Shadowing Practice: IELTS listening actual test Part 3: organising a debate (answer+ transcript) - Learn English Speaking with Video
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1
Now listen carefully and answer questions 21 to 26.
2
Right, now, you wanted to organise a formal discussion of some sort in the class, is that right, Daniel?
3
Yes, we thought it would be really good.
4
to end our psychology course with a formal debate, you know, where there's a statement and people argue for or against it.
5
Good idea.
6
Where did the enthusiasm come from?
7
Have either of you organised debates before?
8
Fiona?
9
No, but one of my friends did in his last year at secondary school, and he says he got a lot out of doing it.
10
And I know they have debates in lots of other departments here at the university.
11
I see.
12
So what do you think the students, you and the others, would get out of this?
13
Well, a debate will encourage people to study all sides of the subject matter.
14
And I also think listening to other people's ideas can have a focusing effect on your own.
15
Sometimes you kind of don't know what you truly believe until you hear something you disagree with.
16
OK, what about the topic for the debate?
17
We've got three to choose from.
18
We'll show you in a minute to check they're okay.
19
At first, we thought we'd ask the other students to suggest something.
20
but we were afraid we'd get 30 different topics.
21
So instead, we brainstormed some, just the two of us, then made a shortlist, and we'll get them to vote for the one they like best.
22
Right.
23
But the thing is, if people don't know how debates work, they could feel at a disadvantage.
24
I mean, it wouldn't affect their grades or anything, but it could put them off.
25
So we thought we should have a meeting beforehand to make sure everyone's clear about what's involved in a debate
26
and how to prepare for it.
27
I think that's a good idea.
28
And we thought we could establish some key points of a successful debate there, like that debates are effective methods for considering an issue,
29
and that you need to understand both sides of an argument in order to support one side effectively.
30
We think it'll be best if we can use an issue that the students already have strong opinions about.
31
Then some people will be happy to speak in support of it, and others to oppose it.
32
Right.
33
What else do you want to do at the meeting?
34
Well, we've got to think about how people will do the background research for the debate.
35
We could organise everyone into two teams.
36
That should save time for the main speakers.
37
They won't have to do it on their own.
38
And we'll need to decide on some rules, like how long each person speaks for...
39
and to select a chair for the debate, someone who's really confident.
40
Fine.
41
Now, I think you should have some sort of follow -up to the debate.
42
After it's over, I'd like you to get everyone to write a short essay, focusing on what they gain from participating in it.
43
And in turn, that can feed into the work we've been doing on learning and motivation.
44
Would you be willing to read them and report back?
45
I mean, give some feedback on them?
46
I wouldn't have made the suggestion if I wasn't.
47
Thanks.
48
before you hear the rest of the discussion you have some time to look at questions 27 to 30.
49
Now listen and answer questions 27 to 30.
50
Okay, now let's think a bit more about the meeting.
51
You need to decide exactly how you'll introduce the students to different features of a debate.
52
Well, first of all we need to inform everyone about what actually happens at a debate.
53
the procedures and so on.
54
We could talk about that and write the main information on the board.
55
Or instead of that, we could make a summary of the main stages and hand that out.
56
then talk it through, Yes, okay, that's better.
57
Hmm.
58
Okay.
59
But we do need to talk about body language as well.
60
Yes, that's a very important tool.
61
I've got an interesting article on that with some good diagrams of techniques for things like eye contact.
62
I'll make some copies for you to give out.
63
Great.
64
Then we need to think about where people will find the information on the debate topic.
65
so they'll need to know where to look for the information, We could compile a list of sources, textbooks and articles and so on.
66
We could, but couldn't people offer their own suggestions and advice on that at the meeting instead?
67
Yes, get everyone involved.
68
Right.
69
What about preparation for asking and answering questions?
70
We could try to demonstrate that, but I'm not sure how.
71
Maybe we could put up a list of points on the board...
72
Then discuss them.
73
Yes, that sounds better.
74
Thanks.
75
Okay, well, let's meet up again.
76
That is the end of Part 3.
77
you now have 30 seconds to check your answers to part three you Right,
78
now you wanted to organize a formal discussion of some sort in the class,
79
is that right, Daniel? yes we thought it would be really good to end our psychology course with a formal debate
80
you know where there's a statement and people argue for or against it.
81
Good idea.
82
Where did the enthusiasm come from?
83
Have either of you organized debates before, Fiona?
84
No, but one of my friends did in his last year at secondary school, and he says he got a lot out of doing it.
85
And I know they have debates in lots of other departments here at the university.
86
I see.
87
So what do you think the students, you and the others, would get out of this?
88
Well, a debate will encourage people to study all sides of the subject matter.
89
And I also think listening to other people's ideas can have a focusing effect on your own.
90
Sometimes you kind of don't know what you truly believe until you hear something you disagree with.
91
OK, what about the topic for the debate?
92
We've got three to choose from.
93
We'll show you in a minute to check they're okay.
94
At first, we thought we'd ask the other students to suggest something.
95
but we were afraid we'd get 30 different topics.
96
So instead we brainstormed some, just the two of us, then made a shortlist, and we'll get them to vote for the one they like best.
97
Right.
98
But the thing is, if people don't know how debates work, they could feel at a disadvantage.
99
I mean, it wouldn't affect their grades or anything, but it could put them off.
100
So we thought we should have a meeting beforehand to make sure everyone's clear about what's involved in a debate
101
and how to prepare for it.
102
I think that's a good idea.
103
And we thought we could establish some key points of a successful debate there, like that debates are effective methods for considering an issue,
104
and that you need to understand both sides of an argument in order to support one side effectively.
105
We think it'll be best if we can use an issue that the students already have strong opinions about.
106
Then some people will be happy to speak in support of it, and others to oppose it.
107
Right.
108
What else do you want to do at the meeting?
109
Well, we've got to think about how people will do the background research for the debate.
110
We could organise everyone into two teams.
111
That should save time for the main speakers.
112
They won't have to do it on their own.
113
And we'll need to decide on some rules, like how long each person speaks for...
114
and to select a chair for the debate, someone who's really confident.
115
Fine.
116
Now, I think you should have some sort of follow -up to the debate.
117
After it's over, I'd like you to get everyone to write a short essay, focusing on what they gain from participating in it.
118
And in turn, that can feed into the work we've been doing on learning and motivation.
119
Would you be willing to read them and report back?
120
I mean, give some feedback on them?
121
I wouldn't have made the suggestion if I wasn't.
122
Thanks.
123
Okay, now let's think a bit more about the meeting.
124
You need to decide exactly how you'll introduce the students to different features of a debate.
125
Well, first of all, we need to inform everyone about what actually happens at a debate.
126
the procedures and so on.
127
We could talk about that and write the main information on the board.
128
Or instead of that, we could make a summary of the main stages and hand that out.
129
then talk it through.
130
Yes, okay, that's better.
131
Hmm.
132
Okay.
133
But we do need to talk about body language as well.
134
Yes, that's a very important tool.
135
I've got an interesting article on that with some good diagrams of techniques for things like eye contact.
136
I'll make some copies for you to give out.
137
Great.
138
Then we need to think about where people will find the information on the debate topic.
139
so they'll need to know where to look for the information, We could compile a list of sources, textbooks and articles and so on.
140
We could, but couldn't people offer their own suggestions and advice on that at the meeting instead?
141
Yes, get everyone involved.
142
Right.
143
What about preparation for asking and answering questions?
144
We could try to demonstrate that, but I'm not sure how.
145
Maybe we could put up a list of points on the board.
146
Then discuss them.
147
Yes, that sounds better.
148
Thanks.
149
Okay, well, let's meet up again.
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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: organising a debate”. Las palabras que más se repiten: debate, meeting, students, topic, main. Este vídeo tiene 149 frases y 1612 palabras para practicar shadowing. La parte hablada dura 11:03. El hablante mantiene un ritmo constante de unas 146 palabras por minuto, cómodo para el shadowing. El 89 % 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
Las 12 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| brainstorm sustantivo | /ˈbɹeɪnstɔɹm/ | ocurrencia, gracia |
| compile verbo | /kəmˈpaɪl/ | copilar, recopilar |
| beforehand adverbio | /bɪˈfɔɹhænd/ | de antemano, anticipadamente |
| disadvantage sustantivo | /ˌdɪsədˈvæntɪd͡ʒ/ | desventaja |
| textbook sustantivo | /ˈtɛkst.bʊk/ | manual, libro escolar |
| diagram sustantivo | /ˈdaɪ.ə.ɡɹæm/ | diagrama |
| oppose verbo | /əˈpoʊz/ | oponer, salir al encuentro |
| organize verbo | /ˈɔɹɡənaɪz/ | organizar |
| enthusiasm sustantivo | /ɪnˈθuziæzəm/ | entusiasmo |
| disagree verbo | /dɪsəˈɡɹi/ | no estar de acuerdo, desacordar |
| inform verbo | /ɪnˈfɔɹm/ | informar, enterar |
| demonstrate verbo | /ˈdɛm.ənˌstɹeɪt/ | demostrar, demonstrar |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| get out of verbo | salirse de, ponerse fuera de |
| put up verbo | colgar |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- Have either of you organised debates before?
- We've got three to choose from.
- I think that's a good idea.
- What else do you want to do at the meeting?
- I mean, give some feedback on them?
Pronunciación a tener en cuenta
El hablante usa 46 contracciones y formas reducidas, como we'll, we've, don't. Dilas en su forma corta, tal como las oyes.
- Palabras largas — cuida el acento: disadvantage /ˌdɪsədˈvæntɪd͡ʒ/, enthusiasm /ɪnˈθuziæzəm/
Sonidos difíciles para hispanohablantes:
- /z/ — sonora, no /s/: oppose /əˈpoʊz/, organize /ˈɔɹɡənaɪz/, enthusiasm /ɪnˈθuziæzəm/
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 brainstorm, compile, beforehand.
¿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.