शैडोइंग अभ्यास: Which TWO points did students most frequently make about their musical background before PART 3 - वीडियो के साथ अंग्रेजी बोलना सीखें

अभ्यास मोड चुनें

हर मोड पूरी स्क्रीन का अभ्यास कक्ष खोलता है।

75 वाक्य
यदि वाक्य बहुत छोटे या लंबे हों, तो समायोजित करने के लिए Edit पर क्लिक करें।
1
Part 3.
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You will hear two music students discussing the results of a survey they have done.
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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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So, Gareth, we need to organise the findings from our survey or music students for the final presentation.
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Yes, Lorna.
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I think we've got some very interesting results.
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Obviously, we need to start by saying
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that we interviewed all the third-year students doing a music degree and state the objective of our research project, that is, to find out about their attitudes to performing.
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And then we should talk about the students' musical backgrounds before coming to university.
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The most important points to make are
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that although most people have actually composed music during the course
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that wasn't the case when they arrived
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and the other thing they had in common was the piano
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well they'd had access to a piano at some point
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but not all had studied it formally i thought the most interesting finding was
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that before coming here almost everyone was involved in a chamber orchestra
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or band or singing in a choir and playing in front of live audiences but varying enormously in size.
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Some had only played in tiny venues.
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I think it's worth saying that.
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OK.
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And as you might expect from people wanting to study music, they all had a degree of proficiency in at least two instruments.
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But in most cases, one of the instruments was dominant.
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Right.
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We need to talk about attitudes to music practice.
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The most striking thing here is
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that even students who you'd expect to practice for hours every
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day until they get it perfect say it's being terrified of failing that really makes them practice.
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I know I'm the same.
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Me too.
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It's interesting what was said about practicing alone.
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Some people preferred that because they could focus more on their weak points.
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But that wasn't a majority view.
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What most of them agree on is that there's nothing more rewarding than mastering something that's really hard to learn.
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That's right.
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OK, after that we should talk a bit about the pieces that students select for assessed performances.
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There wasn't quite so much consensus on this, was there?
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A few people prefer to do pieces which are relatively unknown, while others choose the ones they think will show off their technical ability.
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But they were in the minority.
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I think the first thing to say is
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that a high percentage said they would always try to learn their pieces by heart, because it's too easy to get lost if you're trying to read and play when you're nervous.
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OK.
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And quite a lot of them said it helps to listen to other people playing your chosen piece, preferably recordings but even just other students
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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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So finally, we need to look at the findings for students' attitudes to performing.
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We should point out that this includes informal and formal public performances, as well as assessed ones.
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Yes, that's important.
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I expected to find that performing solo would make students very nervous, but in fact that isn't the case.
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They do find it hugely challenging to start with, but they appreciate the challenge and find it stimulating.
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Right.
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I was surprised by what students said about deciding which pieces to perform.
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I thought they'd all say this was easy.
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For me, it's always been quite straightforward.
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Which pieces do I like best?
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And which pieces can I play well?
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And my repertoire is quite limited anyway.
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But the most commonly cited answer was that it took them ages to make their minds up.
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I suppose it's because there are so many factors involved.
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You need to consider your audience, the venue, the time available to learn the piece, especially if it's complicated.
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You need to think about all these things, and you can't do that in a hurry.
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That's true.
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Then there's performing with musicians from a different genre, like a classical musician playing with a jazz group.
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That can really be fun.
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But most of the music students had never even considered it.
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Right.
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For performing with musicians who play the same instrument, almost everyone put the same thing.
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Yes, they all said it was incredibly helpful, and not at all intimidating, which says a lot for the department's ethos.
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Yes, that's a good point.
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Okay, what I think we should sort out now...
71
Thank you.
72
Thank you.
73
Thank you.
74
Thank you.
75
Thank you.

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संदर्भ और पृष्ठभूमि

इस वीडियो में दो संगीत छात्रों, गैरेथ और लॉर्ना, के बीच एक संवाद है, जिसमें वे अपने सर्वेक्षण के परिणामों पर चर्चा कर रहे हैं। यह सर्वेक्षण तीसरे वर्ष के छात्रों के बीच किया गया था, जो संगीत की डिग्री कर रहे हैं। उनका उद्देश्य छात्रों के प्रदर्शन के प्रति दृष्टिकोणों को समझना है। इस बातचीत में छात्रों के संगीत पृष्ठभूमि पर भी ध्यान दिया गया है, जो उनके विश्वविद्यालय में आने से पहले की है।

दैनिक संचार के लिए शीर्ष 5 वाक्यांश

  • “हमारे सर्वेक्षण के परिणामों को व्यवस्थित करना होगा।” - बातचीत में अपनी बात को स्पष्ट और प्रभावी ढंग से पेश करने के लिए।
  • “बिना पढ़े और खेलने की कोशिश करना बहुत आसान है।” - प्रदर्शन के दौरान ध्यान केंद्रित करने के महत्व को समझाने के लिए।
  • “संगीत का अभ्यास करते समय मुझे डर लगता है।” - अपने अनुभव को साझा करने के लिए, जो अन्य छात्रों को प्रेरित कर सकता है।
  • “मैं हमेशा अपने टुकड़ों को याद करने की कोशिश करता हूँ।” - अपने ज्ञान को मजबूती से स्थापित करने के लिए।
  • “यह चुनौती मैं स्वीकार करता हूँ।” - किसी भी कठिनाई का सामना करने के लिए सकारात्मक दृष्टिकोण व्यक्त करने के लिए।

चरण-दर-चरण शैडोइंग गाइड

इस वीडियो को समझने और अंग्रेजी बोलने का अभ्यास करने के लिए आप निम्नलिखित चरणों का पालन कर सकते हैं:

  1. वीडियो को ध्यान से सुनें, ताकि आप संवाद की भावना और लहजे को पकड़ सकें।
  2. पहले भाग को दोहराने की कोशिश करें, जैसे ही आप सुनते हैं। यह अंग्रेजी शैडोइंग तकनीक में मदद करेगा।
  3. मुख्य वाक्यांशों को अलग से लिखें और उनका अभ्यास करें। इससे आपकी शब्दावली में सुधार होगा।
  4. वीडियो में छात्रों की मानसिकता और दृष्टिकोण को समझने का प्रयास करें। यह आपको पात्रों के साथ संबंध बनाने में मदद करेगा।
  5. अंत में, नियमित रूप से वीडियो के संक्षेप को दोहराएं ताकि आप अंग्रेजी बोलने का अभ्यास कर सकें और अपने आत्मविश्वास को बढ़ा सकें।

इन चरणों का पालन करते हुए, आप यूट्यूब से अंग्रेजी सीखें और shadowspeaks तकनीक का उपयोग करके अपने संवाद कौशल में सुधार कर सकते हैं। याद रखें, अभ्यास से ही आप बेहतर होंगे!

इस वीडियो का व्याकरण

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

संरचनावीडियो में
Present perfect have/has + past participle — बीता हुआ काम जिसका असर अभी भी हैhave done · have actually composed · it's always been
Passive voice be + past participle — ज़ोर इस पर कि क्या होता है, न कि कौन करता हैwas involved · was said
Relative clauses who / which + उपवाक्य — व्यक्ति या वस्तु के बारे में अतिरिक्त जानकारीstudents who you · pieces which are

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 →