Shadowing Practice: Unit 3: Climate | Collins - Listening for IELTS. - Learn English Speaking with Video
Creando lección...
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Track 14 1.
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glaciers.
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It is assumed that glaciers move slowly, but occasionally they have surges and move up to 50 times faster than normal.
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2. salinity.
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The Dead Sea is famous for the salinity of its water.
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3. Humidity.
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The humidity in tropical areas can make you very tired.
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4. Kilometers.
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The oceans can reach depths of 11 kilometres in places, 5 pressure.
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Altitude sickness is due to a reduction in air pressure.
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6. Evaporation Rain is mainly caused by evaporation from the oceans.
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7. Environment.
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We need to look after the environment around us.
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8. Biology.
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Biology is a branch of the natural sciences.
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9. Brightness.
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Our perception of the brightness of the sun changes with the seasons.
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Track 15.
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Hi everyone, how are you all?
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I'm fine thanks Linda.
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Actually, I'm not feeling so well.
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I think I've got a cold.
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Oh no, Stephen.
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I'm sorry to hear that.
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What about you, Joanne?
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I'm fine, but I'm very busy with my biology course.
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Oh, me too.
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There's so much work to do.
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In that case, we should get started on our essay.
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John, do you want to start?
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Okay.
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Let me start by telling you my ideas for the essay.
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Track 16.
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We've really got to decide who does what for our natural earth project.
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Okay Alice.
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Well, we've got all our cloud research, so let's decide how to break it down.
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Well, we should probably start by saying how clouds are formed.
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Good idea and then maybe move on to the different types of clouds.
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We can separate it into low -lying, medium -level, and high clouds.
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What do you think, Jenny?
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Yes, I think that's a good idea, and we should also make a PowerPoint to make it a bit more interesting and put in pictures of the different clouds.
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Good idea, Jenny.
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We should probably have cue cards, too.
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I'm useless at remembering what to say without them.
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Yes, me too.
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Well, I'm quite happy to organize everything we found out about clouds, and make sure it fits into our presentation times.
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Actually, I'd better do that.
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I've got all the research on my computer, so it makes sense.
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How about if you make the presentation slides, Carl?
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Okay, Alice.
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That's fine by me.
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Well, if you guys are gonna do that, then I'll look on the Internet for pictures of the different types of clouds.
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That'll be great, Jenny.
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I'll also make the prompt card so we don't forget what we're saying during the presentation.
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Sounds great.
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Let's have a run -through on Tuesday.
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What sections does everyone want to talk about?
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I don't really mind.
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I don't mind.
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I'll do that.
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If you don't want to talk much, then why don't you just do the middle bit about the medium -level clouds?
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Yes, I can do the low -level and high -level clouds part.
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I'm sure Jenny can handle the summarizing, too.
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Thanks, guys.
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We can all take questions together.
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Track 17.
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Hi Roger.
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Debbie!
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Hi, how are you?
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Oh, I've been struggling with my Natural Earth assignment.
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It's proving to be really difficult.
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The one for Professor Black?
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Me too.
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I'm writing about volcanic activity.
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What are you doing yours on?
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Acid rain.
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I thought that would be okay, but the process is really complicated.
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Well, I can help you with it.
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I know a lot about acid rain.
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I studied the causes and effects last year.
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Really?
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Oh, that's great.
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I've done some work on the causes.
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I'm going to write that acid rain is caused by sulphur dioxide from power plants and smelters.
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Basically, this reacts in the atmosphere to form acid rain.
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Ah, but it's not just sulphur dioxide.
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It's also nitrogen oxides.
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Really?
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Yes, from things like car exhausts.
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But aren't nitrogen oxides also caused by natural events too?
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Yes.
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They're a minor factor, but I think they're worth mentioning.
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But sorry, carry on.
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Thanks.
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I might add that.
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So anyway, these emissions react in the atmosphere with water,
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oxygen and oxidants to form acidic compounds like sulfuric acid.
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These compounds then fall to Earth.
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Are you going to mention the different ways they return to the ground?
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Yes.
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So you've done a bit of background reading then?
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Yes.
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So if I've got it right, acid rain often comes down as rain but also as snow or fog.
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This is wet deposition.
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I'm also going to define it as any form of precipitation that removes acids from the atmosphere.
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Yes, I think that's a good term to define it.
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Dry deposition.
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Well, I think that's when the pollutants stick to the ground through dust.
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I'm not really sure how to define it, though, compared to wet deposition.
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Just think of it as any pollutants that are not caused through precipitation.
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That's probably the best way.
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Did you know that sunlight can enhance the effects of acid rain as well?
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No, I didn't.
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There's so much to think about.
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I'm sure I'll go over my word limit.
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Well, you sound like you know a lot about the subject.
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Just try and keep your focus.
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I've had the same problem writing about volcanoes.
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There's just so much.
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Track 18.
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Do you want to make a start on our natural earth project?
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I think our idea of a lightning safety presentation is great.
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Don't you, Rachel?
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Yes, I think it'll be really good.
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I have a few ideas already.
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Great!
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Me too.
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I think we should divide it into two parts.
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What to do if you're inside when lightning strikes and what to do if you're outside.
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What do you think?
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That's good, but we need more.
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Something about planning for this kind of event.
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And also, what to do if someone gets hit by lightning.
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Oh, I can't believe I forgot that. Of course.
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Well, what should we talk about in the first part?
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I think we should say it's important to be aware.
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Lightning is always before rain, so don't wait until it rains.
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As soon as you hear thunder or lightning, you should get inside.
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OK, yes.
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And then if you're indoors, you should avoid water.
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Stay away from doors and windows and don't use the telephone.
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before going back outside.
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And if you're outside when it storms, you also need to avoid water.
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Try and get inside as soon as possible.
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There are certain things you should avoid.
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Open spaces, anything large and made of metal.
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And of course, the obvious one: trees.
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But we should mention that if lightning strikes very near you, you need to crouch down.
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Oh, is that right?
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I thought you had to stand still.
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No, that's actually wrong.
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You're supposed to crouch down.
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And put your hands over your ears.
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The noise can damage your hearing if you don't.
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Okay, I think we've got quite a lot here.
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Only the last part to go.
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Now.
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What to do if someone gets hit?
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I think we should say that it's very rare for someone to get hit by lightning.
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Our talk sounds as if there's danger all around.
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We should try and make it sound a bit more reassuring.
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Yes, you're right.
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We'll say it doesn't happen often.
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It's just better to be safe than sorry.
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But what should we say about getting hit by lightning?
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Well, I think we should say it's safe to touch people who've been hit by lightning.
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They don't have any electrical charge. should help them.
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Otherwise, it's just best to call for an ambulance.
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And we should remind our audience that 80 % of lightning victims don't get fatally injured.
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That should calm everyone's nerves.
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Track 19.
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Section 3.
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You will hear three students discussing a group project on weather conditions.
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First, you will have 20 seconds to look at questions 1 to 7.
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Now listen carefully and answer questions 1 to 7.
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So, I think we'd better start planning what we're going to do for our group project.
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Have you guys had any ideas?
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I was thinking we should do something on extreme weather events, but I think Alex had some different ideas.
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Yes, maybe we should look into more localised weather conditions and the effects on the immediate environment.
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That's a good idea, Alex, but I don't think we'd be able to get much data on that, and we don't really have time to do our own research.
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What about doing something about the seasons?
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I think the seasons might be a bit too wide -reaching, you know, when we take into account the wind patterns and pressure systems.
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Maybe you're right.
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Well, how about Tom's idea of extreme weather conditions?
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Yes, that sounds like a good idea.
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It's easy to break down into separate parts, and it certainly sounds more interesting.
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I'd quite like to cover monsoons.
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I've been doing some reading on them and they're quite interesting.
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Well, that sounds good.
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We should maybe take two areas each.
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That would make it easier for us to focus.
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Well, we've got lots to choose from.
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We could do blizzards, heat waves, droughts, cyclones.
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There are loads.
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Why don't you do blizzards too, Tom?
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I don't fancy doing them, but I wouldn't mind doing something on floods.
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They're linked to monsoons, I think, so it will be an easy transition.
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What do you fancy doing, Alex?
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Well, I could always cover winds.
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But that isn't really extreme enough.
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I could do hurricanes.
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They're pretty exciting.
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How about doing cyclones, Emma?
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I'd rather do heat waves and droughts, I think.
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I know a bit about them.
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I don't know anything about cyclones.
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Cyclones are really interesting.
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I can cover them.
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That sounds great.
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I was thinking about doing cyclones, but I'm happy for you to do them.
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Before you hear the rest of the talk, you have 20 seconds to look at questions 8 to 10.
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Now listen and answer questions 8 to 10.
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Track 20.
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Right, shall we get started on some of the content?
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Yes, we haven't got that much time.
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Does anyone know anything about their topics?
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I know quite a lot about Cyclones. Do you?
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Well, I studied them at high school.
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You know, cyclones usually start near the equator.
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They need quite warm water to form.
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Above the warm water, the vapour in the air forms clouds, and if there is low pressure, then these clouds will start to rotate.
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Isn't it also the fact that the Earth rotates too, which makes the clouds spin more?
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Yes, that too.
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Once they begin rotating, they can either lose momentum or keep gathering momentum until they hit land.
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These ones are called mature cyclones.
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Luckily, as soon as they hit land, they start to lose momentum and fade away.
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just because they don't have the warmth of the ocean underneath.
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Well that's a relief.
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They can still be really destructive.
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They are like a big circle of wind.
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They blow strongly until the eye of the storm passes, you know, the centre, where everything is really quiet, no wind or anything.
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But then the other side hits and the winds blow just as strongly but in the other direction.
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It's just amazing.
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Yes, I would really like to cover that.
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Well, it looks like we've got it all arranged then.
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That is the end of section 3.
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In the exam, you will have half a minute to check your answers.
📺 Mismo canal
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Vocabulario y notas de pronunciación para esta lección
Este vídeo tiene 237 frases y 1877 palabras para practicar shadowing. La parte hablada dura 12:34. El hablante mantiene un ritmo constante de unas 149 palabras por minuto, cómodo para el shadowing. El 84 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
15 palabras menos comunes del vídeo, con su pronunciación y significado:
- cloud /ˈklaʊ̯d/ (sustantivo) — nube, nimbo. A visible mass of water droplets suspended in the air.
- lightning /ˈlaɪt.nɪŋ/ (sustantivo) — relámpago, rayo. A flash of light produced by short-duration, high-voltage discharge of electricity within a cloud, between clouds, or between a cloud and the earth.
- acid /ˈæsɪd/ (sustantivo) — ácido. A sour substance.
- cyclone /ˈsaɪ.kloʊn/ (sustantivo) — ciclón. Any weather phenomenon consisting of a system of winds rotating around a centre of low atmospheric pressure; a low pressure system.
- presentation /ˌpɹɛzn̩ˈteɪʃn̩/ (sustantivo) — presentación, exposición. The act of presenting, or something presented.
- atmosphere /ˈætməsˌfɪɹ/ (sustantivo) — atmósfera, aire. The gases surrounding the Earth or any astronomical body.
- define /dɪˈfaɪn/ (verbo) — determinar, definir. To determine with precision; to mark out with distinctness; to ascertain or exhibit clearly.
- biology /baɪˈɑ.lə.d͡ʒi/ (sustantivo) — biología. The study of all life or living matter.
- momentum /ˌmə(ʊ)ˈmɛntəm/ (sustantivo) — moméntum, viada. Of a body in motion: the tendency of a body to maintain its inertial motion; the product of its mass and velocity, or the vector sum of the products of its…
- rotate /ˈɹoʊ.teɪt/ (verbo) — girar. To spin, turn, or revolve.
- strongly /ˈstɹɔŋli/ (adverbio) — fuertemente. In a strong or powerful manner.
- fancy /ˈfæn.si/ (sustantivo) — fantasía, magín. The imagination.
- essay /ˈɛs.eɪ/ (sustantivo) — ensayo, redacción. A written composition of moderate length, exploring a particular issue or subject.
- compound /ˈkɑmpaʊnd/ (sustantivo) — compuesto. Anything made by combining several things.
- react /ɹiːˈækt/ (verbo) — reaccionar. To act in response.
Phrasal verbs que vas a escuchar
- look at (verbo) — mirar, funar. To observe or watch.
- talk about (verbo) — hablar de, hablar sobre. Used to draw attention to the speaker's characterization of someone or something.
- think about /ˈθɪŋk əˌbaʊt/ (verbo) — pensar en, ocurrírsele. To ponder.
- call for (verbo) — llamar. To shout out in order to summon (a person).
- carry on /ˈkæɹi ˈɑn/ (verbo) — continuar, proseguir. To take baggage or luggage onto an airplane, rather than check it.
- do for (verbo) — hacer por. To doom; to bring about the demise of someone; to injure or harm someone.
- go over (verbo) — sentar, pasar. To look at carefully; to scrutinize; to analyze.
- hand over (verbo) — devolver, entregar. To relinquish control or possession of something to someone.
Pronunciación a tener en cuenta
El hablante usa 80 contracciones y formas reducidas, como don't, I'm, I've. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: gather /ˈɡæðɚ/, thunder /ˈθʌndɚ/, underneath /ˌʌndɚˈniθ/, warmth /wɔɹmθ/
- Los sonidos de “sh” y “zh”: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, deposition /ˌdɛp.əˈzɪʃ.ən/, precipitation /pɹɪˌsɪpɪˈteɪʃn̩/, glacier /ˈɡleɪ.ʃɚ/, transition /tɹænˈzɪʃ.ən/
- Palabras largas — cuida el acento: biology /baɪˈɑ.lə.d͡ʒi/, momentum /ˌmə(ʊ)ˈmɛntəm/, deposition /ˌdɛp.əˈzɪʃ.ən/, humidity /hjuːˈmɪd.ə.ti/, precipitation /pɹɪˌsɪpɪˈteɪʃn̩/
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 cloud, lightning, acid.
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 struggling · I've been doing |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | is assumed · are formed · is really complicated |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | I've done · you've done · who've been hit |
¿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.