Shadowing Practice: Vol 3 - test 10 - section 3 - Learn English Speaking with Video

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Part 3.

You will hear part of a discussion between two drama students called Charles and Lorna about a songwriting course.

First, you have some time to look at questions 21 to 25.

Now listen carefully and answer questions 21 to 25.

Hi Charles, I'm writing my report on the songwriting course for drama students.

You know, the one-week residential course for drama students from different universities where you learn about writing songs.

You did that course last year, didn't you?

Could you give me some tips for the report?

I'm having a few problems with it.

Yes, it was great.

Well, Lorna, you could start by thinking about what you got out of it.

Hmm, evaluating how useful it was is simple.

The challenge is not to go over length.

Referring to published sources might help.

That would make it more scholarly, too okay i'll go with that

and saying why you did the songwriting course is important some

people just do it as another string to their bow to help with auditions for work

and things i thought it was a good opportunity to try out new techniques for communicating feelings

and emotions i was already confident about singing before I did it.

I thought it was the location of the course which made it special, being held in a country house rather than in a university.

They were doing some building work on part of the house, though, so it wasn't always easy to concentrate.

I enjoyed the workshop most.

How about you?

Well, we were divided into six small groups for the afternoon, each with their own advisor.

That was the best bit for me, having that discussion with an expert.

When we got into pairs to start writing our songs, the idea was to combine people with different levels of knowledge and experience.

But my partner preferred working on her own generally.

And what did you think of the course content?

I hadn't realised before how important the structure of a song is to its success.

Yes.

We learned it's no use writing the most beautiful words and melodies if there's no shape.

And we learned about the importance of a chorus in a song.

I knew about that stuff from my singing classes.

It's a bit obvious, isn't it?

I suppose so.

It was the input on lyrical styles and forms that I found tedious.

You could always look them up on the web.

Anyway, how did you get on with writing your song?

It was tough, and Peggy, my partner, was hard work,

which wasn't funny, and writing was a slow process as a result of our lack of communication.

By the time we finished, I was exhausted.

Writing music from the heart is like that, especially by the end of a course.

Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.

Now listen and answer questions 26 to 30.

Well, that's got the report sorted, thanks.

Have you decided which teachers' workshops you're going to do next term?

I want to do Bob Lacey's.

He's got a brilliant reputation for voice coaching.

You know, getting us to use dialects and different pronunciation and stuff.

He gets you to do things like weed out a newspaper article in character.

It's amazing.

I'm thinking of going to Evelyn Chance's workshop.

Oh, Evelyn.

She's quite a character.

Is she running the stage fights course again?

Yes, fencing and pretend punches and throwing techniques.

She really knows how to help actors use the whole of the space available.

Lots of people like Ted Winter's workshop.

He knows how to deliver.

He's keen on actors conveying emotion through their bodies and faces alone.

It's a great way to reveal complex relationships and situations to an audience without making a speech of any kind.

I'm definitely going to sign up for that one.

If you want to understand a director's ideas, Kevin Gray's workshop would be perfect for you.

He likes telling people what to do, and he's always saying, you can't have a company of actors reading a play any way they want, because they'd end up fighting amongst themselves.

They must listen to the director.

What about Dorothy Thomas?

She's good at activities for getting rid of stress, and, you know, emptying your mind of all thoughts about the past, and that can really help when acting.

Well, I think I'll put my name down for...

That is the end of Part 3.

You now have 30 seconds to check your answers to Part 3.

Thank you.

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Vocabulary and speaking notes for this lesson

This B2 speaking lesson is built on the video “Vol 3 - test 10 - section 3”. The speaker keeps coming back to these words: writing, workshop, song, questions, songwriting. This video has 71 sentences and 760 words to shadow. The speech runs for 6:16. The speaker talks at a steady 121 words per minute, a comfortable pace for shadowing. 86% of the words are among the 3,000 most common in English; the rest is worth studying before you start.

Key vocabulary in this video

The 15 most advanced words in the video, with pronunciation and meaning:

Word	Pronunciation	Meaning
workshop noun	/ˈwɝk.ʃɑp/	A room, especially one which is not particularly large, used for manufacturing or other light industrial work.
songwriting noun		The work of a songwriter.
emotion noun	/ɪˈməʊ.ʃən/	A person's internal state of being and involuntary physiological response to an object or a situation, based on or tied to physical state and sensory data.
lyrical adjective	/ˈlɪɹɪkəl/	Appropriate for or suggestive of singing.
tedious adjective	/ˈtiː.dɪəs/	Boring, monotonous, time-consuming, wearisome, livelong.
pronunciation noun	/pɹəˌnʌn.siˈeɪ.ʃən/	The formal or informal way in which a word is made to sound when spoken.
scholarly adjective	/skɒ.lə.li/	Characteristic of a scholar.
audition noun	/ɑˈdɪʃən/	A performance, by an aspiring performer, to demonstrate suitability or talent.
melody noun	/ˈmɛl.ə.di/	A sequence of notes that makes up a musical phrase.
exhaust verb	/ɪɡˈzɔst/	To draw or let out wholly; to drain completely.
convey verb	/kənˈveɪ/	To move (something) from one place to another.
chorus verb	/ˈkɔːɹəs/	To sing (a song), express (a sentiment), or recite or say (words) in chorus.
distress noun	/dɪˈstɹɛs/	Physical or emotional discomfort, suffering, or alarm, particularly of a more acute nature.
evaluate verb	/ɪˈvaljʊeɪt/	To draw conclusions from examining; to assess; to appraise.
advisor noun	/ædˈvaɪ.zə(ɹ)/	One who offers advice.

Phrasal verbs you will hear

Word	Meaning
end up verb	To bring to a conclusion.
get on with verb	To proceed with; to begin or continue, especially after an interruption.
get out of verb	To leave, exit or escape from; to become free of.
go over verb	To look at carefully; to scrutinize; to analyze.
try out verb	To test (something) to see how it works or whether it is suitable.

Sentences worth repeating

Short, complete lines from the video that you can reuse in everyday conversation:

You did that course last year, didn't you?
Could you give me some tips for the report?
I'm having a few problems with it.
It's a bit obvious, isn't it?
Have you decided which teachers' workshops you're going to do next term?

Pronunciation to watch

The speaker uses 14 contractions and reduced forms, such as I'm, I'll, wasn't. Say them the short way, as you hear them.

The “sh” and “zh” sounds: workshop /ˈwɝk.ʃɑp/, emotion /ɪˈməʊ.ʃən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, audition /ɑˈdɪʃən/

How to practise with this video

Listen to the whole video once without speaking and note the words you do not know.
Shadow it sentence by sentence at normal speed, repeating each one until your rhythm matches the speaker.
Record yourself and compare with the original, paying attention to words like workshop, songwriting, emotion.

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.

טכניקת Shadowing: קרא את המדריך המלא שלב אחר שלב →

Shadowing Practice: Vol 3 - test 10 - section 3 - Learn English Speaking with Video

בחר מצב תרגול

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Vocabulary and speaking notes for this lesson

Key vocabulary in this video

Phrasal verbs you will hear

Sentences worth repeating

Pronunciation to watch

How to practise with this video

מהי טכניקת השאדואינג?