Shadowing Practice: Unit 4: Family structures | Collins - Listening for IELTS. - Learn English Speaking with Video
בחר מצב תרגול
כל מצב פותח חדר תרגול במסך מלא.
154 משפטים
אם המשפטים קצרים או ארוכים מדי, לחץ על ערוך כדי להתאים אותם.
1
track 21 My family isn't very big, there's just my son and me.
2
I'm a single parent.
3
For the last ten years I've been concentrating on looking after my son James, who's now fourteen.
4
But now I've met someone special, and we've just got engaged.
5
My fiancé has four kids of his own and we're gonna get married in July.
6
James is really excited about it.
7
He's looking forward to having brothers and sisters in his new stepfamily.
8
We live as one big extended family.
9
There are seven of us in our household.
10
Besides my husband and me and our children, there's my aunt and two of my cousins.
11
I stay at home and care for my mother because she's quite old and can't look after herself.
12
Obviously, we suffer from a lack of space in the house, but we all get on well.
13
Track 22.
14
1. Firstly, I am going to talk about the role of the parent.
15
Secondly, I'll discuss the role of the child.
16
And lastly, we'll look at the family unit as a whole.
17
2. Parenting is a difficult job because no two children are ever the same.
18
3. Families are important because they form the basis for socialization.
19
Additionally, they educate and protect the next generation.
20
4. The family structure has varied greatly over time
21
that is different times have had different views of what a traditional family structure is 5.
22
Many argue that less traditional structures are not as effective.
23
However, there is little evidence to support this.
24
6. Many people are having families later in life.
25
Consequently, the rise in the number of single people may only be temporary.
26
7. Families in other parts of the world differ from the Western norm.
27
For instance, in some cultures, having multiple husbands or wives is the norm.
28
8. although there are many arguments for trying to keep the traditional family structure strong
29
I feel the key issue is the economic necessity of having a normal family structure.
30
Track 23.
31
As we have seen, changes in the structure of the family are constantly occurring,
32
Extend it to nuclear patrifocal to a more equal footing between the sexes and dual parenting to single parenting.
33
However, a recent phenomenon in the UK, which is changing the traditional family,
34
is the increasing number of adults who continue to live with their parents until their 30s or sometimes even their 40s.
35
The UK has traditionally been a society where offspring leave the family home in their late teens
36
or early twenties to set up their own home and families.
37
But in the last 25 years, this has decreased.
38
Official statistics released by the Office of National Statistics show that today, 10 % of men in their early 30s still live with their parents.
39
This compares with 5 % of women in this age range.
40
The reasons for this are complex and varied.
41
It cannot be denied that some people are choosing to stay at home.
42
Living with parents can be an easy option.
43
Food is provided, heating and electricity are paid for, and rent, if any, is minimal.
44
However, a third of those surveyed claimed they are living with their parents
45
because it is too difficult to get on the property ladder.
46
House prices in the last few decades have risen dramatically, Property is now five times the average annual salary,
47
whereas it was only three times the average annual wage in the 1980s.
48
This fact, coupled with high unemployment amongst young people, makes it virtually impossible for a single person to buy a home or even rent.
49
The number of students going on to higher education has also been steadily increasing.
50
Many of these students return home after finishing their studies as a result of the student debt they have accumulated.
51
It can take many years to pay this off, and if the burden of rent or a mortgage is added to that, It can be just too much for a young adult's pocket.
52
However, help is now at hand.
53
The government is tackling some of the problems that cause people to remain with their parents with a new scheme.
54
The Affordable Housing Scheme
55
This aims to help people part -buy a house or flat by making housing more affordable for first -time buyers,
56
and possibly taking the strain away from elderly parents.
57
Track 24.
58
The family is a topic which we will look at in great detail this term.
59
For sociologists, the family is often seen as the beginning of socialisation.
60
Indeed, it is the seed of society itself.
61
In recent decades, many old people have no longer been able to rely on their offspring for support, which was common 50 years ago.
62
Many children are brought up by only one parent, something virtually unheard of before the 1960s.
63
We can certainly say that during the last half -century, we have seen an enormous change in traditional family structures.
64
The extended family lasted well into the early 1900s, and this kind of strong family unit was essential due to property ownership.
65
Housing often was scarce and it was necessary for people to live with parents
66
and take over the property when their parents died.
67
Of course, people still benefit from their family line.
68
Still today, people generally inherit any money that their mother or father might have.
69
In the UK, the last fifty years has also seen a decrease in the number of offspring parents have.
70
Whereas in the 1950s, only 10 % of offspring were only children.
71
This number has risen.
72
Nowadays, this is the case for just over a third of children.
73
Track 25.
74
In Victorian times, the upper classes made up less than 3 % of the entire population of Britain.
75
Yet this class held more than 90 % of the country's wealth.
76
This shows the massive gap there was between rich and poor.
77
a gap which has shrunk considerably in the last century.
78
Today we're going to look at the wide differences in family life between rich and poor in Victorian times.
79
Let's begin with the upper classes.
80
The upper classes of the Victorian period were generally the nobility or the clergy.
81
Most of their servants were very poorly paid, but were always accommodated within the homes of upper -class Victorian families,
82
so they didn't have to pay for accommodation, food and often clothing.
83
The money which they did earn, they normally send home to their families.
84
Many Victorian servants came from the countryside, where the effects of the Industrial Revolution had resulted in job losses.
85
Amongst these servants were cooks, housemaids, stable -hands and butlers, The family would also employ a nanny, who although employed by the family,
86
was not traditionally seen as a servant.
87
A nanny's primary role was to care for the children.
88
She was responsible for teaching the children how to behave, looking after them when they were ill, and instilling discipline into them.
89
Nannies did not, however, educate the children.
90
Generally, children from wealthy families did not attend school outside the family home.
91
Tutors would come to the house to do this, and although on occasion mothers taught their children to read, and fathers gave their children some instruction in Latin,
92
this was not a common occurrence.
93
Now, the Victorian upper classes had the reputation of being quite cruel, but this wasn't always the case.
94
They were also quite charitable.
95
Ragged schools were set up with funding from the upper classes, so that poor children could have some form of education.
96
Additionally, most Victorian parents were very proud of their children, who were often seen as prized possessions.
97
This goes against the common idea that parents were very hard on their children, In fact, the opposite was generally the rule.
98
However, The situation for lower class families was very different.
99
In the lower classes, child labour was rife.
100
Children as young as eight earned a living as chimney sweeps for wealthy houses.
101
Now, let's move on to looking at the lower class families in more detail.
102
Track 26.
103
section four You will hear a lecture on changes in family structure.
104
First, you will have 20 seconds to look at questions 1 to 10.
105
Now listen carefully and answer questions 1 to 10.
106
We are all familiar with the nuclear family, which has been the dominant family structure in the UK for the last 60 years at least.
107
However, recent changes show that our idea of the traditional nuclear family as the cornerstone of British family life is changing.
108
There have been emerging patterns which are eroding this structure, namely the rise of stepfamilies,
109
cohabitation, lone parenting and the rapid increase in those living alone.
110
We are going to explore these areas in turn and look at their effect in terms of the family.
111
Firstly, stepfamilies are becoming more and more common.
112
Stepfamilies are created when one or both partners have a child or children from a previous relationship.
113
In 1980, the percentage of children under 13 who were living with one parent and their new partner was just 4%.
114
In 2008, this figure had increased to 20%.
115
The USA has seen an even greater rise.
116
New statistics show that almost half of under -13s are living in a stepfamily.
117
Now, we can still call the stepfamily structure a nuclear family, as it does follow the structure of two parents and dependent children.
118
However, it also creates somewhat of a nuclear blur.
119
Stepbrothers and sisters may belong to two family units, so where do we draw the line at which family they belong to?
120
Cohabitation, when partners do not marry yet live together as a family, has also increased.
121
In 2006, of the 17 .5 million families in Britain, nearly 3 million of these comprised unmarried couples.
122
What does this mean to the nuclear family?
123
Firstly, the traditional view of a nuclear family requires married parents, so we can't put these types of family under this umbrella.
124
Statistics show that even if cohabiting couples have children, they are more likely to separate than their married equivalents.
125
Lastly, we need to look at the rise of the DINX, which stands for Dual Income, No Kids.
126
As Clark and Henwood outline, many cohabiting couples are choosing a life without children, putting consumer spending first.
127
Lone parenting is a relatively recent family structure which has rapidly grown in the last half century.
128
In 1972, only one in 14 children lived in a lone parent family.
129
When we compare this with today's figure of 1 in 4, we can see that this is a rapid increase.
130
In the past, lone parenthood was overwhelmingly the result of a death of a parent, Nowadays, however, it is increasingly a choice.
131
Some sociologists argue that this increase is due to the outlook of women.
132
Where women once were willing to accept an unhappy or abusive marriage, now many will choose lone parenthood.
133
Often this can be just a transitory phase before they find a new partner, This view of women's attitudes and lone parenting is highly debated
134
because some figures show that the largest group of lone parents are mothers who have never married.
135
You can find counter -arguments for these ideas in Butler and Jones.
136
One difficulty for single parents is
137
that they are a social group who are much more likely to suffer from poverty and hardship.
138
They are more likely to live in rented accommodation and have childcare issues.
139
Lastly, an increasing number of people are choosing to live alone.
140
The number of people living alone in Britain has more than doubled in the last twenty years.
141
In 1990, just over four million people lived alone.
142
Now this figure has reached 8 .5 million, an incredibly rapid growth, which has had enormous effects on the traditional nuclear family.
143
This number represents a great chunk of the population who either by choice or necessity are outside the traditional family unit.
144
Some think that these changes may not help the community.
145
In fact, there are many arguments
146
that this rise in alternative household structures will create a more isolationist and less community -based society.
147
where close bonds, which are usually formed within the family, have no place.
148
Leaving aside whether or not the housing even exists for this boom,
149
an important factor which must be looked at is the disproportionate expense for those living on their own.
150
By this I mean the burden of all costs is shouldered by one wage instead of two,
151
and of course, one person is using the energy which could be shared between a group, having a greater impact on the environment too.
152
However, on a more positive note, people, especially women, are proving to be extremely...
153
That is the end of the listening test.
154
In the exam, you will have half a minute to check your answers.
הורד אפליקציה
כל מה שאתה צריך כדי לדבר בשטף
הגיית AIציון לכל משפט
תרגול IPAשלוט בכל צליל
אוצר מיליםבנה את מאגר המילים שלך
משחק אוצר מיליםלמד תוך כדי משחק
אותו ערוץ
B21
Unit 7: On the move. | Page 38.
Daily ConversationHigh School Students
B24
Test 1: Section 1-2 | IELTS Practice Test Plus 3
IELTS PrepUniversity StudentsWorking Adults
B16
Unit 1: On the move | Collins - Listening for IELTS.
IELTS PrepTravel EnglishHigh School Students
B25
Unit 3: Climate | Collins - Listening for IELTS.
IELTS PrepTOEFL PrepUniversity Students
B215
Unit 2: Being young | Collins - Listening for IELTS.
IELTS PrepCambridge Exam PrepTeens
B2Unit 6: Culture | Improve for IELTS - Listening & Speaking Skills.
IELTS PrepTOEFL PrepCambridge Exam Prep
FOR YOU
המלץ על סרטון
B26
154 משפטים
Collins Speaking for IELTS Unit 1 Track 1-7
IELTS PrepCambridge Exam PrepUniversity Students
B22
77 משפטים
CAM 21 | IELTS LISTENING TEST | TEST 4 - SECTION 3 #english #listening #ielts #education #iseeielts
IELTS PrepUniversity StudentsWorking Adults
B2172 משפטים
IELTS Band 7+ Vocabulary Lesson 1: Family
IELTS PrepCambridge Exam PrepUniversity Students
B227
27 משפטים
IELTS Tutor Session: Ageing Populations and Caring for the Elderly
American AccentBritish AccentIELTS PrepUniversity StudentsWorking Adults
B25
105 משפטים
IELTS Speaking Forecast Quý 2/2026 | Part 1: Stages of Life 👶👵| Part 2&3: A Relaxing Place at Home 🏡
IELTS PrepCambridge Exam PrepUniversity Students
B22
79 משפטים
In her Home Country | IELTS LISTENING TEST | SECTION-3
IELTS PrepTOEFL PrepUniversity Students
B25
28 משפטים
VOCABULARY FOR IELTS ADVANCED 1A
IELTS PrepUniversity StudentsWorking Adults
C15
52 משפטים
Vol 3 - test 2 - section 4
IELTS PrepTOEFL PrepUniversity Students
![[Audio] Cambridge Vocabulary For Ielts With Answers - 03 1b](https://img.youtube.com/vi/idFNe55NWTI/mqdefault.jpg)
C15
29 משפטים
[Audio] Cambridge Vocabulary For Ielts With Answers - 03 1b
IELTS PrepCambridge Exam PrepUniversity Students
B21
80 משפטים
Cambridge IELTS 20 PART 3 TEST 1– #listeningielts20part3 #ielts20 #voduyquynh
IELTS PrepCambridge Exam PrepUniversity Students
B28
102 משפטים
CAM 19 | IELTS LISTENING TEST | TEST 4 - SECTION 3 #english #listening #ielts #education #iseeielts
IELTS PrepUniversity StudentsWorking Adults
אוצר מילים והערות הגייה לשיעור הזה
שיעור הדיבור הזה ברמה B2 מבוסס על הסרטון “Unit 4: Family structures”. המילים שחוזרות הכי הרבה: parent, structure, families, traditional, nuclear. בסרטון הזה יש 154 משפטים ו-2089 מילים לתרגול Shadowing. הדיבור נמשך 15:10. הדובר שומר על קצב יציב של כ-138 מילים בדקה, קצב נוח לתרגול Shadowing. 84% מהמילים נמצאות בין 3,000 המילים הנפוצות ביותר באנגלית; כדאי ללמוד את השאר לפני שמתחילים.
אוצר מילים מרכזי בסרטון הזה
15 המילים המתקדמות ביותר בסרטון, עם ההגייה והמשמעות שלהן:
| מילה | הגייה | משמעות |
|---|---|---|
| lone שם תואר | /loʊn/ | בּוֹדֵד |
| servant שם עצם | /ˈsɝvənt/ | מְשָׁרֵת |
| socialization שם עצם | חִבְרוּת | |
| necessity שם עצם | /nɪˈsɛsəti/ | צורך \ צֹרֶךְ |
| educate פועל | /ˈɛd͡ʒ.əˌkeɪt/ | חִינֵּךְ |
| accommodation שם עצם | /əˌkɒm.əˈdeɪ.ʃən/ | לִינָה, מְגוּרִים |
| decrease פועל | /dɪˈkɹiːs/ | פחת |
| accumulate פועל | /əˈkjuːmjʊˌleɪt/ | צָבַר, אָגַר |
| cornerstone שם עצם | /ˈkɔɹ.nɚ.stoʊn/ | אבן פינה |
| nobility שם עצם | /noʊˈbɪlɪti/ | אצולה |
| inherit פועל | /ɪnˈhɛɹɪt/ | יָרַשׁ |
| chimney שם עצם | /ˈt͡ʃɪmni/ | ארובה \ אֲרֻבָּה |
| comprise פועל | /kəmˈpɹaɪz/ | כלל |
| tutor שם עצם | /ˈtjuːtəː/ | מורה פרטי |
| occurrence שם עצם | /əˈkɜɹ.əns/ | מקרה |
דקדוק בסרטון הזה
המבנים שהדובר משתמש בהם הכי הרבה, עם המילים המדויקות מהסרטון:
| מבנה | בסרטון |
|---|---|
| הווה מושלם ממושך (Present perfect continuous) have/has been + -ing — פעולה שהתחילה בעבר ועדיין נמשכת עכשיו | I've been concentrating · have been emerging |
| הווה מושלם (Present perfect) have/has + past participle — פעולה שקרתה בעבר ועדיין יש לה חשיבות או השפעה עכשיו | I've met · has varied · have had |
| סביל (Passive voice) be + past participle — הדגש הוא על מה שקורה, לא על מי שעושה את הפעולה | cannot be denied · is provided · is added |
| משפטי זיקה (Relative clauses) who / which + clause — מידע נוסף על אדם או דבר | support, which was · gap which has · patterns which are |
הגייה ששווה לשים לב אליה
הדובר משתמש ב-14 קיצורים וצורות מקוצרות, כמו can't, I've, we're. אמרו אותם בצורה הקצרה, כפי שאתם שומעים אותם.
- הצלילים של “sh” ו-“zh”: cohabitation /koʊhæbɪˈteɪʃən/, traditionally /tɹəˈdɪʃ.ə.nə.li/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, disproportionate /dɪs.pɹəˈpɔː.ʃə.nət/, hardship /ˈhɑɹdˌʃɪp/
- מילים ארוכות — שימו לב להטעמה: cohabitation /koʊhæbɪˈteɪʃən/, necessity /nɪˈsɛsəti/, traditionally /tɹəˈdɪʃ.ə.nə.li/, accommodation /əˌkɒm.əˈdeɪ.ʃən/, accumulate /əˈkjuːmjʊˌleɪt/
צלילים שדוברי עברית מתקשים בהם:
- /w/ — שפתיים מעוגלות, לא /v/: overwhelmingly /ˌəʊ.vəˈwɛl.mɪŋ.lɪ/, consequently /ˈkɑnsɪˌkwɛntli/, sweep /swiːp/
- /æ/ — פתוח יותר מה-“אֶ” העברית, לא כמו “a” ב-“cup”: lastly /ˈlæstli/, cohabit /koʊˈhæbɪt/, cohabitation /koʊhæbɪˈteɪʃən/, transitory /ˈtɹæn.zɪˌtɔɹ.i/, unmarried /ʌnˈmæɹ.id/
- /r/ — הלשון לא נוגעת בשום מקום, לא ה-“ר” הגרונית: offspring /ˈɔfspɹɪŋ/, firstly /ˈfɜɹstli/, traditionally /tɹəˈdɪʃ.ə.nə.li/, decrease /dɪˈkɹiːs/, cornerstone /ˈkɔɹ.nɚ.stoʊn/
איך לתרגל עם הסרטון הזה
- הקשיבו לכל הסרטון פעם אחת בלי לדבר, ורשמו את המילים שאתם לא מכירים.
- תרגלו Shadowing משפט אחר משפט במהירות רגילה, וחזרו על כל משפט עד שהקצב שלכם תואם את הדובר.
- הקליטו את עצמכם והשוו למקור, תוך תשומת לב למילים כמו lone, servant, socialization.
מהי טכניקת השאדואינג?
שאדואינג היא טכניקת למידת שפה מבוססת מדע שפותחה במקור להכשרת מתורגמנים מקצועיים ופופולרית על ידי הפוליגלוט ד"ר אלכסנדר ארגואלס. השיטה פשוטה אך עוצמתית: אתה מקשיב לאודיו באנגלית ילידית וחוזר עליו בקול רם מיד — כמו צל העוקב אחרי הדובר עם עיכוב של 1–2 שניות בלבד. בניגוד להאזנה פסיבית או תרגילי דקדוק, שאדואינג מכריח את המוח והשרירים בפה לעבד ולשחזר דפוסי דיבור אמיתיים בו זמנית. מחקרים מראים שזה משפר משמעותית את דיוק ההגייה, האינטונציה, הקצב, הדיבור המחובר, הבנת השמיעה ושטף הדיבור — מה שהופך אותו לאחת השיטות היעילות ביותר להכנה לIELTS Speaking ולתקשורת באנגלית בעולם האמיתי.