Pratica di Shadowing: IELTS Speaking Part 1 – High School - Impara a parlare inglese con i video
Creazione lezione...
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Hey everyone, welcome back.
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Today we're looking at the part one topic, high school.
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You'll first watch Finn and Blondie answer the same set of questions, and then we'll go through some useful vocabulary and expressions from their interviews.
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Let's get started with Finn.
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Did you go to a high school near where you lived?
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Why or why not?
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Yeah, I did actually.
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It was only about 15 minutes from my house, so getting there was pretty easy.
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I usually rode my bike every morning, which I really liked.
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It gave me a bit of time to wake up before classes started.
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My parents also preferred me going to a nearby school since it was safer and just more convenient.
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What was your high school like?
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I'd say it was fairly typical for a public high school, but overall it was a good environment to grow up in.
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The facilities weren't particularly modern, and some of the buildings looked a bit outdated, but the teachers were dedicated and the students were generally friendly.
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Academically, it was quite competitive, so there was definitely a lot of pressure to perform well.
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What did you like most about your high school?
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Probably the friendships I built there.
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Looking back, that's what I value the most.
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I had a close-knit group of friends, and we spent almost every day together, whether it was studying for exams or just hanging out after school.
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I think those relationships made even the stressful parts of high school much more enjoyable.
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Was there anything you didn't like about your high school?
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Yeah, definitely the academic pressure.
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At times it felt like everything revolved around grades and exams, so students were constantly stressed out.
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I remember having periods where I barely had any free time because I was buried in homework and test preparation.
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In hindsight, I think the school could have encouraged a healthier balance between studying and personal life.
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What was your favorite subject in high school?
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I'd probably say math.
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I know a lot of students found it difficult or even intimidating, but I actually enjoyed the logical side of it.
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There was something really satisfying about solving a complicated problem step by step and finally arriving at the correct answer.
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I also liked the fact that math felt very objective compared to subjects where answers were more open to interpretation.
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Did you have a favorite teacher in high school?
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Yeah, my math teacher was probably my favorite.
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What made him stand out was the way he explained difficult concepts so clearly that even weaker students could follow along.
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He also had a good sense of humor, which made the lessons feel less stressful.
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More importantly, he was the kind of teacher who genuinely wanted students to improve rather than just memorize formulas for exams.
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Did you take part in any extracurricular activities in high school?
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No, not really.
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To be honest, my high school didn't offer many extracurricular activities in the first place, so there weren't a lot of options available.
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On top of that, I wasn't particularly talented in areas like sports or music, so I never felt strongly motivated to join anything.
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Most of the time, I just focused on my studies and spent time with my friends after class instead.
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What was your relationship like with your classmates in high school?
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Overall, it was really good.
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I got along with most people in my class, even if we weren't especially close friends.
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Since we spent so many years together, we naturally became quite comfortable around each other.
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Of course, there were occasional disagreements here and there, but nothing serious.
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I'd say the atmosphere was generally supportive and relaxed.
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Do you still keep in touch with any of your high school friends?
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Yeah, I still keep in touch with a few of my closest friends from high school.
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We all go to different universities now, so it's obviously harder to meet regularly, but we still text each other quite often and sometimes meet up during holidays.
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Even though we're busy with our own lives, it's nice that we've managed to stay connected over the years.
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How do you think your high school could have been improved?
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I think one major improvement would have been offering students more opportunities outside academics.
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For example, the school could have introduced more clubs, workshops, or creative activities so students with different interests had a chance to develop their skills.
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I also think better career guidance would have helped because a lot of students, including me, were pretty uncertain about what we wanted to do after graduating.
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All right, so that was Finn's interview.
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You can probably notice that his speaking style is quite natural and grounded.
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His answers are detailed, but they still feel conversational and relaxed.
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Now let's see how Blondie approaches the same topic.
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Did you go to a high school near where you lived?
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Actually, I didn't.
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I grew up in a quiet suburb, but I ended up attending a school in the city centre.
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My parents were quite keen on a specific academy there known for its arts programme, so I had to put up with a 40-minute commute.
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It was a bit of a trek, but looking back, it was definitely worth the effort.
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What was your high school like?
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It was a bit of a vibrant melting pot, really, because it was centrally located.
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It drew students from all sorts of backgrounds, which made for a very energetic atmosphere.
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Architecturally, it was a bit of a mismatch, half grand Victorian building and half modern extensions.
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So it felt quite unique, if a little chaotic.
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What did you like most about your high school?
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I'd have to say the sense of creative freedom.
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Our teachers really encouraged us to think outside the box, rather than just focusing on rote learning.
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We also had these fantastic common areas that really fostered a sense of community and intellectual curiosity among the students.
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Was there anything you didn't like about your high school?
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If I'm being honest, the administrative side of things was a bit of a nightmare.
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The school was quite oversubscribed, so simple tasks like changing a class schedule often felt like an uphill battle.
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It could be pretty frustrating when you just wanted to get on with your studies.
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What was your favourite subject in high school?
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I was absolutely obsessed with English literature.
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I've always been a bit of a bookworm and I loved dissecting the complex themes in classic novels.
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There was something so satisfying about uncovering a hidden metaphor.
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It never really felt like work to me.
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Did you have a favourite teacher in high school?
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I did.
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My history teacher, Miss Sterling, was legendary.
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She told history like it was a gripping drama rather than just reciting dry dates and facts.
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She was incredibly demanding, but to be fair, she genuinely cared about our progress, which made us all want to work harder.
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Did you take part in any extracurricular activities?
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Yes, I was quite heavily involved in the drama club.
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We put on two major productions a year and I loved the whole process, from the nerve-wracking auditions to the final curtain call.
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It was a fantastic outlet for stress and really helped build my confidence.
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What was your relationship like with your classmates?
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On the whole, it was very positive.
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My year group was quite tight-knit and there wasn't much clique culture, which I know can be an issue.
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We all generally looked out for one another, especially during the high-pressure exam seasons.
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Do you still keep in touch with any of your high school friends?
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Absolutely.
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I have a core group of four girlfriends from high school and we're still inseparable.
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Even though we've gone off to different universities and started various career paths, we make a point of meeting up at least once a month.
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They're the people who knew me before I really knew myself.
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So those bonds are incredibly resilient.
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How do you think your high school could have been improved?
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I think it could have benefited from a greater focus on practical life skills.
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While we were well prepared academically, things like financial literacy were somewhat overlooked.
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a few seminars on how to navigate the professional world would have been incredibly beneficial before we hit adulthood.
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All right so those were the two interviews.
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What's interesting is that Finn and Blondie have completely different personalities and speaking styles but both of them sound fluent,
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natural and comfortable when answering the questions.
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Now let's take a closer look at some useful vocabulary and expressions they use throughout the interviews.
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Close-knit.
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Finn mentioned having a close-knit group of friends.
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That's a really natural way to describe people who are emotionally close and spend a lot of time together.
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For example, we were a pretty close-knit class so everyone knew each other well.
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Buried in homework.
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This expression is great for describing periods when you have way too much work to do.
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Instead of just saying, I had a lot of homework, you could say, I was completely buried in homework before exams.
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It sounds much more natural and expressive.
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Think outside the box.
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Blondie used the phrase, think outside the box, which basically means thinking creatively or approaching something differently.
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You'll hear native speakers use this expression all the time in school or work-related conversations.
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For example, my teacher always encouraged us to think outside the box.
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Put up with.
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Blondie said she had to put up with a long commute.
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Put up with simply means to tolerate something annoying or unpleasant.
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For example, I had to put up with noisy classmates during lessons.
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A vibrant melting pot.
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This is a really strong phrase from Blondie's interview.
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When you describe a place as a melting pot, you mean there are lots of different kinds of people, cultures or backgrounds mixed together,
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and adding vibrant makes it sound even more lively and energetic.
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For example, my university is a vibrant melting pot of students from all over the world.
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It's a great expression for describing schools, cities, workplaces or even neighbourhoods.
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Look out for one another.
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This expression means to care for or support each other.
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So when Blondie said her classmates looked out for one another, she meant people were supportive and considerate, especially during stressful times.
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For example, my co-workers always look out for one another when things get busy.
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That's a really useful phrase for topics about friends, family, classmates or co-workers.
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All right, that's it for today's lesson.
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If you'd like more practice like this, you can become a member for Extra Lessons.
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Thanks for watching and I'll see you in the next one.
📺 Stesso Canale
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Vocabolario e note di pronuncia per questa lezione
Questo video contiene 138 frasi e 1803 parole da ripetere con lo shadowing. Il parlato dura 10:41. Chi parla ha un ritmo naturale di circa 169 parole al minuto, vicino a una conversazione quotidiana. Solo il 81% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è impegnativo.
Vocaboli chiave di questo video
15 parole meno comuni del video, con pronuncia e significato:
- knit /nɪt/ (verbo) — lavorare a maglia, sferruzzare. To turn thread or yarn into a piece of fabric by forming loops that are pulled through each other. This can be done by hand with needles or by machine.
- lesson /ˈlɛs.ən/ (sostantivo) — lezione. A section of learning or teaching into which a wider learning content is divided.
- homework /ˈhoʊmˌwɝk/ (sostantivo) — compito, compiti. Exercises assigned by a teacher to a student which review concepts studied in class.
- melt /mɛlt/ (verbo) — sciogliere, fondere. To change (or to be changed) from a solid state to a liquid state, usually by a gradual heat.
- vibrant /ˈvaɪbɹənt/ (aggettivo) — energico, operoso. Pulsing with energy or activity.
- topic /ˈtɑpɪk/ (sostantivo) — tema, categoria. A subject; a theme; a category or general area of interest.
- encourage /ɪnˈkʌɹ.ɪd͡ʒ/ (verbo) — incoraggiare, raccomandare. To mentally support; to motivate, give courage, hope or spirit.
- incredibly /ɪŋˈkɹɛdɪbli/ (avverbio) — incredibilmente. In an incredible manner; not to be believed.
- phrase /ˈfɹeɪ̯z/ (sostantivo) — espressione, polirematica. A short written or spoken expression.
- mathematics /mæθ(.ə)ˈmæt.ɪks/ (sostantivo) — matematica. An abstract representational system studying numbers, shapes, structures, quantitative change and relationships between them.
- bury /ˈbɛɹi/ (verbo) — sotterrare. To outlive.
- stressful /ˈstɹɛsfəl/ (aggettivo) — stressante, logorante. Irritating; causing stress.
- atmosphere /ˈætməsˌfɪɹ/ (sostantivo) — atmosfera. The gases surrounding the Earth or any astronomical body.
- genuinely /ˈd͡ʒɛn.ju.ɪn.li/ (avverbio) — veramente, genuinamente. In a genuine manner; truthfully, truly.
- supportive /səˈpɔɹtɪv/ (aggettivo) — collaborativo. Providing support.
I phrasal verb che sentirai
- put up with (verbo) — sopportare, tollerare. To endure, tolerate, suffer through, or allow, especially something annoying.
- look at (verbo) — guardare. To observe or watch.
- end up (verbo) — andare a finire, finire. To bring to a conclusion.
- go through (verbo) — attraversare. To travel from one end of something to the other.
- put on /ˌpʊt ˈɒn/ (verbo) — vestire, indossare. To don (clothing, equipment, or the like).
- stress out (verbo) — stressare. To become stressed.
- wake up /ˌweɪk ˈʌp/ (verbo) — svegliarsi. To stop sleeping; to awake.
Pronuncia a cui fare attenzione
Chi parla usa 26 contrazioni e forme ridotte, come didn't, I'd, we're. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: extension /ɪkˈstɛnʃən/, friendship /ˈfɹɛn(d)ʃɪp/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, interpretation /ɪnˌtɜːpɹəˈteɪʃən/
- Parole lunghe — attenzione all’accento: incredibly /ɪŋˈkɹɛdɪbli/, mathematics /mæθ(.ə)ˈmæt.ɪks/, genuinely /ˈd͡ʒɛn.ju.ɪn.li/, vocabulary /vəˈkæb.jə.lə.ɹi/, energetic /ˌɛn.əɹˈdʒɛt.ɪk/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Inizia a velocità 0,75×, fai shadowing frase per frase e torna alla velocità normale quando diventa facile.
- Registrati e confronta con l’originale, facendo attenzione a parole come knit, lesson, homework.
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | were dedicated · was buried · have been improved |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | we've managed · I've always been · we've gone |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | teacher who genuinely · people who knew · people who are |
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.