쉐도잉 연습: IELTS listening actual test Part 3: 22/02 - VietNam ( answer+ transcript) - 영상으로 영어 말하기 배우기
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Section 3.
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You will hear two primary school trainee teachers called Stefan and Magda discussing their placements for science teaching.
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First, you have some time to look at questions 21 to 26 on page 6.
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Now listen carefully and answer questions 21 to 26.
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Hi Magda, how was your placement?
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It went really well.
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The kids really enjoyed the science I did with them.
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So did mine.
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I think they found it very motivating.
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Yes, the programme we had to teach was much better than the old-style science experiments we did at school.
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Yes, though I don't understand why the children should have to build a model of a steam engine.
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I tried it with the kids, but I couldn't get it to work.
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Me neither, and it really shows it's hard to get any real results results.
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Yes, and it's usually the children's parents, rather than the kids themselves, who favour that type of experiment.
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So what experiments did you do?
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Well, one day a discussion started in class about breakfast cereals, about which one was best.
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One child then said that we should test them in class.
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That's a nice idea.
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Yes, and it wasn't expensive.
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We brought four different brands of cereal and had everyone evaluate them for taste, appearance and sogginess in milk.
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And are you going to tell me which one won?
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No, I'll let you do it yourself.
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It obviously isn't difficult to set up.
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Another experiment we did, the sports teacher's idea actually, was to spend a morning seeing how high various balls bounced.
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For example, do new tennis balls bounce higher than old ones,
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and do basketballs that are fully inflated bounce better than flatter ones?
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And I guess you got some interesting data.
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We did, and they had to make a chart to plot the results.
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It really improved their grasp of charts and graphs and calculation.
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Apparently they'd had problems understanding the point of in the past.
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Did all your experiments work out okay?
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Well, we had one lesson on making paper from grass.
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The children made a terrible mess in the classroom.
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Whatever they did didn't work, and it wasn't because it was difficult.
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I think it was because it didn't engage them at all.
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It didn't seem to motivate them.
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My tie-dying experiment went well.
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They had to get a piece of material and twist it into a rope and then dye it.
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The children did end up with blue and green hands for a few days though.
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But don't you need to spend more than one lesson on that?
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Yes, we did it over three classes.
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The children really loved it though and one suggested we make scarves from the result.
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I declined as my sewing skills aren't up to much.
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I guess the one experiment that everyone loved in my class was making glue from milk.
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I thought it would be a complete failure, but in fact it worked brilliantly.
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One reason, I suspect, is that they got feedback straight away.
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Some children get really restless if they have to wait for anything interesting to happen.
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Yes, I think that's always a good idea.
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Really helps to make it a success.
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Before you hear the rest of the discussion, you have some time to look at questions 27 to 30 on page 7.
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Now listen and answer questions 27 to 30.
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I see you've got a diagram there for one of your experiments.
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Yes, it was an idea I got from the internet.
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It was very easy and straightforward to set up.
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The idea is to make a condenser to extract essences from plants.
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The large container's made of metal.
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Right, and that holds the hot water?
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That's right, and it has a strainer which sits inside it.
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This is where you put the plant matter.
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We use plants like rosemary, as the essence you can extract is quite strong.
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So what's the container right at the top?
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It's made of glass.
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It's where we put the ice.
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The glass container has a drip tip at the bottom.
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What's that for?
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It's where the essence collects.
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Where does the essence go then?
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Into the dish at the bottom.
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It's made of pottery.
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Sounds good.
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I might try it with my class.
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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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Thank you.
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Thank you.
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Thank you.
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Thank you.
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맥락 및 배경
이 대화는 두 명의 초등학교 예비 교사인 스테판과 마그다가 과학 수업의 배치에 대해 논의하는 장면을 담고 있습니다. 그들은 학생들에게 과학을 더 흥미롭게 가르치기 위한 다양한 실험을 시도한 경험에 대해 이야기하고, 이러한 경험이 아이들에게 어떻게 긍정적인 영향을 미쳤는지를 공유합니다.
일상 대화를 위한 상위 5개 구문
- How was your placement? - 배치가 어땠나요?
- I think they found it very motivating. - 아이들이 매우 동기부여가 되었다고 생각합니다.
- That's a nice idea. - 좋은 생각이에요.
- Did all your experiments work out okay? - 모든 실험이 잘 되었나요?
- It really helps to make it a success. - 성공하는 데 정말 도움이 됩니다.
단계별 쉐도잉 가이드
어려운 대화를 효과적으로 이해하고 연습하기 위해서는 이 비디오의 내용을 영어 쉐도잉의 기법을 활용하여 정복하는 것이 중요합니다. 다음은 이 비디오에서 다루어진 내용을 바탕으로 한 단계별 가이드입니다:
- 1단계: 듣기 - 비디오를 처음 들으면서 전체적인 내용을 파악해 보세요. 이 단계에서는 단어와 표현의 의미를 이해하기보다는 대화의 분위기와 맥락을 감지하는 것이 중요합니다.
- 2단계: 반복 듣기 - 영상의 각 문장을 한 번에 한 문장씩 반복해서 들어보세요. 예를 들어, 스테판과 마그다가 각각 어떤 실험을 했는지에 대한 구체적인 내용을 집중적으로 들어봅니다.
- 3단계: 쉐도잉 연습 - 비디오를 보면서 내용을 따라 말해보세요. 유튜브 영어 공부 할 때는 발음과 억양에 주의를 기울이세요. 각 진술을 모방하며 발화 시점에 맞춰 말하는 것이 중요합니다.
- 4단계: 피드백 받기 - 자신의 발음을 녹음하여 들어보세요. 어떤 부분에서 어색한 발음이 있었는지 확인하고 수정합니다.
- 5단계: 실제 적용 - 일상적인 대화에서 이와 같은 표현을 실제로 사용해 보세요. 예를 들어, 교수나 친구와 수업에 대한 경험에 대해 이야기할 때 활용할 수 있습니다.
이러한 과정을 통해 shadow speech를 통해 학습 효율을 높일 수 있으며, IELTS 스피킹 시험 준비에도 큰 도움이 될 것입니다.
쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법
쉐도잉(Shadowing)은 원래 전문 통역사 훈련을 위해 개발된 언어 학습 기법으로, 다언어 학자인 Dr. Alexander Arguelles에 의해 대중화된 방법입니다. 핵심 원리는 간단하지만 매우 강력합니다: 원어민의 영어를 들으면서 1~2초의 짧은 지연으로 즉시 소리 내어 따라 말하는 것——마치 '그림자(shadow)'처럼 화자를 따라가는 것입니다. 문법 공부나 수동적인 청취와 달리, 쉐도잉은 뇌와 입 근육이 동시에 실시간으로 영어를 처리하고 재현하도록 훈련합니다. 연구에 따르면 이 방법은 발음 정확도, 억양, 리듬, 연음, 청취력, 말하기 유창성을 크게 향상시킵니다. IELTS 스피킹 준비와 자연스러운 영어 소통을 원하는 분들에게 특히 효과적입니다.