शैडोइंग अभ्यास: Complete IELTS Band 5-6.5 - UNIT 3 - वीडियो के साथ अंग्रेजी बोलना सीखें

अभ्यास मोड चुनें

हर मोड पूरी स्क्रीन का अभ्यास कक्ष खोलता है।

193 वाक्य

यदि वाक्य बहुत छोटे या लंबे हों, तो समायोजित करने के लिए Edit पर क्लिक करें।

Complete IELTS, Bands 5 to 6 .5, by Guy Brookhart and Vanessa Jakeman,

published by Cambridge University Press.

This recording is copyright.

Track 10, Unit 3, Listening, Exercise 3.

Come in.

Hi.

Oh, hi, Amanda.

You've come to discuss your midterm assignment, haven't you?

Yes, that's right.

So, what have you decided to do?

Well, I thought I could base my study on pronunciation

and get students to do some self -assessment of their own pronunciation skills.

That's interesting.

You mean get them to record themselves.

That's right.

Then listen back and see where their weaknesses lie.

Good idea.

You could also do some peer evaluation.

Oh, yes.

See whether their assessment of themselves matches what their classmates think.

Uh -huh.

So, how are you planning to do the assignment?

Well, I'm going to select a short extract from somewhere and ask them to read it aloud.

Maybe something from one of the textbooks we're reading.

Why don't you look up one of my lectures on the website and find a suitable extract there?

That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.

Oh yes, that's a much better idea.

I'll still have to write it out though, won't I?

Yes, I don't think you can expect them to remember it.

Even a sentence is hard to recall.

No, and it isn't a memory test.

So, when I choose the extract, what features do I need to think about?

Um, first I'd say pick something, well, something that's about a paragraph long,

but that makes sense out of the context of the lecture.

Right.

A clear, well -structured passage.

Yes, because to read something well, you've got to be able to understand it, haven't you?

Yes.

That might mean taking a while to make the selection.

I guess it shouldn't consist entirely of short words.

No, that's an obvious one.

You need to think about what features of pronunciation you're going to focus on.

Then make sure that your extract has examples of these.

So, some multi -syllable words.

Things like probably and approximately.

Yes, some challenges.

And then there's sentence length.

Hmm.

I should include some complex sentences so that the students have to show they know where to pause.

Exactly.

I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.

So that they can stress things.

Yes, particular words or phrases should stand out as significant.

You know, we've already covered this in our classes over the weeks.

Now, let me see.

Is there a lecture that I could recommend for you?

What about the one you did at the start of term on the history of English?

Yes, you could go for that.

It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.

The topic's a bit dull, though.

Uh -huh.

I guess it's good to use something enjoyable.

Yes, you might as well.

You have a choice.

So, um, the lecture on gestures and signs certainly went down well.

I really liked that one, but I'm not sure that the content is related to what I'm doing.

Hmm.

Does that matter?

OK, there's the one on intonation patterns.

I didn't take long to put that together though.

It might be a bit...

The topic's certainly more closely linked to the whole area of pronunciation.

OK.

So, could be good.

Just watch out in case there are too many examples or models.

The assignment after that lecture was fun.

What about language and rhythm?

That was one of my mini -lectures.

Oh, right!

So I wouldn't have to spend too much time going through the content to find something.

No, whereas the one on intonation patterns was a lot longer.

Well, you've got a few to choose from there.

So whatever I choose, I'll need to type it out

and give them a copy each and then get them to record themselves reading the paragraph aloud.

Yes, give them about ten minutes to prepare.

You can record in next Tuesday's class if you like.

Oh, thanks.

Do we have the equipment?

That's also important, yes.

They could use mobile phones, couldn't they?

Though the sound quality may not be good on all of them.

Technology can be unreliable at times, but OK.

Well, we can also bring in some of the department's digital recorders.

You just need to book those in advance.

OK, thanks.

Well, good luck and let me know if you need any more help.

It'll certainly be interesting to look at your findings afterwards.

Thanks, Dr White.

Thank you.

100

Track 10, Unit 3, Listening, Exercise 3 Come in.

101

Hi.

102

Oh, hi, Amanda.

103

You've come to discuss your midterm assignment, haven't you?

104

Yes, that's right.

105

So, what have you decided to do?

106

Well, I thought I could base my study on pronunciation.

107

and get students to do some self -assessment of their own pronunciation skills.

108

That's interesting.

109

You mean get them to record themselves.

110

That's right.

111

Then listen back and see where their weaknesses lie.

112

Good idea.

113

You could also do some peer evaluation.

114

Oh, yes.

115

See whether their assessment of themselves matches what their classmates think.

116

Uh -huh.

117

So, how are you planning to do the assignment?

118

Well, I'm going to select a short extract from somewhere and ask them to read it aloud.

119

Maybe something from one of the textbooks we're reading.

120

Why don't you look up one of my lectures on the website and find a suitable extract there?

121

That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.

122

Oh yes, that's a much better idea.

123

I'll still have to write it out though, won't I?

124

Yes, I don't think you can expect them to remember it

125

Even a sentence is hard to recall

126

No, and it isn't a memory test

127

So, when I choose the extract, what features do I need to think about?

128

Um, first I'd say pick something

129

Well, something that's about a paragraph long

130

But that makes sense out of the context of the lecture Right.

131

A clear, well -structured passage.

132

Yes, because to read something well, you've got to be able to understand it, haven't you?

133

Yes.

134

That might mean taking a while to make the selection.

135

I guess it shouldn't consist entirely of short words.

136

No, that's an obvious one.

137

You need to think about what features of pronunciation you're going to focus on.

138

Then make sure that your extract has examples of these.

139

So, some multi -syllable words, things like probably and approximately.

140

Yes, some challenges.

141

And then there's sentence length.

142

Hmm.

143

I should include some complex sentences so that the students have to show they know where to pause.

144

Exactly.

145

I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.

146

So that they can stress things.

147

Yes, particular words or phrases should stand out as significant.

148

You know, we've already covered this in our classes over the weeks.

149

Track 11, Unit 3, Listening, Exercise 6.

150

Now, let me see.

151

Is there a lecture that I could recommend for you?

152

What about the one you did at the start of term on the history of English?

153

Yes, you could go for that.

154

It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.

155

The topic's a bit dull, though.

156

Uh -huh.

157

I guess it's good to use something enjoyable.

158

Yes, you might as well.

159

You have a choice.

160

So, um, the lecture on gestures and sign certainly went down well.

161

I really liked that one, but I'm not sure that the content is related to what I'm doing.

162

Hmm, does that matter?

163

OK, there's the one on intonation patterns.

164

I didn't take long to put that together, though.

165

It might be a bit...

166

The topic's certainly more closely linked to the whole area of pronunciation.

167

OK, so could be good.

168

Just watch out in case there are too many examples or models.

169

The assignment after that lecture was fun.

170

What about language and rhythm?

171

That was one of my many lectures.

172

Oh, right.

173

So I wouldn't have to spend too much time going through the content to find something.

174

No. whereas the one on intonation patterns was a lot longer.

175

Well, you've got a few to choose from there.

176

So whatever I choose, I'll need to type it out

177

and give them a copy each and then get them to record themselves reading the paragraph aloud?

178

Yes.

179

Give them about ten minutes to prepare.

180

You can record in next Tuesday's class if you like.

181

Oh, thanks.

182

Do we have the equipment?

183

That's also important, yes.

184

They could use mobile phones, couldn't they?

185

Though the sound quality may not be good on all of them.

186

Technology can be unreliable at times, but OK.

187

Well, we can also bring in some of the department's digital recorders.

188

You just need to book those in advance.

189

OK, thanks.

190

Well, good luck and let me know if you need any more help.

191

It'll certainly be interesting to look at your findings afterwards.

192

Thanks, Dr White.

193

Thank you.

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इस पाठ की शब्दावली और बोलने के सुझाव

यह स्पीकिंग पाठ वीडियो “Complete IELTS Band 5-6.5 - UNIT 3” पर आधारित है। सबसे ज़्यादा दोहराए गए शब्द ये हैं: lecture, pronunciation, extract, sentence, assignment। इस वीडियो में शैडोइंग के लिए 193 वाक्य और 1553 शब्द हैं। बोला गया हिस्सा 11:16 लंबा है। वक्ता लगभग 138 शब्द प्रति मिनट की स्थिर गति से बोलता है, जो शैडोइंग के लिए आरामदायक है। 85% शब्द अंग्रेज़ी के 3,000 सबसे आम शब्दों में से हैं; बाकी शब्द अभ्यास से पहले देख लेना अच्छा रहेगा।

इस वीडियो की मुख्य शब्दावली

वीडियो के 15 सीखने लायक शब्द, उच्चारण और अर्थ के साथ:

शब्द	उच्चारण	अर्थ
lecture संज्ञा	/ˈlɛk.t͡ʃə/	लेक्चर
pronunciation संज्ञा	/pɹəˌnʌn.siˈeɪ.ʃən/	उच्चारण, तलफ़्फ़ुज़
assignment संज्ञा	/əˈsaɪn.mənt/	नियुक्ति
assessment संज्ञा	/əˈsɛsmənt/	निर्धारण, मूल्यांकन
paragraph संज्ञा	/ˈpæɹəɡɹæf/	अनुच्छेद, पैराग्राफ़
select क्रिया	/sɪˈlɛkt/	चुनना, चयन करना
afterwards क्रिया विशेषण	/ˈæf.tɚ.wɚdz/	बाद में, पश्चात
skill संज्ञा	/skɪl/	कुशलता, कौशल
suitable विशेषण	[ˈsjuː.tə.bɫ̩]	उपयुक्त, उचित
phrase संज्ञा	/ˈfɹeɪ̯z/	मुहावरा, वाक्यांश
evaluation संज्ञा	/ɪˌvæljuˈeɪʃn̩/	मूल्यांकन
weakness संज्ञा	/ˈwik.nɪs/	निर्बलता, दुर्बलता
peer संज्ञा	/pɪɹ/	समकक्ष
rhythm संज्ञा	/ˈɹɪð.əm/	ताल
authentic विशेषण	/ɔˈθɛn.tɪk/	आधिकारिक, प्राधिकृत

दोहराने लायक वाक्य

वीडियो के छोटे, पूरे वाक्य जिन्हें आप रोज़ की बातचीत में इस्तेमाल कर सकते हैं:

Maybe something from one of the textbooks we're reading.
I'll still have to write it out though, won't I?
I guess it shouldn't consist entirely of short words.
Is there a lecture that I could recommend for you?
Do we have the equipment?

इस वीडियो का व्याकरण

वक्ता जिन संरचनाओं का सबसे अधिक प्रयोग करता है, वीडियो के असली शब्दों के साथ:

संरचना	वीडियो में
Present perfect have/has + past participle — बीता हुआ काम जिसका असर अभी भी है	You've come · have you decided · we've already covered
Relative clauses who / which + उपवाक्य — व्यक्ति या वस्तु के बारे में अतिरिक्त जानकारी	information which was

ध्यान देने योग्य उच्चारण

वक्ता 50 बार संक्षिप्त रूपों का प्रयोग करता है, जैसे I'm, you've, don't। इन्हें वैसे ही छोटा बोलें जैसा आप सुनते हैं।

“th” की ध्वनियाँ: rhythm /ˈɹɪð.əm/, authentic /ɔˈθɛn.tɪk/
“sh” और “zh” की ध्वनियाँ: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, intonation /ɪntəˈneɪʃən/
लंबे शब्द — बलाघात सही रखें: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/, intonation /ɪntəˈneɪʃən/

हिंदी भाषियों के लिए मुश्किल ध्वनियाँ:

/v/ और /w/ का फ़र्क़ — /v/ में ऊपर के दाँत निचले होंठ को छूते हैं, /w/ में होंठ गोल होते हैं: afterwards /ˈæf.tɚ.wɚdz/, whereas /(h)wɛɹˈæz/, sequence /ˈsiː.kwəns/, evaluation /ɪˌvæljuˈeɪʃn̩/, weakness /ˈwik.nɪs/
/z/ — इसे “ज” (/dʒ/) न बनाएँ: afterwards /ˈæf.tɚ.wɚdz/, whereas /(h)wɛɹˈæz/, phrase /ˈfɹeɪ̯z/, pause /pɔːz/
/æ/ — “ऐ” से ज़्यादा खुला: extract /ˈɛkstɹækt/, paragraph /ˈpæɹəɡɹæf/, afterwards /ˈæf.tɚ.wɚdz/, whereas /(h)wɛɹˈæz/, passage /ˈpæsɪd͡ʒ/

इस वीडियो से अभ्यास कैसे करें

पहले बिना बोले पूरा वीडियो एक बार सुनें और जो शब्द नहीं आते उन्हें लिख लें।
सामान्य गति पर एक-एक वाक्य की शैडोइंग करें और हर वाक्य तब तक दोहराएँ जब तक आपकी लय वक्ता से न मिल जाए।
अपनी आवाज़ रिकॉर्ड करें और मूल से तुलना करें, ख़ासकर lecture, pronunciation, assignment जैसे शब्दों पर ध्यान दें।

शैडोइंग तकनीक क्या है?

शैडोइंग (Shadowing) एक विज्ञान-समर्थित भाषा सीखने की तकनीक है जो मूल रूप से पेशेवर दुभाषिया प्रशिक्षण के लिए विकसित की गई थी। विधि सरल लेकिन शक्तिशाली है: आप मूल अंग्रेज़ी ऑडियो सुनते हैं और तुरंत इसे ज़ोर से दोहराते हैं — जैसे वक्ता की छाया 1-2 सेकंड की देरी से। शोध से पता चलता है कि यह उच्चारण सटीकता, स्वर, लय, जुड़ी हुई ध्वनियाँ, सुनने की समझ और बोलने की प्रवाहशीलता में काफ़ी सुधार करता है।

शैडोइंग तकनीक: पूरी चरण-दर-चरण गाइड पढ़ें →

शैडोइंग अभ्यास: Complete IELTS Band 5-6.5 - UNIT 3 - वीडियो के साथ अंग्रेजी बोलना सीखें

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इस पाठ की शब्दावली और बोलने के सुझाव

इस वीडियो की मुख्य शब्दावली

दोहराने लायक वाक्य

इस वीडियो का व्याकरण

ध्यान देने योग्य उच्चारण

इस वीडियो से अभ्यास कैसे करें

शैडोइंग तकनीक क्या है?