Pratica di Shadowing: IELTS Listening Section-3(Assignment on sleep and dreams) with answers - Impara a parlare inglese con i video

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Part 3.
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You will hear two psychology students called Luke and Susie discussing their assignment on sleep and dreams.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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So, Luke, for our next psychology assignment, we have to do something on sleep and dreams.
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Right.
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I've just read an article suggesting why we tend to forget most of our dreams soon after we wake up.
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I mean, most of my dreams aren't that interesting anyway.
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But what it said was that if we remembered everything, we might get mixed up about what actually happened and what we dreamed.
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So it's a sort of protection.
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I hadn't heard that idea before.
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I'd always assumed that it was just that we didn't have room in our memories for all that stuff.
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Me too.
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What do you think about the idea that our dreams may predict the future?
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It's a belief that you get all over the world.
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Yeah.
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Lots of people have a story of it happening to them.
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But the explanation I've read is that for each dream that comes true, we have thousands that don't.
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But we don't notice those.
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We don't even remember them.
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We just remember the ones where something in the real world, like a view or an action, happens to trigger a dream memory.
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Right.
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So it's just a coincidence, really.
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Something else I read about is what they call segmented sleeping.
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That's a theory that hundreds of years ago, people used to get up in the middle of the night and have a chat or something to eat, then go back to bed.
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So I tried it myself.
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Why?
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Well, it's meant to make you more creative.
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I don't know why, but I gave it up after a week.
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It just didn't fit in with my lifestyle.
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But most preschool children have a short sleep in the day, don't they?
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There was an experiment some students did here last term to see at what age kids should stop having naps,
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but they didn't really find an answer.
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They spent a lot of time working out the most appropriate methodology, but the results didn't seem to show any obvious patterns.
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Right.
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Anyway, let's think about our assignment.
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Last time I had problems with the final stage, where we had to describe and justify how successful we thought we'd been.
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I struggled a bit with the action plan too.
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I was okay with the planning, but I got marked down for the self-assessment as well.
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And I had big problems with the statistical stuff.
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That's where I really lost marks.
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Right.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
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Now listen and answer questions 25 to 30.
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So, shall we plan what we have to do for this assignment?
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OK.
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First, we have to decide on our research question.
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So, how about, is there a relationship between hours of sleep and number of dreams?
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OK.
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Then we need to think about who we'll do the study on.
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About 12 people?
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Right.
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And shall we use other psychology students?
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Let's use people from a different department.
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What about history?
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Yes, they might have interesting dreams.
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Or literature students.
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I don't really know any.
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OK, forget that idea.
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Then we have to think about our methodology.
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So we could use observation, but that doesn't seem appropriate.
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No, it needs to be self-reporting, I think.
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And we could ask them to answer questions online.
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But in this case, paper might be better, as they'll be doing it straight after they wake up.
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In fact, while they're still half asleep.
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Right.
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And we'll have to check the ethical guidelines for this sort of research.
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Because our experiment involves humans, so there are special regulations.
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Yes.
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I had a look at those for another assignment I did.
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There's a whole section on risk assessment, and another section on making sure they aren't put under any unnecessary stress.
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Let's hope they don't have any bad dreams.
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Yeah.
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Then, when we've collected all our data, we have to analyse it and calculate the correlation between our two variables.
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That's time sleeping and number of dreams.
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And then present our results visually in a graph.
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Right, and the final thing is to think about our research and evaluate it.
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So, that seems quite straightforward.
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Yeah.
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That is the end of part three.
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You now have half a minute to check your answers to part three.
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Thank you.

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Perché esercitarti a parlare con questo video?

Questo video è una vera gemma per chi vuole migliorare la pronuncia inglese e la fluidità nella conversazione. La discussione tra Luke e Susie, due studenti di psicologia, simula un contesto reale: argomenti accademici, opinioni personali e pianificazione di un progetto. Esercitarti con questo dialogo ti aiuterà a capire come si parla in situazioni quotidiane accademiche, a seguire il flusso di una conversazione e a imitare l'intonazione naturale. Inoltre, è perfetto per il shadowspeak (o shadow speak), una tecnica dove ripeti immediatamente le frasi dopo i parlanti: così migliori non solo la pronuncia, ma anche la velocità di risposta e la comprensione auditiva. Un shadowing site potrebbe offrire esercizi simili, ma questo video è un ottimo punto di partenza perché il linguaggio è colloquiale ma articolato, ideale per intermedi.

Grammatica e espressioni nel contesto

Analizziamo alcune espressioni chiave del dialogo:

  • "I'd always assumed that...": "Ho sempre supposto che...". Questa struttura con "assumed" è utile per esprimere opinioni preconcette. Ad esempio: "Ho sempre supposto che i sogni avessero un significato, ma ora non sono sicuro".
  • "It's meant to make you more creative": "Dovrebbe renderci più creativi". "Meant to" indica un intento o una funzione. Puoi usarlo per parlare di consigli o credenze: "Questo esercizio è meant to migliorare la memoria".
  • "I got marked down for the self-assessment": "Mi hanno diminuito il voto per l'auto-valutazione". "To get marked down" è una frase utile in contesti accademici per dire che si è ricevuto un voto più basso per una specifica parte del lavoro.

Trappole di pronuncia comuni

Nel video, alcuni vocaboli possono creare difficoltà. Ad esempio: "segmented" (segmentato) ha una "t" silenziosa e la "e" pronunciata come in "set". "methodology" (metodologia) è lunga, ma la chiave è pronunciare la "th" come in "think" e non come "t". Inoltre, l'intonazione in frasi come "Right. I've just read an article..." è calma e conversazionale: le pause tra le parole sono brevi, quindi il shadowspeak ti aiuterà a capire come non "spacchettare" le frasi. Ricorda: la pronuncia inglese non è solo suoni, ma anche ritmo e intonazione! Con questi esercizi, diventerai più confidente nella tua capacità di parlare in modo naturale.

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 →