Pratica di Shadowing: Self-Access Centre | IELTS LISTENING TEST | SECTION-3 - Impara a parlare inglese con i video
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1
You will hear the director of studies in an English language centre and a student representative talking about their self-access centre.
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First, you have some time to look at questions 21 to 24.
3
Thank you.
4
Hi, Yun.
5
As you know, I've asked you here today to discuss the future of our self-access centre.
6
We have to decide what we want to do about this very important resource for our English language students.
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So, can you tell me what the students think about this?
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Well, from the student's point of view, we would like to keep it.
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The majority of students say that they enjoy using it because it provides a variation on the classroom routine,
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and they see it as a pretty major component of their course.
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But we would like to see some improvements to the equipment, particularly the computers there aren't enough for one each at the moment
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and we always have to share well yes the teachers agree
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that it is a very valuable resource but one thing we have noticed is
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that a lot of the students are using it to check
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their personal emails we don't want to stop you students using it
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but we think the computers should be used as a learning resource not for emails some of us also think
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that we could benefit a lot more by relocating the self-access
18
centre to the main university library building how do you think the students would feel about
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that yun well the library is big enough to incorporate the self-access centre
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but it wouldn't be like a class activity anymore
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Our main worry would be not being able to go to a teacher for advice.
22
I'm sure there would be plenty of things to do, but we really need teachers to help us choose the best activities.
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Well, there would still be a teacher present, and he or she would guide the activities of the students.
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We wouldn't just leave them to get on with it.
25
Yes, but I think the students would be much happier keeping the existing set up.
26
They really like going to the self-access centre with their teacher and staying together as a group to do activities.
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If we could just improve the resources and facilities, I think it would be fine.
28
Is the cost going to be a problem?
29
It's not so much the expense that I'm worried about, and we've certainly got room to do it,
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but it's the problem of timetabling a teacher to be in there outside class hours.
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If we're going to spend a lot of money on equipment and resources, we really need to make sure that everything is looked after properly.
32
Anyway, let's make some notes to see just what needs doing to improve the centre.
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Before you hear the rest of the conversation, you have some time to look at questions 25 to 30.
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now listen and answer questions 25 to 30 Now, what about the computers?
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I think it might be a good idea to install some new models.
36
They would take up a lot less room, and so that would increase the workspace for textbooks and so on.
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That would be great.
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It is a bit cramped in there at times.
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What about other resources?
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Do you have a list of things that the students would like to see improved?
41
Yes, one of the comments that students frequently make is
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that they find it difficult to find materials that are appropriate for their level, especially reading resources.
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So I think we need to label them more clearly.
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Well, that's easy enough.
45
We can get that organised very quickly. In fact, I think we should review all of the study resources as some of them are looking a bit out of date.
46
Definitely.
47
The CD section especially needs to be more current.
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I think we should get some of the ones that go with our latest course books and also make multiple copies.
49
Good.
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Now, I was also thinking about some different materials that we haven't got in there at all.
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What do you think of the idea of introducing some workbooks?
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If we break them up into separate pages
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and laminate them they'd be a great resource the students could study the main course book in class
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and then do follow-up practice in the self-access center
55
that sounds good okay now finally we need to think about
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how the room is used I'll have to talk to the teachers
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and make sure we can all reach some agreement on a timetable to supervise the center after class
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but we also need to think about security too especially if we're going to invest in some new equipment.
59
Um, what about putting in an alarm?
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Good idea.
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The other thing I'd like to do is talk to our technicians
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and see whether we could somehow limit the access to email.
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I really don't want to see that resource misused.
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What about if we agree to only use it before and after class?
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Yes, that would be fine.
66
Okay, anyway, that's great for now.
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We'll discuss it further when we've managed to...
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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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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione di livello B2 si basa sul video “Self-Access Centre”. Le parole che ritornano più spesso: student, resource, teacher, centre, access. Questo video contiene 69 frasi e 877 parole da ripetere con lo shadowing. Il parlato dura 6:22. Chi parla mantiene un ritmo costante di circa 138 parole al minuto, comodo per lo shadowing. Il 91% delle parole rientra nelle 3.000 più comuni dell’inglese, quindi il lessico è facile da seguire.
Vocaboli chiave di questo video
Le 10 parole più avanzate del video, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| timetable sostantivo | /ˈtaɪmˌteɪbəl/ | orario |
| laminate verbo | /ˈlæmɪneɪt/ | plastificare |
| relocate verbo | /ˌɹiˈloʊ̯keɪ̯t/ | tramutare |
| misuse verbo | /mɪsˈjuːz/ | usare impropriamente |
| technician sostantivo | /tɛkˈnɪʃən/ | tecnico |
| textbook sostantivo | /ˈtɛkst.bʊk/ | libro di testo |
| incorporate verbo | /ɪŋˈkɔɹ.pɚ.eɪt/ | incorporare, integrare |
| variation sostantivo | /ˌvɛəɹiˈeɪʃn̩/ | variazione |
| install verbo | /ɪnˈstɔl/ | installare |
| classroom sostantivo | /ˈklɑːsɹʊm/ | classe, aula |
I phrasal verb che sentirai
| Parola | Pronuncia | Significato |
|---|---|---|
| set up verbo | /ˌsɛt ˈʌp/ | preparare, installare |
| take up verbo | sollevare, prendere |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- What do you think of the idea of introducing some workbooks?
- I really don't want to see that resource misused.
- We'll discuss it further when we've managed to...
Pronuncia a cui fare attenzione
Chi parla usa 17 contrazioni e forme ridotte, come don't, I'm, we're. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: technician /tɛkˈnɪʃən/, variation /ˌvɛəɹiˈeɪʃn̩/
I suoni difficili per chi parla italiano:
- Consonante finale — senza aggiungere una vocale dopo: laminate /ˈlæmɪneɪt/, relocate /ˌɹiˈloʊ̯keɪ̯t/, supervise /ˈsuː.pə.vaɪz/, workbook /ˈwɝk.bʊk/, workspace /ˈwɝkˌspeɪs/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
- Registrati e confronta con l’originale, facendo attenzione a parole come timetable, laminate, relocate.
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.