Shadowing Practice: IELTS listening actual test Part 3: 22/02 - VietNam ( answer+ transcript) - Learn English Speaking with Video

Elige un modo de práctica

Cada modo abre una sala de práctica a pantalla completa.

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Section 3.
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You will hear two primary school trainee teachers called Stefan and Magda discussing their placements for science teaching.
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First, you have some time to look at questions 21 to 26 on page 6.
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Now listen carefully and answer questions 21 to 26.
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Hi Magda, how was your placement?
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It went really well.
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The kids really enjoyed the science I did with them.
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So did mine.
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I think they found it very motivating.
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Yes, the programme we had to teach was much better than the old-style science experiments we did at school.
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Yes, though I don't understand why the children should have to build a model of a steam engine.
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I tried it with the kids, but I couldn't get it to work.
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Me neither, and it really shows it's hard to get any real results results.
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Yes, and it's usually the children's parents, rather than the kids themselves, who favour that type of experiment.
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So what experiments did you do?
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Well, one day a discussion started in class about breakfast cereals, about which one was best.
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One child then said that we should test them in class.
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That's a nice idea.
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Yes, and it wasn't expensive.
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We brought four different brands of cereal and had everyone evaluate them for taste, appearance and sogginess in milk.
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And are you going to tell me which one won?
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No, I'll let you do it yourself.
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It obviously isn't difficult to set up.
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Another experiment we did, the sports teacher's idea actually, was to spend a morning seeing how high various balls bounced.
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For example, do new tennis balls bounce higher than old ones,
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and do basketballs that are fully inflated bounce better than flatter ones?
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And I guess you got some interesting data.
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We did, and they had to make a chart to plot the results.
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It really improved their grasp of charts and graphs and calculation.
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Apparently they'd had problems understanding the point of in the past.
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Did all your experiments work out okay?
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Well, we had one lesson on making paper from grass.
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The children made a terrible mess in the classroom.
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Whatever they did didn't work, and it wasn't because it was difficult.
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I think it was because it didn't engage them at all.
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It didn't seem to motivate them.
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My tie-dying experiment went well.
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They had to get a piece of material and twist it into a rope and then dye it.
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The children did end up with blue and green hands for a few days though.
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But don't you need to spend more than one lesson on that?
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Yes, we did it over three classes.
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The children really loved it though and one suggested we make scarves from the result.
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I declined as my sewing skills aren't up to much.
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I guess the one experiment that everyone loved in my class was making glue from milk.
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I thought it would be a complete failure, but in fact it worked brilliantly.
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One reason, I suspect, is that they got feedback straight away.
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Some children get really restless if they have to wait for anything interesting to happen.
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Yes, I think that's always a good idea.
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Really helps to make it a success.
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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 7.
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Now listen and answer questions 27 to 30.
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I see you've got a diagram there for one of your experiments.
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Yes, it was an idea I got from the internet.
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It was very easy and straightforward to set up.
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The idea is to make a condenser to extract essences from plants.
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The large container's made of metal.
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Right, and that holds the hot water?
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That's right, and it has a strainer which sits inside it.
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This is where you put the plant matter.
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We use plants like rosemary, as the essence you can extract is quite strong.
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So what's the container right at the top?
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It's made of glass.
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It's where we put the ice.
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The glass container has a drip tip at the bottom.
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What's that for?
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It's where the essence collects.
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Where does the essence go then?
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Into the dish at the bottom.
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It's made of pottery.
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Sounds good.
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I might try it with my class.
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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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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 “IELTS listening actual test Part 3: 22/02 - VietNam”. Las palabras que más se repiten: experiment, essence, questions, result, plant. Este vídeo tiene 77 frases y 730 palabras para practicar shadowing. La parte hablada dura 7:42. El hablante habla despacio, unas 95 palabras por minuto, así que hay tiempo para imitar cada sonido. 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

Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:

PalabraPronunciaciónSignificado
essence sustantivo/ˈɛsəns/esencia
bounce verbo/baʊns/rebotar, repercutir
motivate verbo/ˈmoʊ.tɪ.veɪt/motivar
cereal sustantivo/ˈsɪə.ɹɪ.əl/cereal, herbal
extract sustantivo/ˈɛkstɹækt/extracto
container sustantivo/kənˈteɪ.nəɹ/recipiente, envase
placement sustantivo/ˈpleɪ̯smənt/colocación, emplazamiento
brilliantly adverbiobrillantemente
inflate verbo/ɪnˈfleɪt/inflar, hinchar
strainer sustantivo/ˈstɹeɪnɚ/colador, coladera
trainee sustantivo/tɹeɪˈni/practicante, educando
rosemary sustantivo/ˈɹoʊzˌmɛəɹi/romero, rosmarino
drip verbo/ˈdɹɪp/gotear, pintear
restless adjetivo/ˈɹɛstlɪs/inquieto
scarf sustantivo/skɑːf/bufanda, chalina

Frases que vale la pena repetir

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

  • No, I'll let you do it yourself.
  • Did all your experiments work out okay?
  • Yes, I think that's always a good idea.
  • It's where we put the ice.

Pronunciación a tener en cuenta

El hablante usa 13 contracciones y formas reducidas, como didn't, don't, wasn't. Dilas en su forma corta, tal como las oyes.

Sonidos difíciles para hispanohablantes:

  • s + consonante al inicio — sin añadir una “e” delante: strainer /ˈstɹeɪnɚ/, scarf /skɑːf/, straightforward /ˌstɹeɪtˈfɔː(ɹ)wə(ɹ)d/
  • /v/ — no es /b/: los dientes tocan el labio inferior: motivate /ˈmoʊ.tɪ.veɪt/, evaluate /ɪˈvaljʊeɪt/

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 essence, bounce, motivate.

¿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 →