Pratica di Shadowing: Vol 3 - test 10 - section 3 - Impara a parlare inglese con i video

Creazione lezione...
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Part 3.
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You will hear part of a discussion between two drama students called Charles and Lorna about a songwriting course.
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First, you have some time to look at questions 21 to 25.
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Now listen carefully and answer questions 21 to 25.
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Hi Charles, I'm writing my report on the songwriting course for drama students.
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You know, the one-week residential course for drama students from different universities where you learn about writing songs.
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You did that course last year, didn't you?
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Could you give me some tips for the report?
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I'm having a few problems with it.
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Yes, it was great.
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Well, Lorna, you could start by thinking about what you got out of it.
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Hmm, evaluating how useful it was is simple.
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The challenge is not to go over length.
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Referring to published sources might help.
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That would make it more scholarly, too okay i'll go with that
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and saying why you did the songwriting course is important some
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people just do it as another string to their bow to help with auditions for work
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and things i thought it was a good opportunity to try out new techniques for communicating feelings
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and emotions i was already confident about singing before I did it.
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I thought it was the location of the course which made it special, being held in a country house rather than in a university.
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They were doing some building work on part of the house, though, so it wasn't always easy to concentrate.
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I enjoyed the workshop most.
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How about you?
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Well, we were divided into six small groups for the afternoon, each with their own advisor.
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That was the best bit for me, having that discussion with an expert.
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When we got into pairs to start writing our songs, the idea was to combine people with different levels of knowledge and experience.
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But my partner preferred working on her own generally.
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And what did you think of the course content?
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I hadn't realised before how important the structure of a song is to its success.
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Yes.
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We learned it's no use writing the most beautiful words and melodies if there's no shape.
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And we learned about the importance of a chorus in a song.
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I knew about that stuff from my singing classes.
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It's a bit obvious, isn't it?
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I suppose so.
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It was the input on lyrical styles and forms that I found tedious.
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You could always look them up on the web.
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Anyway, how did you get on with writing your song?
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It was tough, and Peggy, my partner, was hard work,
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which wasn't funny, and writing was a slow process as a result of our lack of communication.
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By the time we finished, I was exhausted.
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Writing music from the heart is like that, especially by the end of a course.
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Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
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Now listen and answer questions 26 to 30.
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Well, that's got the report sorted, thanks.
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Have you decided which teachers' workshops you're going to do next term?
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I want to do Bob Lacey's.
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He's got a brilliant reputation for voice coaching.
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You know, getting us to use dialects and different pronunciation and stuff.
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He gets you to do things like weed out a newspaper article in character.
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It's amazing.
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I'm thinking of going to Evelyn Chance's workshop.
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Oh, Evelyn.
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She's quite a character.
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Is she running the stage fights course again?
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Yes, fencing and pretend punches and throwing techniques.
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She really knows how to help actors use the whole of the space available.
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Lots of people like Ted Winter's workshop.
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He knows how to deliver.
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He's keen on actors conveying emotion through their bodies and faces alone.
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It's a great way to reveal complex relationships and situations to an audience without making a speech of any kind.
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I'm definitely going to sign up for that one.
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If you want to understand a director's ideas, Kevin Gray's workshop would be perfect for you.
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He likes telling people what to do, and he's always saying, you can't have a company of actors reading a play any way they want, because they'd end up fighting amongst themselves.
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They must listen to the director.
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What about Dorothy Thomas?
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She's good at activities for getting rid of stress, and, you know, emptying your mind of all thoughts about the past, and that can really help when acting.
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Well, I think I'll put my name down for...
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That is the end of Part 3.
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You now have 30 seconds to check your answers to Part 3.
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Thank you.
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Vocabolario e note di pronuncia per questa lezione

Questa lezione di conversazione di livello B2 si basa sul video “Vol 3 - test 10 - section 3”. Le parole che ritornano più spesso: writing, workshop, song, questions, songwriting. Questo video contiene 71 frasi e 760 parole da ripetere con lo shadowing. Il parlato dura 6:16. Chi parla mantiene un ritmo costante di circa 121 parole al minuto, comodo per lo shadowing. Il 86% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare.

Vocaboli chiave di questo video

Le 15 parole più avanzate del video, con pronuncia e significato:

ParolaPronunciaSignificato
workshop sostantivo/ˈwɝk.ʃɑp/laboratorio, bottega
emotion sostantivo/ɪˈməʊ.ʃən/emozione
tedious aggettivo/ˈtiː.dɪəs/noioso, tedioso
pronunciation sostantivo/pɹəˌnʌn.siˈeɪ.ʃən/pronuncia, pronunzia
scholarly aggettivo/skɒ.lə.li/erudito
audition sostantivo/ɑˈdɪʃən/audizione
melody sostantivo/ˈmɛl.ə.di/melodia
convey verbo/kənˈveɪ/trasportare, condurre
distress sostantivo/dɪˈstɹɛs/angoscia, pena
evaluate verbo/ɪˈvaljʊeɪt/valutare
advisor sostantivo/ædˈvaɪ.zə(ɹ)/consigliere, consigliera
concentrate verbo/ˈkɑn.sən.tɹeɪt/concentrare
divide verbo/dɪˈvaɪd/dividere, dividersi
keen aggettivo/kin/propenso, incline
combine verbo/kəmˈbaɪn/combinare, mischiare

I phrasal verb che sentirai

ParolaSignificato
end up verboandare a finire, finire
try out verbosaggiare, collaudare

Frasi da ripetere

Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:

  • You did that course last year, didn't you?
  • Could you give me some tips for the report?
  • I'm having a few problems with it.
  • It's a bit obvious, isn't it?
  • Have you decided which teachers' workshops you're going to do next term?

Pronuncia a cui fare attenzione

Chi parla usa 14 contrazioni e forme ridotte, come I'm, I'll, wasn't. Pronunciale nella forma breve, così come le senti.

  • I suoni “sh” e “zh”: workshop /ˈwɝk.ʃɑp/, emotion /ɪˈməʊ.ʃən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, audition /ɑˈdɪʃən/

I suoni difficili per chi parla italiano:

  • Consonante finale — senza aggiungere una vocale dopo: workshop /ˈwɝk.ʃɑp/, tedious /ˈtiː.dɪəs/, exhaust /ɪɡˈzɔst/, chorus /ˈkɔːɹəs/, distress /dɪˈstɹɛs/

Come esercitarsi con questo video

  1. Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
  2. Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
  3. Registrati e confronta con l’originale, facendo attenzione a parole come workshop, emotion, tedious.

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 →