Shadowing Practice: 🔥The Just in Time Supply System JIT - Đề thi IELTS LISTENING (actual test - Learn English Speaking with Video
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You will hear a business student called Ron getting feedback from his tutor on his presentation.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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Thanks, Ron, for coming to my office to discuss the presentation you gave yesterday to the business management seminar.
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We'll go over what you did with the aim of helping you improve your next presentation.
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Sounds good.
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Now, the topic was the Just-in-Time, or JIT, supply system, used by a lot of manufacturers,
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first in Japan and then in the West, I think.
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Yes, but actually one thing I should have made clearer
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and talked about was the fact that the Americans actually pioneered the idea of Just-in-Time, though it wasn't called that.
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Henry Ford and his cars, in fact, at the turn of the 20th century.
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And later, a big US supermarket chain used it, and this was where Toyota in Japan got the idea for its car making.
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Yes, that would have been a good addition.
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Now, before we go any further, I think I would suggest that you should have stopped and clearly defined just in time for your seminar colleagues.
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You said its aim was to reduce waste and you mentioned
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that classic business theory assumes that stock or inventory of parts are counted as assets,
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but just-in-time sees them as unnecessary waste.
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But you never told us that JIT simply means waiting until the last moment to order new supplies as you need them.
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Yes, you're right.
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I should have done that.
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Now, you talked a bit about standardising parts as a way of streamlining JIT.
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Where did you get your data from?
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Well, I tried an internet website on the subject, which is called the Lean Clearinghouse, but it was too technical for me.
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So, in the end, I got my data from a textbook called Learning from Toyota.
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I found some journal articles too, but they didn't seem very useful.
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Yes, well there is a US government report on it I've seen.
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I'll get a copy for you.
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Great, I look forward to reading through it.
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And while you're at it, you might want to find out about cases where JIT might not be suitable,
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and that's in service industries like tourism or healthcare, where customers are paying for something that they can't actually see or count.
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Although JIT is fashionable today, Some people would say it hasn't proved
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so successful in the service sector as it has with the manufacturing of goods that can be quantified.
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That would be interesting.
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I'll see what I can find out.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
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Thank you.
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Now listen and answer questions 25 to 30.
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Now, unless you have any more questions, let's turn to a critique of the technical aspects of the presentation.
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I'm afraid I'll emphasise the things I think you might want to work on.
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It was a good talk, but with a little work, your next presentation should be excellent.
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Fine.
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That would be helpful.
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Actually, I wasn't happy with my delivery.
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I sometimes seemed to talk fast and sometimes slow.
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I was on edge, I guess.
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Yes, you were.
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And as well as that, your purpose wasn't very specific.
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In future, you need to lay out exactly what you're going to cover and why.
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Make it clear and concise and not so general.
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And what about my transitions from one section to the next?
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Well, you didn't link the sections, did you?
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You went too quickly from one to the next.
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It was all just too abrupt.
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OK.
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I'll try to improve that.
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Now, your PowerPoint visuals were lovely, but sometimes I got the feeling that, nice as they were as pictures,
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they didn't have much to do with what you were talking about, right?
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You're right.
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And, you know, another thing I could see from the other students' reactions, they just didn't understand some of the vocabulary I was using.
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Good point.
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Well, remember, your audience were laymen, mostly without knowledge of JIT.
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So, you need to simplify and try to put things in everyday English.
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I never seem to do that.
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And lastly, I'll just mention your body language.
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You didn't use gestures and you just stood straight without any animation.
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It didn't make you seem very interested in the subject.
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I know, even though I really do like the subject.
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Sorry.
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Well, despite all this, I enjoyed your presentation, and I could see you put lots of work into it.
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I look forward to an even better presentation from you next time.
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Well, thanks for your help.
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That is the end of part three.
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You now have thirty seconds to check your answers to part three.
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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 “🔥The Just in Time Supply System JIT - Đề thi IELTS LISTENING (actual test”. Las palabras que más se repiten: presentation, Jit, questions, subject, seem. Este vídeo tiene 76 frases y 814 palabras para practicar shadowing. La parte hablada dura 7:29. El hablante habla despacio, unas 109 palabras por minuto, así que hay tiempo para imitar cada sonido. 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 |
|---|---|---|
| seminar sustantivo | /ˈsɛmɪnɑɹ/ | seminario |
| abrupt adjetivo | /əˈbɹʌpt/ | repentino, súbito |
| concise adjetivo | /kənˈsaɪs/ | conciso, breve |
| layman sustantivo | /ˈleɪmən/ | laico, lego |
| quantify verbo | /ˈkwɑn.tɪˌfaɪ/ | cuantificar, cifrar |
| simplify verbo | /ˈsɪmplɪfaɪ/ | simplificar |
| standardise verbo | [ˈstændə(ɹ)daɪz] | estandarizar, masificar |
| streamline verbo | /ˈstriːmlaɪn/ | fluidodinamizar, aerodinamizar |
| fashionable adjetivo | /ˈfæʃənəbl̩/ | a la moda, de moda |
| tutor sustantivo | /ˈtjuːtəː/ | tutor, protutor |
| lastly adverbio | /ˈlæstli/ | postreramente, postrimeramente |
| textbook sustantivo | /ˈtɛkst.bʊk/ | manual, libro escolar |
| supermarket sustantivo | /ˌsupɚˈmɑɹkət/ | supermercado |
| vocabulary sustantivo | /vəˈkæb.jə.lə.ɹi/ | vocabulario |
| gesture sustantivo | /ˈd͡ʒɛs.t͡ʃɚ/ | gesto, ademán |
Phrasal verbs que vas a escuchar
| Palabra | Pronunciación | Significado |
|---|---|---|
| look forward to verbo | no ver la hora de, quedar a la espera de | |
| find out verbo | averiguar, anoticiarse | |
| go over verbo | sentar, pasar | |
| lay out verbo | /ˌleɪ ˈaʊt/ | encaminar |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- Where did you get your data from?
- I'll get a copy for you.
- I'll see what I can find out.
- Actually, I wasn't happy with my delivery.
- Well, you didn't link the sections, did you?
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | wasn't called · are counted · is called |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | I've seen · hasn't proved |
Pronunciación a tener en cuenta
El hablante usa 23 contracciones y formas reducidas, como didn't, I'll, you're. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “sh” y “zh”: fashionable /ˈfæʃənəbl̩/, animation /ˌæn.ɪˈmeɪ.ʃən/
- Palabras largas — cuida el acento: supermarket /ˌsupɚˈmɑɹkət/, vocabulary /vəˈkæb.jə.lə.ɹi/, unnecessary /ʌnˈnɛs.əˌsɛɹ.i/, animation /ˌæn.ɪˈmeɪ.ʃən/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: standardise [ˈstændə(ɹ)daɪz], streamline /ˈstriːmlaɪn/
- /v/ — no es /b/: los dientes tocan el labio inferior: vocabulary /vəˈkæb.jə.lə.ɹi/, inventory /ˈɪn.vən.tɹi/
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 seminar, abrupt, concise.
¿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.