Pratica di Shadowing: Cambridge 13 Test 2 Section 3 Listening - Impara a parlare inglese con i video

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Section 3.

You will hear a student called Russ consulting his tutor about a presentation he is preparing on nanotechnology,

a study of materials on an extremely small scale.

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

Thank you.

Ah, come in, Russ.

Thank you.

Now, you wanted to consult me about your class presentation on nanotechnology.

You're due to give it next week, aren't you?

That's right, and I'm really struggling.

I chose the topic because I didn't know much about it and wanted to learn more, but now I've read so much about it,

in a way there's too much to say.

I could talk for much longer than the 20 minutes I've been allocated.

Should I assume the other students don't know much and give them a kind of general introduction?

Or should I try and make them share my fascination with a particular aspect?

You could do either, but you'll need to have it clear in your own mind.

Then I think I'll give an overview.

OK.

Now, one way of approaching this is to work through developments in chronological order.

On the other hand, you could talk about the numerous ways that nanotechnology is being applied.

You mean things like thin films on camera displays to make them water -repellent, and additives to make motorcycle helmets stronger and lighter?

Exactly.

Or another way would be to focus on its impact in one particular area, say medicine or space exploration.

That would make it easier to focus.

Perhaps I should do that.

I think that would be a good idea.

Right.

How important is it to include slides in the presentation?

They aren't essential by any means and there's a danger of tailoring what you say to fit whatever slides you can find.

While it can be good to include slides, you could end up spending too long looking for suitable ones.

You might find it better to leave them out.

I see.

Another thing I was wondering about was how to start.

I know presentations often begin with first I'm going to talk about this and then I'll talk about that.

But I thought about asking the audience what they know about nanotechnology.

That would be fine if you had an hour or two for the presentation,

but you might find that you can't do anything with the answers you get, and it simply eats into the short time that's available.

So maybe I should mention a particular way that nanotechnology is used to focus people's attention?

That sounds sensible.

What do you think I should do next?

I really have to plan the presentation today and tomorrow.

Well, initially, I think you should ignore all the notes you've made,

take a small piece of paper and write a single short sentence that ties together the whole presentation.

It can be something as simple as, nanotechnology is already improving our lives.

Then start planning the content around that.

You can always modify that sentence later if you need to.

OK.

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.

OK, now let's think about actually giving the presentation.

You've only given one before, if I remember correctly, about an experiment you'd been involved in.

That's right.

It was pretty rubbish.

Let's say it was better in some respects than in others.

With regard to the structure, I felt that you ended rather abruptly, without rounding it off.

Be careful not to do that in next week's presentation.

OK.

And you made very little eye contact with the audience because you were looking down at your notes most of the time.

You need to be looking at the audience and only occasionally glancing at your notes.

Your body language was a little odd.

Every time you showed a slide, you turned your back on the audience so you could look at it.

You should have been looking at your laptop.

And you kept scratching your head, so I found myself wondering when you were next going to do that,

instead of listening to what you were saying.

Oh dear.

What did you think of the language?

I knew that not everyone was familiar with the subject, so I tried to make it as simple as I could.

Yes, that came across.

You used a few words that are specific to the field,

but you always explained what they meant so the audience wouldn't have had any difficulty understanding.

Uh -huh.

I must say, the handouts you prepared were well thought out.

They were a good summary of your presentation, which people would have been able to refer to later on.

So well done on that.

Thank you.

Well, I hope that helps you with next week's presentation.

Yes, it will.

Thanks a lot.

I'll look forward to seeing a big improvement then.

That is the end of section 3.

You now have half a minute to check your answers.

Now turn to section 4.

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Vocabolario e note di pronuncia per questa lezione

Questa lezione di conversazione si basa sul video “Cambridge 13 Test 2 Section 3 Listening”. Le parole che ritornano più spesso: presentation, nanotechnology, audience, slide, notes. Questo video contiene 82 frasi e 840 parole da ripetere con lo shadowing. Il parlato dura 7:04. Chi parla mantiene un ritmo costante di circa 119 parole al minuto, comodo per lo shadowing. Il 85% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare.

Vocaboli chiave di questo video

15 parole del video che vale la pena imparare, con pronuncia e significato:

Parola	Pronuncia	Significato
slide sostantivo	/ˈslaɪ̯d/	scivolo
topic sostantivo	/ˈtɑpɪk/	tema, categoria
ignore verbo	/ɪɡˈnɔː/	ignorare
thin aggettivo	/ˈθɪn/	sottile, fine
refer verbo	/ɹɪˈfɜː/	riferire
aspect sostantivo	/ˈæspɛkt/	aspetto
occasionally avverbio	/əˈkeɪʒənəli/	occasionalmente, saltuariamente
experiment sostantivo	/ɪkˈspɛɹ.ə.mənt/	esperimento
suitable aggettivo	[ˈsjuː.tə.bɫ̩]	adatto, idoneo
summary sostantivo	/ˈsʌm.ə.ɹi/	riassunto, sommario
regard sostantivo	/ɹɪˈɡɑːd/	riguardo, considerazione
difficulty sostantivo	/ˈdɪfɪkəlti/	difficoltà
laptop sostantivo	/ˈlæp.tɑp/	notebook, laptop
correctly avverbio	/kəˈɹɛk(t).li/	correttamente
exploration sostantivo	/ˌɛkspləˈɹeɪʃən/	esplorazione

I phrasal verb che sentirai

Parola	Significato
come across verbo	dare l'impressione, avere l'aria
end up verbo	andare a finire, finire
look forward to verbo	non vedere l'ora

Frasi da ripetere

Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:

You're due to give it next week, aren't you?
That's right, and I'm really struggling.
Then I think I'll give an overview.
What do you think I should do next?
What did you think of the language?

La grammatica di questo video

Le strutture che chi parla usa di più, con le parole esatte del video:

Struttura	Nel video
Present perfect have/has + participio passato — un’azione passata che conta ancora adesso	I've read · I've been allocated · you've made
Forma passiva be + participio passato — conta ciò che accade, non chi lo fa	I've been allocated · being applied · been involved

Pronuncia a cui fare attenzione

Chi parla usa 18 contrazioni e forme ridotte, come I'll, aren't, I'm. Pronunciale nella forma breve, così come le senti.

I suoni “sh” e “zh”: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, occasionally /əˈkeɪʒənəli/, exploration /ˌɛkspləˈɹeɪʃən/, rubbish /ˈɹʌbɪʃ/, fascination /fæsɪˈneɪʃən/
Parole lunghe — attenzione all’accento: occasionally /əˈkeɪʒənəli/, experiment /ɪkˈspɛɹ.ə.mənt/, difficulty /ˈdɪfɪkəlti/, exploration /ˌɛkspləˈɹeɪʃən/, motorcycle /ˈmoʊtɚˌsaɪkəl/

I suoni difficili per chi parla italiano:

/h/ — va soffiata, non è muta: helmet /ˈhɛlmɪt/, handout /ˈhændˌaʊt/
Consonante finale — senza aggiungere una vocale dopo: slide /ˈslaɪ̯d/, consult /ˈkɑnsʌlt/, topic /ˈtɑpɪk/, aspect /ˈæspɛkt/, experiment /ɪkˈspɛɹ.ə.mənt/
/æ/ — più aperta della “e”: aspect /ˈæspɛkt/, laptop /ˈlæp.tɑp/, scratch /skɹæt͡ʃ/, glance /ɡlæns/, nanotechnology /ˌnænoʊtɛkˈnɑləd͡ʒi/

Come esercitarsi con questo video

Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
Registrati e confronta con l’originale, facendo attenzione a parole come slide, topic, ignore.

Cos'è la tecnica dello Shadowing?

Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.

Tecnica dello shadowing: leggi la guida completa passo dopo passo →

Pratica di Shadowing: Cambridge 13 Test 2 Section 3 Listening - Impara a parlare inglese con i video

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Vocabolario e note di pronuncia per questa lezione

Vocaboli chiave di questo video

I phrasal verb che sentirai

Frasi da ripetere

La grammatica di questo video

Pronuncia a cui fare attenzione

Come esercitarsi con questo video

Cos'è la tecnica dello Shadowing?