Pratica di Shadowing: Get Ready for FLYERS - UNIT 3 Listening | Lớp Học Thầy Mol - Impara a parlare inglese con i video

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1
Listening 11.
2
Listen and read.
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then act.
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One.
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Oh dear.
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I'm ill.
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I can't make lunch.
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We'll make lunch today.
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2. That smells like pizza.
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Yes, and I think it's ready now.
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3. And those look like biscuits.
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Yes, they're chocolate biscuits.
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4. Lovely!
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It tastes like Mum's pizza.
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Yes, it's really good.
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5. Holly?
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Katie?
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Oh, that sounds like Mum.
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6. This kitchen doesn't look like my kitchen.
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Sorry, Mom.
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Listening 11.
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Listen and read.
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then act.
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One.
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Oh dear.
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I'm ill.
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I can't make lunch.
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We'll make lunch today.
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2. That smells like pizza.
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Yes, and I think it's ready now.
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3. And those look like biscuits.
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Yes, they're chocolate biscuits.
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4. Lovely!
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It tastes like Mum's pizza.
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Yes, it's really good.
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5. Holly?
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Katie?
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Oh, that sounds like Mum.
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6. This kitchen doesn't look like my kitchen.
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Sorry, Mom.
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Listening 12.
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Listen and draw lines.
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which meal is not needed.
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Yesterday was Grandma's birthday.
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She was 80 years old.
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We went to this really nice restaurant in town with all the family.
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"'That's nice.' Did your grandma enjoy the meal?
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Yes, she did.
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She had pizza with cheese on top.
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and a bowl of salad, And my Uncle Michael came.
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He ate a lot.
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He had a really large burger with chips.
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And he put a lot of salt on his food too.
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Mum says that's really bad.
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OK.
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And what about the others?
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What did your little sister have?
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Emma?
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She ate sausages.
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She loves them.
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Oh yes, and some chips too.
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I had a bowl of soup and a burger.
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I really liked my meal.
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It tasted great!
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And what did Holly have?
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She had soup like me.
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But then she had two pizzas with cheese on them.
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She ate a lot, and she was a bit ill when she got home.
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Oh dear.
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And our cousin Helen came too.
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She had a very interesting meal.
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She ate chicken and rice.
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And, you know, She ate her meal with chopsticks.
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It looked very difficult.
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Grandpa had the same meal as my cousin Helen, but he didn't use chopsticks.
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He said he doesn't know what's wrong with knives and forks.
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I agree with him, actually.
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So you didn't try to use chopsticks, then?" No, I was too hungry.
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I wanted to eat my food quickly, so I just used my knife and fork.
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But Mum ate with chopsticks.
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She had chicken and green vegetables.
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And what about your dad?
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Dad?
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Oh, he had chicken.
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But he likes potatoes, so he had them.
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Oh, and some carrots too.
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No chopsticks?
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No. And did you have anything else to eat?
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Yes.
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We took Grandma's cake to the restaurant and we sang happy birthday to her.
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And then we all had a piece of cake and lots of ice cream.
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That sounds like a really lovely time.
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Yes, it was.
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Well, until Holly got ill, that is.
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Listening 12.
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Listen and draw lines.
97
Which meal is not needed?
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Yesterday was Grandma's birthday.
99
She was 80 years old.
100
We went to this really nice restaurant in town with all the family.
101
"'That's nice.' Did your grandma enjoy the meal?
102
Yes, she did.
103
She had pizza with cheese on top.
104
and a bowl of salad, And my Uncle Michael came.
105
He ate a lot.
106
He had a really large burger with chips.
107
And he put a lot of salt on his food too.
108
Mum says that's really bad.
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OK.
110
And what about the others?
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What did your little sister have?
112
Emma?
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She ate sausages.
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She loves them.
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Oh yes!
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And some chips too.
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I had a bowl of soup and a burger.
118
I really liked my meal.
119
It tasted great!
120
And what did Holly have?
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She had soup like me.
122
But then she had two pizzas with cheese on them.
123
She ate a lot, and she was a bit ill when she got home.
124
Oh dear!
125
And our cousin Helen came too.
126
She had a very interesting meal.
127
She ate chicken and rice.
128
And, you know, She ate her meal with chopsticks.
129
It looked very difficult.
130
Grandpa had the same meal as my cousin Helen, but he didn't use chopsticks.
131
He said he doesn't know what's wrong with knives and forks.
132
I agree with him, actually.
133
So, you didn't try to use chopsticks, then?
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No, I was too hungry.
135
I wanted to eat my food quickly, so I just used my knife and fork.
136
but mum ate with chopsticks she had chicken and green vegetables And what about your dad?
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Dad.
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Oh, he had chicken.
139
But he likes potatoes, so he had them.
140
Oh, and some carrots too.
141
No chopsticks?
142
No. And did you have anything else to eat?
143
Yes.
144
We took Grandma's cake to the restaurant and we sang happy birthday to her.
145
And then we all had a piece of cake and lots of ice cream.
146
That sounds like a really lovely time.
147
Yes, it was.
148
Well...
149
Until Holly got ill, that is.
150
Listening 13.
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Flyers practice test.
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Listening Part 4 Listen and look.
153
There is one example.
154
What time did the lesson start? So, Betty...
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Why are you late for my lesson?
156
Sorry, Mrs. Hall.
157
I had to go to the doctor this morning.
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Well, the lesson began at quarter past ten.
159
And it's half past ten now.
160
I'm sorry, but I had to see the doctor at half past nine, and then I came straight to school.
161
Okay, Betty But I'll need a letter from your mother.
162
All right, Mrs. Hall.
163
Can you see the tick?
164
This is an example.
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Now you listen and tick the box.
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1. What is Betty making in her cooking lesson today?
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Now, last week we did some good cooking and you all made some very nice pizza.
168
I hope your families enjoyed it.
169
What are we going to make this week?
170
Wow.
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It's biscuits this week.
172
And then next week, we're going to try making bread.
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Can we take them home again, Mrs Hall?
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Yes, Betty, you can.
175
2. What should Betty get from the fridge?
176
Now then, Betty, the other children have got everything they need in front of them.
177
So could you go to the fridge and get some eggs?
178
And do we need milk, Mrs Hall?
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No. Not for these biscuits, Betty.
180
Oh!
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But you do need a bit of butter.
182
You'll find that in the fridge too.
183
Bye.
184
Okay then.
185
3. What does Betty need to do next?
186
Before you start, have you washed your hands, Betty?
187
It's very important to have clean hands when you're cooking.
188
I did that before I came to class, miss.
189
Good.
190
Now could you get a bowl from that cupboard over there?
191
Okay, Mrs. Hall.
192
and you need to write all the information about temperature and cooking times in your book.
193
but you can do that later.
194
All right, Mrs. Hall.
195
4. What did Betty forget to do?
196
Did you remember to put some sugar in the bowl, Betty?
197
Yes, Mrs. Hall.
198
And a little bit of salt.
199
Yes, I did that too.
200
But Mrs. Hall...
201
They don't look very brown.
202
Well, that's because you didn't turn the cooker on, Betty.
203
Oh, no!
204
Don't worry, you can cook them now and come and collect them later.
205
Thanks, Mrs Hall.

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Contesto & Sfondo

Nel video "Get Ready for FLYERS - UNIT 3 Listening", gli studenti si trovano ad affrontare situazioni quotidiane in cui la comunicazione è fondamentale. La conversazione si svolge in una cucina, dove i personaggi discutono di pasti, malattie e interazioni familiari. Questo contesto offre un'opportunità perfetta per imparare l'inglese con youtube, poiché le situazioni rappresentate sono familiari e facilmente riconoscibili. Gli studenti possono sviluppare competenze linguistiche pratiche mentre ascoltano e seguono il dialogo.

Le 5 Frasi Chiave per la Comunicazione Quotidiana

  • Oh dear. I'm ill. I can't make lunch. - Utilizzata per esprimere una condizione di malessere.
  • That smells like pizza. - Frase per comunicare un'impressione sensoriale.
  • It tastes like Mum's pizza. - Riferimento al cibo familiare e il suo sapore.
  • Sorry, Mom. - Una frase semplice ma utile per chiedere scusa.
  • This kitchen doesn't look like my kitchen. - Riflessione sull'ambiente e la familiarità.

Guida Passo-Passo per il Shadowing

Per affrontare la difficoltà di questo video e migliorare la vostra pronuncia, seguite questi passaggi per shadowing in inglese:

  1. Ascolta attentamente: Iniziate a guardare il video senza alcuna distrazione. Focalizzatevi sulle parole e sull'intonazione dei relatori.
  2. Ripeti le frasi: Dopo aver ascoltato una frase, mettete in pausa il video e provate a ripeterla ad alta voce. Fate attenzione alla pronuncia e al ritmo.
  3. Rivisitare: Ripetete il processo per più volte, cercando di migliorare la vostra pronuncia ogni volta. Utilizzate l’opzione di rallentamento della velocità del video se necessario.
  4. Pratica lo shadow speak: Provate a “parlare insieme” ai relatori. Questo vi aiuterà a sincronizzarvi con il loro modo di parlare.
  5. Registrati: Registratevi mentre parlate per analizzare i vostri progressi e identificare eventuali aree di miglioramento.

Applicando questi passaggi, non solo migliorerete la vostra pronuncia, ma guadagnerete anche fiducia nel vostro parlare inglese. Iniziate oggi stesso e scoprite come migliorare la pronuncia inglese possa facilitare le vostre conversazioni quotidiane!

La grammatica di questo video

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

StrutturaNel video
Forma passiva be + participio passato — conta ciò che accade, non chi lo fais not needed
Futuro con “will” will + verbo — una decisione, una promessa o una previsioneWe'll make · I'll need · You'll find
Obbligo: must / have to / need to dire che qualcosa è necessariohad to go · had to see · need to write
Futuro con “going to” be going to + verbo — un piano o qualcosa che si vede arrivareare we going to make · we're going to try

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 →