Shadowing Practice: Ocean Biodiversity | IELTS LISTENING TEST | SECTION-4 - Learn English Speaking with Video
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Section 4 You will hear part of a student presentation about the variety of different species that live in the world's oceans.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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Thank you.
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Now listen carefully and answer questions 31 to 40.
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I've been looking at ocean biodiversity, that's the diversity of species that live in the world's oceans.
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About 20 years ago, biologists developed the idea of what they called biodiversity hotspots.
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These are the areas which have the greatest mixture of species.
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So one example is Madagascar.
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These hotspots are significant because they allow us to locate key areas for focusing efforts at conservation.
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Biologists can identify hotspots on land fairly easily,
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but until recently very little was known about species distribution and diversity in the oceans,
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and no one even knew if hotspots existed there.
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Then a Canadian biologist called Boris Worm did some research in 2005 on data on ocean species
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that he got from the fishing industry.
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Worm located five hotspots for large ocean predators, like sharks, and looked at what they had in common.
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The main thing he'd expected to find was that they had very high concentrations of food,
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but to his surprise that was only true for four of the hotspots.
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The remaining hotspot was quite badly off in that regard,
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but what he did find was that in all cases the water at the surface of the ocean had relatively high temperatures,
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even when it was cool at greater depths.
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So this seemed to be a factor in supporting a diverse range of these large predators.
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However, this wasn't enough on its own because he also found that the water needed to have enough oxygen in it,
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so these two factors seemed necessary to support the high metabolic rate of these large fish.
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A couple of years later, in 2007, a researcher called Lisa Balance, who was working in California,
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also started looking for ocean hotspots, but not for fish.
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What she was interested in was marine mammals, things like seals, and she found three places in the oceans which were hotspots,
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and what these had in common was that these hotspots were all located at boundaries between ocean currents,
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and this seems to be the sort of place that has lots of the plankton that some of these species feed on.
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So now people who want to protect the species that are endangered need to get as much information as possible.
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For example, there's an international project called the Census of Marine Life.
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They've been surveying oceans all over the world, including the Arctic.
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One thing they found there, which stunned other researchers, was that there were large numbers of species which live below the ice,
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sometimes under a layer up to 20 metres thick.
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Some of these species had never been seen before.
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They've even found species of octopus living in these conditions.
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And other scientists working on the same project
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but researching very different habitats on the ocean floor have found large numbers of species congregating around volcanoes,
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attracted to them by the warmth and nutrients there.
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However, biologists still don't know how serious the threat to their survival is for each individual species.
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So a body called the Global Marine Species Assessment is now creating a list of endangered species on land,
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so they consider things like the size of the population, how many members of one species there are in a particular place,
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and then they look at their distribution in geographical terms, although this is quite difficult when you're looking at fish because they're so mobile,
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and then thirdly they calculate the rate at which the decline of the species is happening.
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So far only 1,500 species have been assessed, but they want to increase this figure to 20,000.
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For each one they assess, they use the data they collect on that species to produce a map showing its distribution.
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Ultimately, they will be able to use these to figure out not only where most species are located, but also where they are most threatened.
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So, finally, what can be done to retain the diversity of species in the world's oceans?
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Firstly, we need to set up more reserves in our oceans, places where marine species are protected.
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We have some, but not enough.
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In addition, to preserve species such as leatherback turtles, which live out in the high seas but have their nesting sites on the American coast,
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we need to create corridors for migration, so they can get from one area to another safely.
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As well as this, action needs to be taken to lower the levels of fishing quotas to prevent overfishing of endangered species.
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And finally, there's the problem of bycatch.
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This refers to the catching of unwanted fish by fishing boats.
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They're returned to the sea, but they're often dead or dying.
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If these commercial fishing boats used equipment which was more selective so that only the fish wanted for consumption were caught,
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this problem could be overcome.
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Okay, so does anyone have any questions That is the end of section 4.
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You now have half a minute to check your answers.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B2 se basa en el vídeo “Ocean Biodiversity”. Las palabras que más se repiten: species, ocean, hotspot, fish, biologist. Este vídeo tiene 60 frases y 855 palabras para practicar shadowing. La parte hablada dura 7:38. El hablante mantiene un ritmo constante de unas 112 palabras por minuto, cómodo para el shadowing. 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:
| Palabra | Pronunciación | Significado |
|---|---|---|
| biologist sustantivo | /baɪˈɒləd͡ʒɪst/ | biólogo, bióloga |
| locate verbo | /ˈloʊˌkeɪt/ | ubicar, colocar |
| endangered adjetivo | /ɪnˈdeɪn.d͡ʒɚd/ | en peligro, peligrante |
| biodiversity sustantivo | /ˌbaɪoʊdəˈvɚsəti/ | biodiversidad |
| predator sustantivo | /ˈpɹɛd.ə.tɚ/ | predador, depredador |
| researcher sustantivo | /ˈɹiˌsɝ.t͡ʃɚ/ | investigador, investigadora |
| assess verbo | /əˈsɛs/ | evaluar, estimar |
| bycatch sustantivo | captura accesoria | |
| congregate verbo | /ˈkɒŋɡɹəɡeɪt/ | congregar |
| mammal sustantivo | /ˈmæməl/ | mamífero |
| octopus sustantivo | /ˈɑktəpʊs/ | pulpo |
| plankton sustantivo | /ˈplæŋ(k).tən/ | plancton |
| nutrient sustantivo | /ˈnuː.tɹi.ənt/ | nutriente |
| quota sustantivo | /ˈkwəʊ.tə/ | cuota |
| metabolic adjetivo | /mɛtəˈbɒlɪk/ | metabólico |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| figure out verbo | averiguar, captar |
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Present perfect continuous have/has been + -ing — una acción que empezó antes y continúa | I've been looking · They've been surveying |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | was known · are endangered · been seen |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | areas which have · oceans which were · people who want |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | They've even found · have found · have been assessed |
Pronunciación a tener en cuenta
El hablante usa 10 contracciones y formas reducidas, como they're, they've, don't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: leatherback /ˈlɛ.ðɚ.bæk/, thirdly /ˈθɚdli/, warmth /wɔɹmθ/, threaten /ˈθɹɛt.n̩/
- Palabras largas — cuida el acento: biologist /baɪˈɒləd͡ʒɪst/, biodiversity /ˌbaɪoʊdəˈvɚsəti/, metabolic /mɛtəˈbɒlɪk/
Sonidos difíciles para hispanohablantes:
- /v/ — no es /b/: los dientes tocan el labio inferior: biodiversity /ˌbaɪoʊdəˈvɚsəti/, volcano /vɑlˈkeɪ.noʊ/, selective /səˈlɛktɪv/, preserve /pɹəˈzɝv/
- /dʒ/ — no es la “y” ni la “ch”: biologist /baɪˈɒləd͡ʒɪst/, endangered /ɪnˈdeɪn.d͡ʒɚd/, geographical /d͡ʒiəˈɡɹæfɪkl̩/
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 biologist, locate, endangered.
¿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.