Pratica di Shadowing: Cambridge 15 listening (Test-2) (Part-4) with Answers - Impara a parlare inglese con i video

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Part 4.
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You will hear part of a presentation about an agricultural program in the country of Mozambique.
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First, you have some time to look at questions 31 to 40.
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Thank you.
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I am going to report on a case study of a programme
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which has been set up to help rural populations in Mozambique, a largely agricultural country in South East Africa.
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The programme worked with three communities in Chiqualacuala district, near the Limpopo River.
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This is a dry and arid region with unpredictable rainfall.
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Because of this, people in the area were unable to support themselves through agriculture,
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and instead they used the forest as a means of providing themselves with an income, mainly by selling charcoal.
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However, this was not a sustainable way of living in the long term, as they were rapidly using up this resource.
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To support agriculture in this dry region,
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the programme focused primarily on making use of existing water resources
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from the Limpopo River by setting up systems of irrigation which would provide a dependable water supply for crops and animals.
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The programme worked closely with the district government in order to find the best way of implementing this.
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The region already had one farmers' association, and it was decided to set up two more of these.
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These associations planned and carried out activities including water management,
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livestock breeding and agriculture, and it was notable that in general women formed the majority of the workforce.
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It was decided that in order to keep the crops safe from animals,
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both wild and domestic, special areas should be fenced off where the crops could be grown.
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The community was responsible for creating these fences,
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but the program provided the necessary wire for making them.
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Once the area had been fenced off, it could be cultivated.
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The land was dug so that vegetables and cereals appropriate to the climate could be grown,
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and the programme provided the necessary seeds for this.
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The programme also provided pumps so that water could be brought from the river in pipes to the fields.
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However, the labour was all provided by local people,
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and they also provided and put up the posts that supported the fences around the fields.
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Once the programme had been set up, its development was monitored carefully.
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The farmers were able to grow enough produce not just for their own needs, but also to sell.
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However, getting the produce to places where it could be marketed was sometimes a problem,
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as the farmers did not have access to transport,
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and this resulted in large amounts of produce, especially vegetables, being spoiled.
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This problem was discussed with the farmers' associations,
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and it was decided that in order to prevent food from being spoiled,
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the farmers needed to learn techniques for its preservation.
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There was also an additional initiative that had not been originally planned,
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but which became a central feature of the program.
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This was when farmers started to dig holes for tanks in the fenced -off areas
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and to fill these with water and use them for breeding fish, an important source of protein.
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After a time, another suggestion was made by local people which hadn't been part of the programme's original proposal,
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but which was also adopted later on.
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They decided to try setting up colonies of bees,
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which would provide honey both for their own consumption and to sell.
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So what lessons can be learned from this programme?
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First of all, it tells us that in dry,
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arid regions, if there is access to a reliable source of water,
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there is great potential for the development of agriculture.
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In Chiqualacuala, there was a marked improvement in agricultural production,
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which improved food security, and benefited local people by providing them with both food and income.
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However, it's important to set realistic timelines for each phase of the programme,
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especially for its design, as mistakes made at this stage may be hard to correct later on.
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The program demonstrates that sustainable development is possible in areas where there is...
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That is the end of part four.
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You now have one minute to check your answers to part four.
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Thank you.

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Vocabolario e note di pronuncia per questa lezione

Questa lezione di conversazione si basa sul video “Cambridge 15 listening (Test-2) (Part-4) with Answers”. Le parole che ritornano più spesso: programme, farmers, provided, agriculture, region. Questo video contiene 56 frasi e 692 parole da ripetere con lo shadowing. Il parlato dura 7:42. Chi parla lo fa lentamente, circa 90 parole al minuto, quindi c’è tempo per imitare ogni suono. Il 86% 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:

ParolaPronunciaSignificato
farmer sostantivo/ˈfɑɹ.mɚ/agricoltore, fattore
fence sostantivo/fɛns/recinto, steccato
agriculture sostantivo/ˈæɡ.ɹɪˌkʌl.t͡ʃɚ/agricoltura
crop sostantivo/kɹɑp/coltura, messe
resource sostantivo/ɹɪˈzɔːs/risorsa
sustainable aggettivo/səˈsteɪnəbəl/sostenibile
breed verbo/ˈbɹiːd/allevare, riprodursi
vegetable sostantivo/ˈvɛd͡ʒ.tə.bəl/verdura
spoil sostantivo/spɔɪl/bottino
primarily avverbio/ˈpɹaɪ.mə.ɹə.li/principalmente, fondamentalmente
lesson sostantivo/ˈlɛs.ən/lezione
proposal sostantivo/pɹəˈpoʊzəl/proposta
technique sostantivo/tɛkˈniːk/tecnica
carefully avverbio/ˈkɛɹf(ə)li/minuziosamente, accuratamente
wire sostantivo/ˈwaɪɚ/filo, filo metallico

I phrasal verb che sentirai

ParolaPronunciaSignificato
set up verbo/ˌsɛt ˈʌp/preparare, installare
carry out verbo/ˈkæ.ɹi aʊt/compiere, realizzare
put up verbocollocare

Pronuncia a cui fare attenzione

  • I suoni “sh” e “zh”: initiative /ɪˈnɪʃ.ə.tɪv/, consumption /kənˈsʌmp.ʃən/, presentation /ˌpɹɛzn̩ˈteɪʃn̩/, suggestion /səˈd͡ʒɛst.ʃən/, preservation /ˌpɹɛz.əˈveɪ.ʃən/
  • Parole lunghe — attenzione all’accento: agriculture /ˈæɡ.ɹɪˌkʌl.t͡ʃɚ/, sustainable /səˈsteɪnəbəl/, primarily /ˈpɹaɪ.mə.ɹə.li/, initiative /ɪˈnɪʃ.ə.tɪv/, preservation /ˌpɹɛz.əˈveɪ.ʃən/

I suoni difficili per chi parla italiano:

  • Consonante finale — senza aggiungere una vocale dopo: fence /fɛns/, crop /kɹɑp/, resource /ɹɪˈzɔːs/, breed /ˈbɹiːd/, technique /tɛkˈniːk/
  • /æ/ — più aperta della “e”: agriculture /ˈæɡ.ɹɪˌkʌl.t͡ʃɚ/, rapidly /ˈɹæpɪdli/, arid /ˈæɹɪd/

Come esercitarsi con questo video

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

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 →