Shadowing Practice: 20 Test Practice Track 03 - Learn English Speaking with Video

Test practice track 3.

You will hear a university lecturer giving a talk about teaching physics to children.

First, you will have some time to look at questions 1 to 10.

Now listen carefully and answer questions 1 to 10.

Good afternoon, everyone.

We've been looking at different ways that, as teachers, you can make science fun in the classroom.

And today I'm going to be talking about physics.

Now the concepts of physics can be very difficult for children to understand, but they can also be really fun.

So I'm going to describe a few experiments that will show children not only how exciting, but also how useful physics can be.

The first experiment is based on what's known as the Brazil nut effect.

It came about because physicists wondered why, when you open a container of mixed nuts, the largest Brazil nuts always seem to end up at the top.

The great thing is that to demonstrate what's happening, you don't need a lot of equipment.

Just a glass jar with a lid, a marble, so just a normal glass marble that children typically play with, and some sand.

Just enough to fill the jar about three quarters full, and so there's still room for it to move about easily.

Then you put the marble into the jar, put on the lid and shake it vigorously.

Now before you show the results, ask your students to try and predict what will happen to the marble as you shake the jar.

They're likely to make the same initial assumption as the physicists, which is that because the marble is heavier,

it will sink down and end up at the bottom of the jar

but in fact no matter how hard you shake it the marble will remain at

or near the top that's

because with a granular mixture like this the largest particles always end up on top when you shake it

now it always helps to increase interest in science

if you can show it has a real -world application

and in this case it's proven to be very important in the field of healthcare,

because scientists realise that if a patient is given medication in a powdered form, and it's made up of components of different densities,

then those individual components may not mix together very evenly in the bottle.

So they're now very careful to take this into account.

Okay, our second experiment is the unpoppable balloon.

This one is always fun.

It requires an inflated balloon, a pin, and, the secret ingredient, a piece of sticky tape,

which you're going to secretly apply to the side of the balloon.

So don't show the students you've done this.

Again, it's best to invite your class to predict the results.

So hold up the balloon and the pin and ask them what will happen when you stick it in the balloon.

They'll no doubt tell you that there'll be a very loud bang.

However, if you stick the pin into your specially prepared section, to their surprise, rather than bursting,

the air will leak out very quietly and slowly, and you can tell your students that when a balloon does burst,

it does so faster than the speed of sound, creating a sonic boom.

In the real world, this principle is used to test out the limits of different materials

and to see just how elastic they are and how much stress can be put on them.

The final experiment I want to recommend is great for demonstrating momentum and I call this one the arm engine.

To do this experiment, you're going to need a chair that can swivel or rotate as well as some small hand weights.

Get one of your students to sit on the chair holding the weights in their hands.

Then ask another student to spin the chair as fast as they can.

I'm sure your students will love the results of this one because they'll find that, depending on how they hold the weights,

the students sitting in the chair will be able to alter their own speed.

So when they hold the weights out and make themselves as wide as possible, they'll slow right down.

But if they make themselves smaller, with the weights tucked right in next to their body,

they'll be amazed to see that they can accelerate and start to spin faster again all by themselves.

The whole class is sure to want to try it out.

When it comes to the real -world application, tell your students that they can observe this principle at work from watching the ice skating at the Winter Olympics.

They'll see how the competitors manage to spin incredibly fast just by tucking their hands in really close to their body.

So these are just a few ideas for teaching physics.

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Shadowing is een wetenschappelijk onderbouwde taalleermethode die oorspronkelijk is ontwikkeld voor professionele tolkentraining en gepopulariseerd door polyglot Dr. Alexander Arguelles. De methode is eenvoudig maar krachtig: je luistert naar native Engelse audio en herhaalt het onmiddellijk hardop — als een schaduw die de spreker volgt met slechts 1–2 seconden vertraging. In tegenstelling tot passief luisteren of grammaticadrills, dwingt shadowing je hersenen en mondspieren om echte spraakpatronen tegelijkertijd te verwerken en te reproduceren. Onderzoek toont aan dat het de uitspraaknauwkeurigheid, intonatie, ritme, verbonden spraak, luisterbegrip en spreekvaardigheid aanzienlijk verbetert — waardoor het een van de meest effectieve methoden is voor IELTS Speaking-voorbereiding en echte Engelse communicatie.

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Shadowing Practice: 20 Test Practice Track 03 - Learn English Speaking with Video

Track 03b

25 Audio Track

Track 07a

35 Audio Track

15 Audio Track

09 Test Practice Track 02

Track 18

Track 16 2

Track 15a

Track 09a

44 Audio Track

38 Audio Track

21 Audio Track

33 Normalisation In Written English

28 Relative Clauses

16 The Noun Phrase

14 ADJectives And Adverbs

10 Countable And Uncountable Nouns

07 Past Tenses 02

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