Pratique du Shadowing: Cambridge IELTS 21 TEST 2 PART 3 #voduyquynh #ielts21 #ielts21part3test2 - Apprendre l'anglais à l'oral avec YouTube
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Part 3.
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Part 3.
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You will hear two food science students called Nadia and Fergus talking to their tutor about their course.
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First, you have some time to look at questions 21 to 26.
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Now listen carefully and answer questions 21 to 26.
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Thanks for coming along, Nadia and Fergus.
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so this is a chance for you to give us some feedback about different aspects of your course.
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What would you like to begin with?
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I've enjoyed the sessions on food safety.
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There was some information there that I found really surprising, although some were stuff I knew already, like the rise in rates of obesity.
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Yeah, that's been in the news a lot.
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But I hadn't realised that unsafe food causes more than 200 different diseases.
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No, I had no idea it was that many.
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And speaking of diseases, I knew resistance to antibiotics is on the increase, but I didn't know why.
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That it's partly because when animals are treated with antibiotics, then consumed by humans, the antibiotics get into the food chain.
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I had no idea about that either.
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Hmm.
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Then the sessions provided a lot of information about plastic pollution from food packaging in the ocean, but I think that most of us were already aware of that.
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Yeah, but I thought we could have done more on how much
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food is thrown away unnecessarily through fear of it being out of date.
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That was only mentioned in passing.
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Okay, I'll bear that in mind.
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What did you think about the sessions from visiting lecturers?
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For me, the most interesting one was about that project to prevent companies giving incorrect information to consumers about food.
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Ah, food fraud, yes.
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I thought it was really good to address a problem that's faced by so many different groups.
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People with special religious rules, as well as vegetarians and vegans.
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And those with allergies.
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Yeah.
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And another thing, we've had effective ways of analysing DNA for some time now, and these can easily be applied to analysing food.
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But what the researchers succeeded in doing was to ensure
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that these tests were carried out at different stages in the food's journey, from the producer to the consumer.
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So they knew that the food actually came from the place it was supposed to, and had the ingredients it was meant to.
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Exactly.
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So customers can be confident about what they buy.
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And the researchers had a good system for publicising their findings too.
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Well, I thought there were some problems with that, actually.
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OK.
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And do you have any recommendations for new topics that we could include in the course?
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Well, I'm interested in how crop yields can be increased without damaging the environment.
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But we've already done quite a bit on that, but not so much on the seafood industry where stocks are in danger of being overexploited as a food source,
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unless we can find ways of keeping stocks up.
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Yes, that'd be a good topic.
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And I'm interested in the idea of a personalised approach to diet.
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Now we have the technology to analyse exactly what individuals need.
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Hmm, that sounds more like a medical topic than food science.
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OK.
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What about sessions on the variety of food and eating habits around the world?
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That's very relevant nowadays.
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Yes, I think the whole class would be interested in that.
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Then there's technological stuff, things like 3D printing of food and smart packaging.
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Maybe too specialist.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
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Now listen and answer questions 27 to 30.
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Now, I'm particularly interested in your project, the one where you developed a new food product.
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So talk me through the stages.
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First, you had to decide on your initial aim.
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We decided we wanted to create something people could eat on the go, rather than in a restaurant.
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Yeah, so we chose falafel, which was originally a Middle Eastern snack.
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We made up our minds about that pretty quickly.
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I know some students found it a lot harder to choose and wasted a lot of time.
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Then we had to do the literature review.
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We hadn't done one of these before, so the handout with advice for the project was very useful here.
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Yes, especially the advice on how to present the information.
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Then, product development, actually deciding what we'd use to make the falafel.
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And for me, the interesting thing about that was
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that we wanted it to be something a bit different from an ordinary falafel.
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Mmm.
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We really made the right choice when we finally decided to use jackfruit, even though it wasn't something that either of us had ever tasted before.
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Yeah.
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Like the name tells you, it's a fruit, but actually it's really good in savoury dishes.
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The product production, working out how to make the falafel, was harder than I expected because I'd never made them before.
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It was mostly trial and error.
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We started off with the basic recipe and then experimented and when it went wrong...
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Which it did a lot of the time.
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We just moved on and kept adapting it
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and in the end it turned out fine and we had a lot of fun.
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We did.
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Thank you.
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Well, your project was a very good...
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That is the end of part three.
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You now have 30 seconds to check your answers to part three.
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Thank you.
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À propos de cette leçon
Vous vous entraînez en anglais avec "Cambridge IELTS 21 TEST 2 PART 3 #voduyquynh #ielts21 #ielts21part3test2" en utilisant la technique du Shadowing.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.