Pratica di Shadowing: Vol 2 - test 4 - section 3 - Impara a parlare inglese con i video
Creazione lezione...
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Section 3 You will hear two students called Helen and Paul talking to their tutor about a nursing course.
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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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Helen and Paul, congratulations to you both for doing so well the past semester.
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You too have exhibited an impeccable performance during your first year in the nursing programme.
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I'd like to get some feedback from the two of you to better improve the programme
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and to provide guidance for our prospective students.
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I'd like to start with you, Helen. So...
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First of all, Which aspect of the programme impressed you?
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Well, to be honest, when I was enrolled into the course, I was expecting a group of classmates my age.
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But as I stepped into the classroom for the first time, I was surprised by the diversity.
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Most were in their 20s, but there were also those in their 30s or even 40s.
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As it turns out, the intergenerational communication has sparked intense debate and new thinking,
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and I think that's something special about the programme that I appreciate very much.
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What about you, Paul?
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What do you think of the programme? For me?
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The group project we carried out last semester is another key feature of the programme.
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The whole class was divided into eight different groups, working on eight prospective cases.
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Team building sessions were conducted in a collaborative way most of the time.
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Comprised of five members, our group studied acute pancreatitis.
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During the process, we broke the task into different parts and assigned them to each member.
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We were then able to tackle the complex problem by pooling our knowledge and skills.
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More importantly, stronger links were established between the group members.
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Because of the project, we've all become good friends.
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That's true.
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According to graduates, Group projects prepare them for the work world in which teamwork and collaboration are increasingly the norm.
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So tell me Paul, what else do you like about the programme?
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I want to be a registered nurse working in a public hospital after graduation.
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So the internship provided is a valuable opportunity for clinical practice in a supportive learning atmosphere.
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However, I was amazed by the amount of written assignments since
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I thought the course should have focused more on practice oriented learning.
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involves critical thinking, which challenges me to develop my points more thoroughly.
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I thus manage to gain a diversity of perspectives.
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The programme is designed to deliver basic and advanced theoretical knowledge of core concepts,
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including healthcare systems concepts, together with practicum or clinical practice experience to bridge the classroom content to the practice setting.
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So, I'm afraid written work is unavoidable.
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Also this year, we've added a module of law.
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How do you feel about that?
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At first we felt that learning law is kind of redundant and too time consuming.
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After a few sessions we realised that it is necessary in dealing with future medical disputes.
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Before you hear the rest of the talk, 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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Do you have any suggestions for prospective students?
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What bothers me most is handing in essays on time.
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I almost missed the deadline once, because there were three essays due within the same week.
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So rationalising your time is critical.
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Well, that's true.
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The lectures deliver so much useful information.
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I have poor memory, so I kept making notes and revisiting them on a regular basis. by heart.
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How was the research?
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I heard that it was quite challenging.
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How did you manage to overcome the difficulties?
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That's true.
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The majority of us had no clue how to carry out the research at first.
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Fortunately, when I was digging up reference materials at the library, I sought help from the librarian.
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She taught me about finding the appropriate resources and choosing the proper research methods.
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Have you checked out the online forum?
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that they come across and get support from the faculty members.
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Some of my classmates didn't do so well during the placement tests.
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I feel that background reading is necessary.
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Lastly, do you have anything to say to the freshmen?
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I was really ambitious at first, trying to get straight A's on my transcript.
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I made tons of notes and worked hard even on the optional assignments to get extra credit.
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I stressed myself out before having an emotional breakdown.
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After consulting my advisor, I found it important to set realistic goals.
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Don't push yourself too hard.
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It is wise to sort out your priorities.
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Thank you for coming here today and providing valuable feedback on the programme.
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Have a great summer break.
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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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Now turn to section 4.
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Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione di livello B2 si basa sul video “Vol 2 - test 4 - section 3”. Le parole che ritornano più spesso: programme, Paul, practice, questions, member. Questo video contiene 72 frasi e 804 parole da ripetere con lo shadowing. Il parlato dura 7:13. Chi parla mantiene un ritmo costante di circa 111 parole al minuto, comodo per lo shadowing. Il 82% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare. 11 delle sue 72 frasi sono domande: un buon esercizio per l’intonazione interrogativa e le risposte brevi.
Vocaboli chiave di questo video
Le 15 parole più avanzate del video, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| prospective aggettivo | /pɹəˈspɛktɪv/ | probabile, eventuale |
| classmate sostantivo | /ˈklæs.meɪt/ | compagno di classe, compagna di classe |
| semester sostantivo | /sɪˈmɛstɚ/ | semestre |
| classroom sostantivo | /ˈklɑːsɹʊm/ | classe, aula |
| enroll verbo | /ɪnˈɹəʊl/ | iscriversi |
| impeccable aggettivo | /ɪmˈpɛkəbəl/ | impeccabile |
| intergenerational aggettivo | intergenerazionale | |
| orient verbo | /ˈɔɹ.iˌɛnt/ | orientare |
| pancreatitis sostantivo | pancreatite | |
| revisit verbo | /ɹiːˈvɪzɪt/ | rivisitare |
| teamwork sostantivo | lavoro di squadra | |
| unavoidable aggettivo | /ˌʌnəˈvɔɪdəbəl/ | inevitabile |
| redundant aggettivo | /ɹɪˈdʌn.dənt/ | ridondante, iperverboso |
| librarian sostantivo | /laɪˈbɹɛə̯ɹi.ən/ | bibliotecario, bibliotecaria |
| internship sostantivo | /ˈɪntɜːnʃɪp/ | stage, tirocinio |
I phrasal verb che sentirai
| Parola | Pronuncia | Significato |
|---|---|---|
| carry out verbo | /ˈkæ.ɹi aʊt/ | compiere, realizzare |
| check out verbo | investigare | |
| come across verbo | dare l'impressione, avere l'aria | |
| dig up verbo | disseppellire, dissotterrare | |
| sort out verbo | ricapitolare | |
| turn out verbo | risultare |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- What do you think of the programme?
- How do you feel about that?
- Do you have any suggestions for prospective students?
- How did you manage to overcome the difficulties?
- Have you checked out the online forum?
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 | was enrolled · was divided · were conducted |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | have exhibited · has sparked · we've added |
Pronuncia a cui fare attenzione
Chi parla usa 7 contrazioni e forme ridotte, come I'd, we've, didn't. Pronunciale nella forma breve, così come le senti.
- I suoni “th”: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, thoroughly /ˈθʌɹ.ə.li/
- I suoni “sh” e “zh”: internship /ˈɪntɜːnʃɪp/, optional /ˈɑp.ʃə.nəl/, ambitious /æmˈbɪʃ.əs/, freshman /ˈfɹɛʃ.mən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
- Parole lunghe — attenzione all’accento: impeccable /ɪmˈpɛkəbəl/, unavoidable /ˌʌnəˈvɔɪdəbəl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/
I suoni difficili per chi parla italiano:
- Consonante finale — senza aggiungere una vocale dopo: prospective /pɹəˈspɛktɪv/, classmate /ˈklæs.meɪt/, assignment /əˈsaɪn.mənt/, orient /ˈɔɹ.iˌɛnt/, revisit /ɹiːˈvɪzɪt/
- /æ/ — più aperta della “e”: classmate /ˈklæs.meɪt/, practicum /ˈpɹæk.tɪ.kəm/, lastly /ˈlæstli/, transcript /ˈtɹæn.skɹɪpt/, collaborative /kəˈlæb.ə.ɹə.tɪv/
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 prospective, classmate, semester.
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.