Pratica di Shadowing: Condenser: Đề thi IELTS LISTENING (actual test)(Full part) - Impara a parlare inglese con i video

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78 frasi
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Hi Magda, how was your placement?
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It went really well.
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The kids really enjoyed the science I did with them.
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So did mine.
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I think they found it very motivating.
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Yes, the programme we had to teach was much better than the old style science experiments we did at school.
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Yes, though I don't understand why the children should have to build a model of a steam engine.
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I tried it with the kids, but I couldn't get it to work.
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Me neither.
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And it really shows it's hard to get any real results.
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Yes.
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And it's usually the children's parents, rather than the kids themselves, who favour that type of experiment.
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So what experiments did you do?
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Well, one day a discussion started in class about breakfast cereals, about which one was best.
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One child then said that we should test them in class.
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That's a nice idea.
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Yes, and it wasn't expensive.
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We brought four different brands of cereal and had everyone evaluate them for taste, appearance and sogginess in milk.
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And are you going to tell me which one won?
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No, I'll let you do it yourself.
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It obviously isn't difficult to set up.
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Another experiment we did, the sports teacher's idea actually, was to spend a morning seeing how high various balls bounced.
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For example, do new tennis balls bounce higher than old ones, and do basketballs that are fully inflated bounce better than flatter ones?
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And I guess you got some interesting data.
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We did, and they had to make a chart to plot the results.
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It really improved their grasp of charts and graphs and calculation.
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Apparently they'd had problems understanding the point of graphs in the past.
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Did all your experiments work out OK?
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Well, we had one lesson on making paper from grass.
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The children made a terrible mess in the classroom.
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Whatever they did didn't work, and it wasn't because it was difficult.
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I think it was because it didn't engage them at all.
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It didn't seem to motivate them.
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My tie-dying experiment went well.
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They had to get a piece of material and twist it into a rope and then dye it.
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The children did end up with blue and green hands for a few days, though.
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But don't you need to spend more than one lesson on that?
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Yes, we did it over three classes.
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The children really loved it, though, and one suggested we make scarves from the result.
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I declined, as my sewing skills aren't up to much.
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I guess the one experiment that everyone loved in my class was making glue from milk.
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I thought it would be a complete failure, but in fact it worked brilliantly.
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One reason, I suspect, is that they got feedback straight away.
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Some children get really restless if they have to wait for anything interesting to happen.
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Yes, I think that's always a good idea.
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Really helps to make it a success.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30 on page 7.
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Now listen and answer questions 27 to 30.
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I see you've got a diagram there for one of your experiments.
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Yes, it was an idea I got from the internet.
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It was very easy and straightforward to set up.
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The idea is to make a condenser to extract essences from plants.
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The large container's made of metal.
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Right, and that holds the hot water?
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That's right.
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And it has a strainer which sits inside it.
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This is where you put the plant matter.
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We use plants like rosemary, as the essence you can extract is quite strong.
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So what's the container right at the top?
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It's made of glass.
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It's where we put the ice.
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The glass container has a drip tip at the bottom.
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What's that for?
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It's where the essence collects.
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Where does the essence go then?
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Into the dish at the bottom.
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It's made of pottery.
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Sounds good.
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I might try it with my class.
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That is the end of Section 3.
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You now have half a minute to check your answers.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.

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Obiettivi di parlato per questo clip

Questo video aiuta a raggiungere una tappa chiave nella fluency: la capacità di seguire e riprodurre conversazioni informali tra native, con focus sulla naturalezza e la velocità. Ideale per chi vuole migliorare la pronuncia inglese e esercitarsi con il "shadow speech", una tecnica efficace per imitare intonazione e ritmo.

Banca di frasi riutilizzabili

  • "It went really well" (È andato molto bene)
  • "I don't understand why..." (Non capisco perché...)
  • "Me neither" (Anche a me no)
  • "It obviously isn't difficult to set up" (Ovviamente non è difficile da organizzare)
  • "They had to make a chart to plot the results" (Dovevano fare un grafico per rappresentare i risultati)
  • "It really improved their grasp of..." (Ha davvero migliorato la loro comprensione di...)
  • "I declined, as my sewing skills aren't up to much" (Ho rifiutato, perché le mie abilità di cucito non sono delle migliori)

Correggi i tuoi punti deboli

Il dialogo presenta frasi con contrazioni e connessioni fluide (es. "didn't work out", "I suspect"), che sono spesso problematiche per gli apprendenti. Usalo per esercitare il "shadowing": ascolta una frase, pausa e ripetila immediatamente, cercando di imitare il tono e la lunghezza delle sillabe. Un buon shadowing site può aiutarti a sincronizzare la tua voce con la audio. Imparare l'inglese con i video come questo ti aiuta a capire come le parole si "scompaiono" nella conversazione spontanea (es. "it's" invece di "it is") e a rendere il tuo parlato più naturale. Ricorda: la pratica regolare con il shadowspeak è la chiave per superare i blocchi di pronuncia e fluency.

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 →