Pratica di Shadowing: Environmental Science modules part 3 Actual IELTS listening - Impara a parlare inglese con i video
Creazione lezione...
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Part 3.
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You will hear two students called Jamie and Martha discussing their environmental science course.
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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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Hi, Martha.
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Do you have time to talk?
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We have to submit our evaluations of our course next week, and I thought it'd be useful to discuss what we both think.
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Good idea.
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That would help refresh my memory, especially about things we did in previous years.
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I agree.
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So let's talk about the modules we took.
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What about statistics for environmental research?
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I've always been hopeless with numbers, so I thought that I'd learn a lot.
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But you know, it wasn't at a high enough level for me.
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I actually had to do a lot of reading on my own.
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Me too.
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I had to get an additional reading list from the tutor.
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Now, sewage and drainage systems.
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I wasn't looking forward to that one.
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Not exactly a pleasant subject,
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but you know, the module convinced me that it's an essential topic to understand for both cities and rural environments.
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Right.
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And in the end, not a boring subject.
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Not at all.
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It was quite a revelation.
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The module on agriculture and food security could have been good.
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But the assigned readings were only those ancient government publications.
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And the lecture notes clearly hadn't been updated for years.
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I know.
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What about the module on sustainable energy?
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I really got into the project we had to do to invent something functional.
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I devised a windmill to power my laptop.
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Yep, the projects were great.
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So hands-on, though the personal battery charger I built never really worked.
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Too bad, but I'm sure you learned a lot nonetheless.
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I did, and the government policy module.
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I wish it had included policy in other countries.
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It was a bit inward-looking, I thought, focused just on this country.
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I mentioned that to the lecturer, but she said it was best to concentrate on one country in depth at first.
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Maybe.
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And there was that module called water management.
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I must admit, I got lost in the discussion about the issues of groundwater levels and flood risk management, which weren't that essential.
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You weren't the only one.
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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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Okay.
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I thought some aspects of the course organisation were particularly helpful.
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Can we talk a bit about that? Of course.
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Actually, I was disappointed that I couldn't take any module whenever I wanted.
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That's true.
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But the variety of modules on offer was a strong point and meant I managed to cover a lot of subjects.
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Me too, more than I expected.
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I had wanted to finish the course early by doing an extra module each term, which would have been useful,
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but unfortunately that wasn't allowed.
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I had to wait to do some modules, which I found hard to schedule,
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And I think more assigned reading for the modules would have made the lectures easier to follow.
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That would have been good.
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But I was pleased that the course organisers were able to provide modules focusing on real-life issues, which we can apply later when looking for jobs.
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True.
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And I would have hated it if it had all been theory.
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What about the written paper we had to do for Dr. Brown?
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Are there any things we could suggest to improve the way that's handled?
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Well, I got lots of help from Dr. Brown and his assistant in narrowing down what I wanted to write about.
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Yes, they stopped me from doing something too ambitious.
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But choosing a topic right at the beginning of the module was difficult.
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Maybe he could postpone the decision until halfway through the term.
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Good idea.
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I was happy with the word limit for the assignment, though.
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Well, as usual, I could have written on and on, but the limit made me refine my thoughts, so it was okay in the end.
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I wish I could have had a session with Dr. Brown after he'd marked my written paper.
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I know it would be time-consuming, but it would have been really useful.
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Actually, I was satisfied with Dr. Brown's written feedback.
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It was amazingly detailed, so I don't think I needed more.
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But I wish they could arrange sessions where students get together and help each other before submitting their written work.
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Good idea.
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If they provided time for that, it would be quite convenient.
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Right.
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Now that we've almost finished our course, it's time to think about our career prospects.
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What type of organization do you hope to work for?
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That is the end of part three.
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You now have 30 seconds to check your answers to part three.
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Part 4
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Thank you.
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Thank you.
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Thank you.
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Perché questo video è ottimo per imparare l'inglese con YouTube?
Il dialogo tra Jamie e Martha è un materiale perfetto per la pratica di conversazione in inglese. È naturale, ricco di espressioni quotidiane e riflette situazioni reali di discussione accademica, il che lo rende ideale per esercitare l'udito e la pronuncia. Inoltre, la varietà di argomenti (moduli di scienza ambientale, organizzazione del corso) offre un vocabolario specifico ma accessibile, utile per chi vuole approfondire temi attuali.
Analizziamo alcuni passaggi chiave
- "I've always been hopeless with numbers, so I thought that I'd learn a lot.": L'uso di "hopeless with" è una frase colloquiale per dire "incapace di", molto più naturale di "non sono bravo a". La struttura "I thought that I'd learn" mostra il condizionale passato per esprimere un'aspettativa, un costrutto frequente nelle conversazioni.
- "Not exactly a pleasant subject, but you know, the module convinced me that it's an essential topic.": "Not exactly" softena l'affermazione, rendendola più realistica. "You know" è un filler tipico che rende la conversazione fluida, non un errore. Questo passaggio insegna come connettere idee in modo spontaneo.
- "I wish it had included policy in other countries. It was a bit inward-looking.": "I wish + past perfect" esprime un desiderio non soddisfatto, una struttura fondamentale per le lamentele o i suggerimenti. "Inward-looking" è un aggettivo vividissimo per descrivere qualcosa di "orientato solo all'interno", utile per esprimere critiche costruttive.
Una routine di pratica con il shadowing in inglese
Per esercitarti con questo video, usa la tecnica del shadow speech: riproduci un frammento di 5-10 secondi, poi fermalo e ripetilo immediatamente, imitando l'intonazione, la velocità e l'accento. Ripeti finché non senti che la tua pronuncia è simile. Poi, registra te stesso mentre ripeti il dialogo intero, confrontando la tua registrazione con l'originale per notare i differenze. Focus su filler come "you know" o "I mean" per rendere la tua conversazione più naturale. Questa routine, fatta 10-15 minuti al giorno, migliorerà drasticamente la tua fluidità e la comprensione auditiva.
Con questo video, imparare l'inglese con YouTube diventa semplice e efficace: il dialogo realistico e le frasi colloquiali sono il miglior materiale per esercitare il shadowing e la pratica di conversazione in inglese. Non aspettare: inizia oggi stesso!
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.