Shadowing Practice: Vol 2 - test 4 - section 3 - Learn English Speaking with Video
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Section 3 You will hear two students called Helen and Paul talking to their tutor about a nursing course.
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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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Helen and Paul, congratulations to you both for doing so well the past semester.
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You too have exhibited an impeccable performance during your first year in the nursing programme.
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I'd like to get some feedback from the two of you to better improve the programme
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and to provide guidance for our prospective students.
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I'd like to start with you, Helen. So...
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First of all, Which aspect of the programme impressed you?
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Well, to be honest, when I was enrolled into the course, I was expecting a group of classmates my age.
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But as I stepped into the classroom for the first time, I was surprised by the diversity.
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Most were in their 20s, but there were also those in their 30s or even 40s.
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As it turns out, the intergenerational communication has sparked intense debate and new thinking,
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and I think that's something special about the programme that I appreciate very much.
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What about you, Paul?
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What do you think of the programme? For me?
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The group project we carried out last semester is another key feature of the programme.
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The whole class was divided into eight different groups, working on eight prospective cases.
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Team building sessions were conducted in a collaborative way most of the time.
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Comprised of five members, our group studied acute pancreatitis.
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During the process, we broke the task into different parts and assigned them to each member.
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We were then able to tackle the complex problem by pooling our knowledge and skills.
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More importantly, stronger links were established between the group members.
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Because of the project, we've all become good friends.
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That's true.
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According to graduates, Group projects prepare them for the work world in which teamwork and collaboration are increasingly the norm.
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So tell me Paul, what else do you like about the programme?
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I want to be a registered nurse working in a public hospital after graduation.
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So the internship provided is a valuable opportunity for clinical practice in a supportive learning atmosphere.
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However, I was amazed by the amount of written assignments since
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I thought the course should have focused more on practice oriented learning.
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involves critical thinking, which challenges me to develop my points more thoroughly.
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I thus manage to gain a diversity of perspectives.
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The programme is designed to deliver basic and advanced theoretical knowledge of core concepts,
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including healthcare systems concepts, together with practicum or clinical practice experience to bridge the classroom content to the practice setting.
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So, I'm afraid written work is unavoidable.
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Also this year, we've added a module of law.
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How do you feel about that?
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At first we felt that learning law is kind of redundant and too time consuming.
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After a few sessions we realised that it is necessary in dealing with future medical disputes.
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Before you hear the rest of the talk, you have some time to look at questions 25 to 30.
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Now, listen and answer questions 25 to 30.
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Do you have any suggestions for prospective students?
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What bothers me most is handing in essays on time.
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I almost missed the deadline once, because there were three essays due within the same week.
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So rationalising your time is critical.
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Well, that's true.
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The lectures deliver so much useful information.
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I have poor memory, so I kept making notes and revisiting them on a regular basis. by heart.
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How was the research?
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I heard that it was quite challenging.
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How did you manage to overcome the difficulties?
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That's true.
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The majority of us had no clue how to carry out the research at first.
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Fortunately, when I was digging up reference materials at the library, I sought help from the librarian.
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She taught me about finding the appropriate resources and choosing the proper research methods.
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Have you checked out the online forum?
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that they come across and get support from the faculty members.
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Some of my classmates didn't do so well during the placement tests.
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I feel that background reading is necessary.
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Lastly, do you have anything to say to the freshmen?
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I was really ambitious at first, trying to get straight A's on my transcript.
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I made tons of notes and worked hard even on the optional assignments to get extra credit.
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I stressed myself out before having an emotional breakdown.
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After consulting my advisor, I found it important to set realistic goals.
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Don't push yourself too hard.
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It is wise to sort out your priorities.
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Thank you for coming here today and providing valuable feedback on the programme.
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Have a great summer break.
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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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Now turn to section 4.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación de nivel B2 se basa en el vídeo “Vol 2 - test 4 - section 3”. Las palabras que más se repiten: programme, Paul, practice, questions, member. Este vídeo tiene 72 frases y 804 palabras para practicar shadowing. La parte hablada dura 7:13. El hablante mantiene un ritmo constante de unas 111 palabras por minuto, cómodo para el shadowing. El 82 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar. 11 de sus 72 frases son preguntas, así que sirve para practicar la entonación de las preguntas y las respuestas cortas.
Vocabulario clave de este vídeo
Las 15 palabras más avanzadas del vídeo, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| prospective adjetivo | /pɹəˈspɛktɪv/ | prospectivo |
| classmate sustantivo | /ˈklæs.meɪt/ | compañero de clase, compañera de clase |
| semester sustantivo | /sɪˈmɛstɚ/ | semestre, ciclo |
| classroom sustantivo | /ˈklɑːsɹʊm/ | aula, sala de clases |
| assignment sustantivo | /əˈsaɪn.mənt/ | asignación |
| enroll verbo | /ɪnˈɹəʊl/ | enrolar |
| impeccable adjetivo | /ɪmˈpɛkəbəl/ | impecable |
| intergenerational adjetivo | intergeneracional | |
| orient verbo | /ˈɔɹ.iˌɛnt/ | orientar |
| pancreatitis sustantivo | pancreatitis | |
| practicum sustantivo | /ˈpɹæk.tɪ.kəm/ | práctica, prácticas |
| revisit verbo | /ɹiːˈvɪzɪt/ | revisitar |
| teamwork sustantivo | trabajo en equipo | |
| unavoidable adjetivo | /ˌʌnəˈvɔɪdəbəl/ | impajaritable |
| redundant adjetivo | /ɹɪˈdʌn.dənt/ | superfluo, redundante |
Phrasal verbs que vas a escuchar
| Palabra | Pronunciación | Significado |
|---|---|---|
| carry out verbo | /ˈkæ.ɹi aʊt/ | llevar a cabo, llevar al cabo |
| check out verbo | investigar, chequear | |
| come across verbo | pasarse a | |
| sort out verbo | discernir | |
| turn out verbo | resultar |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- What do you think of the programme?
- How do you feel about that?
- Do you have any suggestions for prospective students?
- How did you manage to overcome the difficulties?
- Have you checked out the online forum?
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 | was enrolled · was divided · were conducted |
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | have exhibited · has sparked · we've added |
Pronunciación a tener en cuenta
El hablante usa 7 contracciones y formas reducidas, como I'd, we've, didn't. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, thoroughly /ˈθʌɹ.ə.li/
- Los sonidos de “sh” y “zh”: internship /ˈɪntɜːnʃɪp/, optional /ˈɑp.ʃə.nəl/, ambitious /æmˈbɪʃ.əs/, freshman /ˈfɹɛʃ.mən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
- Palabras largas — cuida el acento: impeccable /ɪmˈpɛkəbəl/, unavoidable /ˌʌnəˈvɔɪdəbəl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
Sonidos difíciles para hispanohablantes:
- /v/ — no es /b/: los dientes tocan el labio inferior: prospective /pɹəˈspɛktɪv/, revisit /ɹiːˈvɪzɪt/, unavoidable /ˌʌnəˈvɔɪdəbəl/, collaborative /kəˈlæb.ə.ɹə.tɪv/, advisor /ædˈvaɪ.zə(ɹ)/
- /z/ — sonora, no /s/: revisit /ɹiːˈvɪzɪt/, comprise /kəmˈpɹaɪz/, advisor /ædˈvaɪ.zə(ɹ)/, exhibit /ɪɡˈzɪbɪt/
- /dʒ/ — no es la “y” ni la “ch”: module /ˈmɑd͡ʒul/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
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 prospective, classmate, semester.
¿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.