Pratique du Shadowing: How to Start Speaking in IELTS Part 3 - Apprendre l'anglais à l'oral avec la vidéo

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238 phrases

Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.

And can I have the task card back?

Sure.

So, listen, I've just finished part two of my IELTS speaking test.

Now it's time for part three, the deeper conversation.

But what if I don't know what to say?

How do I get time to think?

Oh my, what if I don't understand?

What kind of questions will they ask me?

How can I develop my answers?

Let's find out.

Hello, it's Keith from the Keith Speaking Academy and the YouTube channel English Speaking Success, where you become a confident speaker of English.

Now, the truth is, all parts of the IELTS speaking test are challenging.

Well, and fun, right?

But part three is critical because that is where the examiner will decide if you're a five or a six, a six or a seven, and so on, right?

So it's really important you understand this.

The examiner really controls this part of the test to make sure they push you to your limit

so they are sure about your level.

So they will make up questions based on your answers.

They will cut you off and move on to another question to test more things.

And all of this is fine.

Expect it.

The biggest and most exciting part of part three is that you can't really prepare your answers, right?

Because you don't know where the conversation is going to go.

So topic research is good, but flexibility is much more important.

In this video, I will tell you some of the most common types of questions and how to answer them,

as well as ideas on how to develop your answers, which is really important in part three.

Finally, I'll show you how to create time for yourself to think.

Okay, sound good?

Great.

Oh, do remember, you can get the PDF of all of these phrases clicking on the link below for free.

Okay, let's begin.

Right, now we're going to look at three very common question types for part three and how to answer them.

Okay, the first one, how has something changed in recent years?

Here, the examiner is testing your knowledge and ability to talk about comparisons of the past and the present.

Okay, now you could just start talking.

I'm a big fan of going with the flow,

but you can also use some of these phrases to help you structure your answer and begin confidently.

Don't just memorize these, use them flexibly.

There's lots of combinations.

Right.

For example, we can say in the past we used to da-da-da-da.

This has changed a lot recently.

Now we usually da-da-da-da.

Okay, three phrases, one after the other, simple structure. Or something similar.

Previously, we used to...

This has changed a lot recently.

Nowadays, we tend to...

Okay, so what you're doing here is you're using a past tense, present perfect, connecting past to the present, and then the present tense.

So you're showing a wide range of tenses.

With the past, you could say previously we used to, previously we would, or previously we did.

So you can change, chop and change and mix it up a little bit.

Remember, build your flexibility.

So, for example, if the question were, how has shopping changed in recent years?

I might say, previously, we used to go into the town center and buy things in real shops,

brick and mortar shops, but that has changed.

And nowadays, we still go to the shops, but we often buy things online because they are cheaper.

Okay.

Nice answer.

But remember in part three, you do need to develop your answers more.

So here, let me give you one of my secret methods, the OR method, the O-R-E method.

Opinion, reason, example.

The example is the key it.

That's where you can really give extra information and show off your vocabulary.

Okay.

So you can see in my previous example, I gave my opinion that we used to go to shops.

Now we shop online.

And the reason because it's cheaper.

Now I can add an example to develop the answer.

But be careful, because what you might think is, oh, I can say something like, well, yeah, for example, when I buy clothes,

I go to the shops and try them on.

And then I go and buy that item online.

That's not great because that's a personal example.

You're kind of going back to part one, which is about you.

Here, try not to be personal.

It's okay if you give one or two examples that are personal, but think generally.

Think globally around the world and try to get a more general or global example.

For example, When many young people buy clothes, they go to the shops like Gap to try them on,

and then they go to the Gap website and buy that item online.

Think generally, think globally for your examples.

Also think about examples from the news, something you've read or seen on the internet or the TV, if you still watch TV,

like, I read the other day, actually, that one shop, Gap,

I think, reported that their online sales of clothes had actually surpassed in-shop purchases.

OK, so your example doesn't have to be perfect, doesn't have to be true.

I don't remember the details, but that's OK.

It's about expressing your English language and developing your answer.

So you've got or opinion, reason, example.

If you're example, think globally, generally, or something in the news.

Let's move on.

Right.

Question type number two, very common.

How will something change in the future?

And here the examiner is testing.

Testing what?

Yeah.

examiner is testing if you can compare things in the present to the future

so thinking of the language of comparison present tenses future tenses possibility speculating all of that

again remember you can just start talking or you could use some of these phrases that might help you along.

For example, at the moment, the situation is, and I think in the future we will,

or right now, the situation is, I suspect in the future we might.

100

So instead of will, you could be using might as a possibility, a possible future.

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or today it seems to me that I guess in the future we may,

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okay, I guess, I reckon, I suspect you can change might for may or could.

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You can change will for going to.

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You can all these possibilities, right?

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Chop it up, change it around, build your flexibility.

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Here's an example.

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On the same topic of shopping, how will shopping change in the future?

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Well, at the moment, the situation is we buy many clothes online as well as in the shops.

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I suspect that in the future, we might buy almost everything online.

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Got it?

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Now, develop your answer.

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Can you think of an example here?

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Remember, general, global, in the news.

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Here's one, and I got from seeing a mobile app.

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So the other day, right, I saw a new app where you can upload your image of yourself and add clothes to it.

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So you can see if the clothes match you or if they suit you, right?

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And I think this means that we will buy more

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and more clothes online because there will be no need to go to the shops to try them on.

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And there you have it.

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Remember, the examiner might cut you off, doesn't matter.

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It means they've heard enough and they want to push you in a different direction.

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So relax about it.

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Okay, let's move on.

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Oh, before we do, if you are enjoying this, please remember, do like the video and subscribe to the channel.

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Let's go in to the third type of question.

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Why do some people blank, do something?

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Okay.

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Here really, the examiner is testing your expression of opinion, right?

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Well, I agree, I disagree, I think, I suppose, and so on.

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My advice with this kind of question is to focus on a specific group of people.

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Because when we say, why do people, I mean, it's impossible to answer.

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That could be anybody.

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But if you choose a group of people like teenagers,

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adults, working people, mothers, retired people, it helps you focus.

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It helps you develop the answer better.

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And because you're being quite specific, you'll be using a more specific, deeper range of vocabulary.

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So you're making it better for yourself.

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Okay.

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So here I can just recommend one phrase, right?

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Very simple to answer.

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It depends.

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If we are talking about group of people, then I think, for example, well, it depends, right?

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I mean, if we're talking about teenagers, then I think, well, it depends.

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I mean, if we're talking about older people, then I think, you see?

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Let's look at an example again, sticking with the shopping theme in part three.

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Why do some people never shop online?

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Well, it depends.

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I mean, if we're talking about older people, then I think they may not know how to do it and they might not trust it.

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Okay, great way to start.

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Can you think of an example now?

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Remember, don't be personal.

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Don't say, for example, my granddad doesn't like.

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No, don't talk about personal examples.

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Remember, think generally, think globally, or think about the news.

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So maybe something like this.

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I've seen a lot of reports on the news lately of older people being scammed.

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You know, buying things online that don't exist, they might purchase a car because it's super cheap,

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but then they give the money to the scammers and they never even see the car.

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And I guess all of this means they are reluctant then to buy online.

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Got it?

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Great.

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Let's move on.

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Okay, so we've seen three very common question types and how to develop your answer, right?

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But to do that, you need to think fast.

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You really do need to think on your feet, as we say.

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Think on your feet, think quickly, right?

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So you need time to think.

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But in part three, there isn't much time, right?

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The big thing about part three is the pace.

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It's fast and furious, like the film.

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How then do you create time to think?

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There are three things you can do, right?

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The first listen carefully to the question

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repeat the question aloud and then take a moment to breathe and think and answer okay

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so if the question is for example why do some people never shop online why do some people never shop online.

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And then start speaking, okay?

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Don't worry about the time.

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Let the examiner worry about the time.

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That is their job to control the time, not yours.

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You take your time and answer.

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Okay.

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Second thing you can do is to use time fillers, right?

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Very common things like, oh, that's a good question.

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So once the examiner asks you the question, you go, hmm, that's a good question.

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Oh, I haven't thought about that.

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Let me see.

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Let me think. And take that breath.

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in and out, just that time.

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Get oxygen to your head, give you time to think and relax your shoulders and your body.

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Okay.

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Tip number three, ask the examiner to clarify or to repeat, right?

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Even maybe because you don't understand, but even just to get more time, right?

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It's one thing you can do.

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Don't overuse this, but you can.

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If you don't understand a question or you didn't hear it correctly, or it just wasn't clear, right?

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You can say, could you repeat the question?

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And they will repeat it.

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Could you repeat the question?

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But my favorite is, what do you mean exactly?

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I love that because you're showing that you've understood the question, but you're not 100% clear.

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You're not saying, oh, I don't understand.

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You're saying, well, okay, I understand.

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But what do you mean exactly?

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Clarify the question.

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So the examiner might rephrase the question, not only repeat it, but say it in a different way, helping you understand, but giving you time to think.

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What do you mean exactly?

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Great question.

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So now you have some nice phrases.

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What are you going to do?

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Practice, of course.

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You can download the PDF for free.

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There's a link below and start practicing.

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If you're interested in taking your spoken English up a whole new level, well, you can join one of my online courses.

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There are links down below.

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Now, I know some students cannot join an online course or work with a teacher.

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And that's fine.

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I have a tip for you.

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Go to my website, keithspeakingacademy.com.

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Look for IELTS part three.

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Again, there's a link below.

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Look at the part three topics and subtopics.

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Try and create some questions for each subtopic based on the three question types you've seen today.

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And then just try and give your answer to those questions.

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Again, you can use some of the phrases from today's lesson and just practice doing that.

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It's the practice.

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Bonus tip, record yourself on your phone and just listen back, right?

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You could share it with another student, with a friend and say, what do you think?

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What do you think of the example?

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Is it good?

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Is it clear?

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Could it be better?

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And just try to improve day after day.

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That's my tip for you.

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I hope that you've enjoyed this lesson.

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Thank you so much for watching.

236

And I'll see you in the next video.

237

So take care, my friend.

238

Bye-bye.

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Vocabulaire et conseils d’expression pour cette leçon

Cette vidéo contient 238 phrases et 2277 mots à répéter en shadowing. La partie parlée dure 17:36. Le locuteur parle à un rythme régulier d’environ 129 mots par minute, confortable pour le shadowing. 90 % des mots font partie des 3 000 mots les plus courants en anglais, le vocabulaire est donc facile à suivre.

Vocabulaire clé de cette vidéo

15 mots moins courants de la vidéo, avec leur prononciation et leur sens :

examiner /əɡˈzæmɪnɚ/ (nom) — examinateur, examinatrice. A person who investigates someone or something.
phrase /ˈfɹeɪ̯z/ (nom) — expression. A short written or spoken expression.
cloth /klɒθ/ (nom) — tissu, étoffe. A fabric, usually made of woven, knitted, or felted fibres or filaments, such as used in dressing, decorating, cleaning or other practical use. Sometimes…
tense /tɛns/ (nom) — temps, temps verbal. The property of indicating the point in time at which an action or state of being occurs or exists.
depend /dɪˈpɛnd/ (verbe) — dépendre. To be contingent or conditioned; to have something as a necessary condition
globally /ˈɡloʊbəli/ (adverbe) — globalement. In all places or situations.
topic /ˈtɑpɪk/ (nom) — sujet, thème. A subject; a theme; a category or general area of interest.
flexibility /ˌflɛksɪˈbɪlɪti/ (nom) — souplesse, flexibilité. The quality of being flexible, whether physically or metaphorically.
lesson /ˈlɛs.ən/ (nom) — leçon. A section of learning or teaching into which a wider learning content is divided.
relax /ɹɪˈlæks/ (verbe) — relâcher. To make something loose.
breathe /bɹiːð/ (verbe) — respirer, inspirer. To draw air into (inhale), and expel air from (exhale), the lungs in order to extract oxygen and excrete waste gases.
nowadays /ˈnaʊ.ə.deɪz/ (adverbe) — actuellement, de nos jours. At the present time; in the current era.
teenager /ˈtiːnˌeɪ̯d͡ʒə/ (nom) — adolescent, adolescente. A person between thirteen and nineteen years old (inclusive).
clarify /ˈklæɹ.ɪ.faɪ/ (verbe) — clarifier. To make or become clear or bright by freeing from impurities or turbidity.
vocabulary /vəˈkæb.jə.lə.ɹi/ (nom) — vocabulaire, lexique. A usually alphabetized and explained collection of words e.g. of a particular field, or prepared for a specific purpose, often for learning.

Les verbes à particule que vous entendrez

look at (verbe) — regarder. To observe or watch.
move on (verbe) — passer à autre chose. To continue; to proceed; to go on.
think about /ˈθɪŋk əˌbaʊt/ (verbe) — penser à, réfléchir à. To ponder.
find out (verbe) — découvrir, savoir. To discover, as by asking or investigating.
look for (verbe) — chercher, rechercher. To seek.
make up /ˌmeɪk ˈʌp/ (verbe) — constituer, composer. To constitute, to compose.
show off (verbe) — crâner, faire le malin. To exhibit the best attributes of something.

Prononciation à surveiller

Le locuteur utilise 53 contractions et formes réduites, comme don't, you're, you've. Prononcez-les sous leur forme courte, telles que vous les entendez.

Les sons « th »: cloth /klɒθ/, breathe /bɹiːð/
Mots longs — placez bien l’accent: examiner /əɡˈzæmɪnɚ/, flexibility /ˌflɛksɪˈbɪlɪti/, vocabulary /vəˈkæb.jə.lə.ɹi/, combinations /kɑmbɪˈneɪʃənz/, confidently /ˈkɑnfɪdəntli/

Comment s’entraîner avec cette vidéo

Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme examiner, phrase, cloth.

La grammaire de cette vidéo

Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :

Structure	Dans la vidéo
« Used to » used to + verbe — une habitude ou un état passé qui n’est plus vrai	used to da · used to go
Present perfect have/has + participe passé — une action passée qui compte encore maintenant	I've just finished · has changed · you've read
Propositions relatives who / which + proposition — une précision sur une personne ou une chose	answers, which is · one, which is

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.

Technique du shadowing : lire le guide complet étape par étape →

Pratique du Shadowing: How to Start Speaking in IELTS Part 3 - Apprendre l'anglais à l'oral avec la vidéo

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Vocabulaire et conseils d’expression pour cette leçon

Vocabulaire clé de cette vidéo

Les verbes à particule que vous entendrez

Prononciation à surveiller

Comment s’entraîner avec cette vidéo

La grammaire de cette vidéo

Qu'est-ce que la technique du Shadowing ?