Shadowing Practice: Cambridge 16 Test 1 Section 3 LIstening - Learn English Speaking with Video
Les maken...
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Part 3.
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You will hear two students called Jess and Tom discussing their art projects.
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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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How are you getting on with your art project, Tom?
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OK.
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Like, they gave us the theme of birds to base our project on, and I'm not really all that interested in wildlife, but I'm starting to get into it.
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I've pretty well finished the introductory stage.
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So have I.
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When they gave us all those handouts with details of books and websites to look at, I was really put off But the more I read,
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the more interested I got Me too I found I could research so many different aspects of birds in art Colour,
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movement, texture So I was looking forward to the bird park visit What a letdown It poured with rain
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and we hardly saw a single bird Much less used than the trip to the Natural History Museum.
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Yeah.
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I liked all the stuff about evolution there.
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The workshop sessions with Dr Fletcher were good too, especially the brainstorming sessions.
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Ah, I missed those because I was ill.
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I wish we could have seen the projects last year's students did.
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Hmm, I suppose they want us to do our own thing, not copy.
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Have you drafted your proposal yet?
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Yes, but I haven't handed it in.
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I need to amend some parts.
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I've realised the notes from my research are almost all just descriptions.
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I haven't actually evaluated anything, so I'll have to fix that.
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Oh, I didn't know we had to do that.
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I'll have to look at that too.
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Did you do a timeline for the project?
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Yes, and a mind map.
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Yeah, so did I.
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I quite enjoyed that.
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But it was hard having to explain the basis for my decisions in my action plan.
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What?
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You know, give a rationale.
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I didn't realise we had to do that.
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Okay, I can add it now.
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And I've done the video diary presentation and worked out what I want my outcome to be in the project.
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Someone told me it's best not to be too precise about your actual outcome at this stage, so you have more scope to explore your ideas later on.
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So I'm going to go back to my proposal to make it a bit more vague.
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Really?
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Okay, I'll change that too then.
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Before you hear the rest of the discussion, 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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One part of the project I'm unsure about is where we choose some paintings of birds
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and say what they mean to us.
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Like, I chose a painting of a falcon by Landseer.
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I like it because the bird's standing there with his head turned to one side, but he seems to be staring straight at you.
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But I can't just say it's a bit scary, can I?
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Hmm.
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You could talk about the possible danger suggested by the bird's look.
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Oh, OK.
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There's a picture of a fishhawk by Audubon I like.
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It's swooping over the water with a fish in its talons
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And with great black wings which take up most of the picture
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So you could discuss it in relation to predators and food chains?
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Well, actually, I think I'll concentrate on the impression of rapid motion it gives Right Do you know
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that picture of a kingfisher by Van Gogh?
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It's perching on a reed growing near a stream Yes, it's got these beautiful blue and red and black shades I've actually chosen it
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because I saw a real kingfisher once
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when I was little I was out walking with my grandfather and I've never forgotten it Oh, so we can use a personal link?
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Sure OK
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there's a portrait called william wells i can't remember the artist
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but it's a middle -aged man who's just shot a bird
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and his expression
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and the way he's holding the bird in his hand suggests
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he's not sure about what he's done to me it's about
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how ambiguous people are in the way they exploit the natural
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world interesting there's gogan's picture via amati he did it in
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tahiti It's a woman with a white bird behind her
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that is eating a lizard
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And what I'm interested in is what idea this bird refers
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to Apparently it's a reference to the never -ending cycle of existence Wow!
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I chose a portrait of a little boy,
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Giovanni de' Medici He's holding a tiny bird in one fist I like the way he's holding it carefully
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so he doesn't hurt it Ah, right!
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That is the end of part three.
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You now have half a minute to check your answers to part three.
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “Cambridge 16 Test 1 Section 3 LIstening”. Deze woorden komen het vaakst terug: bird, project, picture, questions, holding. Deze video bevat 76 zinnen en 802 woorden om na te spreken. Het gesproken deel duurt 6:11. De spreker praat in een gelijkmatig tempo van ongeveer 130 woorden per minuut, prettig om te shadowen. Slechts 80% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is pittig.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| kingfisher zelfstandig naamwoord | /ˈkɪŋˌfɪʃə/ | ijsvogel |
| brainstorming zelfstandig naamwoord | brainstorm | |
| handout zelfstandig naamwoord | /ˈhændˌaʊt/ | handout, hand-out |
| introductory bijvoeglijk naamwoord | /ˌɪntɹəˈdʌktəɹi/ | inleidend |
| rationale zelfstandig naamwoord | /ˌɹæʃ.əˈnæl/ | ratio |
| amend werkwoord | /əˈmɛnd/ | verbeteren, corrigeren |
| ambiguous bijvoeglijk naamwoord | /æmˈbɪɡ.ju.əs/ | meerduidig, dubbelzinnig |
| lizard zelfstandig naamwoord | /ˈlɪzɚd/ | hagedis |
| predator zelfstandig naamwoord | /ˈpɹɛd.ə.tɚ/ | roofdier n roofvis, predator |
| falcon zelfstandig naamwoord | /ˈfælkən/ | valk |
| exploit zelfstandig naamwoord | /ˈɛksplɔɪt/ | heldendaad |
| vague bijvoeglijk naamwoord | /veɪɡ/ | vaag |
| fist zelfstandig naamwoord | /fɪst/ | vuist |
| stare werkwoord | /stɛɚ/ | staren |
| texture zelfstandig naamwoord | /ˈtɛkst͡ʃə(ɹ)/ | textuur |
Phrasal verbs die je zult horen
| Woord | Uitspraak | Betekenis |
|---|---|---|
| get on with werkwoord | aan de gang gaan met, doorgaan | |
| look forward to werkwoord | uitkijken naar, zich verheugen op | |
| work out werkwoord | /ˌwɝk ˈaʊt/ | uitrekenen |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- I've pretty well finished the introductory stage.
- Have you drafted your proposal yet?
- Yes, but I haven't handed it in.
- I'll have to look at that too.
- Did you do a timeline for the project?
Uitspraak om op te letten
De spreker gebruikt 21 samentrekkingen en verkorte vormen, zoals I'm, I've, I'll. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: kingfisher /ˈkɪŋˌfɪʃə/, rationale /ˌɹæʃ.əˈnæl/, workshop /ˈwɝk.ʃɑp/, shade /ʃeɪd/
- Lange woorden — let op de klemtoon: introductory /ˌɪntɹəˈdʌktəɹi/, ambiguous /æmˈbɪɡ.ju.əs/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: amend /əˈmɛnd/, lizard /ˈlɪzɚd/, vague /veɪɡ/, reed /ɹiːd/, shade /ʃeɪd/
- /æ/ — opener dan de Nederlandse “e”: handout /ˈhændˌaʊt/, rationale /ˌɹæʃ.əˈnæl/, ambiguous /æmˈbɪɡ.ju.əs/, falcon /ˈfælkən/
- /g/ — een harde plofklank, geen Nederlandse “g”: ambiguous /æmˈbɪɡ.ju.əs/, vague /veɪɡ/
Zo oefen je met deze video
- Luister de hele video één keer zonder te spreken en noteer de woorden die je niet kent.
- Spreek zin voor zin na op normale snelheid en herhaal elke zin tot je ritme gelijk is aan dat van de spreker.
- Neem jezelf op en vergelijk met het origineel; let daarbij op woorden als kingfisher, brainstorming, handout.
Wat is de Shadowing-techniek?
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.