app

Todo lo que necesitas para hablar con fluidez

Pronunciación con IAEvalúa cada oración

Práctica de IPADomina cada sonido

VocabularioConstruye tu banco de palabras

Juego de vocabularioAprende mientras juegas

Escanea el QR

Download on theApp Store Get it onGoogle Play

Mismo canal

The Writing Makeover That Took Her Essay From 6 5 to 8 5

IELTS PrepUniversity Students

FOR YOU

Recomendar Video

231 oraciones

IELTS Speaking Part 2&3: Food and Cooking | Band 7+ Sample Answers with Advanced Vocabulary

IELTS PrepUniversity Students

200 oraciones

✪ IELTS Speaking Task 2 Band 9: TOP 10 Common Ielts Speaking Topics in Exam SECTION 3

IELTS PrepCambridge Exam PrepHigh School Students

Vocabulario y notas de pronunciación para esta lección

Este vídeo tiene 420 frases y 5235 palabras para practicar shadowing. La parte hablada dura 29:15. El hablante habla a un ritmo natural de unas 179 palabras por minuto, cercano a una conversación cotidiana. El 87 % de las palabras está entre las 3.000 más comunes del inglés, por lo que el vocabulario es fácil de seguir.

Vocabulario clave de este vídeo

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

Palabra	Pronunciación	Significado
essay sustantivo	/ˈɛs.eɪ/	ensayo, redacción
baker sustantivo	/ˈbeɪ.kɚ/	panadero, panadera
explanation sustantivo	/ˌɛkspləˈneɪʃən/	explicación
feedback sustantivo	/ˈfiːdˌbæk/	valoración, comentario
vocabulary sustantivo	/vəˈkæb.jə.lə.ɹi/	vocabulario
examiner sustantivo	/əɡˈzæmɪnɚ/	examinador
sonic adjetivo	/ˈsɑnɪk/	sónico
teenager sustantivo	/ˈtiːnˌeɪ̯d͡ʒə/	adolescente, adolescentes
paragraph sustantivo	/ˈpæɹəɡɹæf/	párrafo, parágrafo
straightforward adjetivo	/ˌstɹeɪtˈfɔː(ɹ)wə(ɹ)d/	sencillo, llano
reader sustantivo	/ˈɹi.dɚ/	lector, lectora
chip sustantivo	/t͡ʃɪp/	astilla, cepa
dish sustantivo	/dɪʃ/	vajilla
grammar sustantivo	/ˈɡɹæm.ə(ɹ)/	gramática
excessive adjetivo	/ɪkˈsɛsɪv/	excesivo

Phrasal verbs que vas a escuchar

Palabra	Significado
mess up verbo	desbarajustar, desbarahustar
throw away verbo	tirar, echar
back up verbo	retroceder, ciar
break down verbo	descomponerse, averiarse
come up verbo	salir a relucir
go through verbo	atravesar
sit down verbo	sentarse

Pronunciación a tener en cuenta

El hablante usa 108 contracciones y formas reducidas, como don't, you're, they're. Dilas en su forma corta, tal como las oyes.

Los sonidos de “sh” y “zh”: explanation /ˌɛkspləˈneɪʃən/, dish /dɪʃ/, recognition /ˌɹɛkəɡˈnɪʃ(ə)n/, passion /ˈpæʃən/, compensation /ˌkɑm.pənˈseɪ.ʃən/
Palabras largas — cuida el acento: explanation /ˌɛkspləˈneɪʃən/, vocabulary /vəˈkæb.jə.lə.ɹi/, examiner /əɡˈzæmɪnɚ/, recognition /ˌɹɛkəɡˈnɪʃ(ə)n/, compensation /ˌkɑm.pənˈseɪ.ʃən/

Cómo practicar con este vídeo

Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
Empieza a velocidad 0,75×, haz shadowing frase por frase y vuelve a la velocidad normal cuando te resulte fácil.
Grábate y compara con el original, prestando atención a palabras como essay, baker, explanation.

Gramática en este vídeo

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

Estructura	En el vídeo
Oraciones condicionales if + oración, will/would + verbo — una condición y su resultado	if you want, and then we'll look
“Used to” used to + verbo — un hábito o estado pasado que ya no es cierto	used to live
Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora	I've seen · i've already said · I've tried
Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace	are linked · might be called · will be replaced

¿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 →

Shadowing Practice: How to Get Band 9 in IELTS Writing Task 2 - Learn English Speaking with Video

Elige un modo de práctica

Descargar app

The Writing Makeover That Took Her Essay From 6 5 to 8 5

2027 Guide to IELTS Academic Writing Task 1

How This One Simple Method Helped Me Get Band 9 Twice in IELTS Reading

How Do I Get A Band 9 in IELTS Speaking?

The ONLY IELTS Writing Task 2 Strategy You Need

IELTS Speaking Part 2: Describe a Piece of Advice You Received (Band 7.0)

IELTS Speaking Part 1 Mock Test | Band 8 Sample Answers (Daily Life & Habits)

I got 8.0 on IELTS. I still can't say what I mean.

Complete IELTS Band 5-6.5 - UNIT 3

IELTS Listening Tips and Tricks - How I got Band 9 TWICE

Use Adverbs to Increase your IELTS Writing and Speaking scores!