Shadowing Practice: Complete Ielts 4 5 WB Unit 9 track 20 21 - Learn English Speaking with Video
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Unit 9, Track 20 Hello, Joe.
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Come in and take a seat.
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I wanted to talk to you about your essay on weather control.
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Right.
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What did you think?
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Well, let's start by looking at your introduction.
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You say that global warming is causing extreme weather conditions around the world.
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That's right, isn't it?
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Well, you need to be careful here.
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Yes, there is a lot of evidence that this is the case, but the issue is still controversial.
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You need to specify that many experts believe this is the case, rather than saying this is how it is.
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OK.
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Then you look at the issues surrounding extreme weather, erm, and how it has a negative effect in some countries.
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I was worried that that section was a bit disorganized.
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No, not at all.
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It's very good.
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But I was slightly surprised when, in the same paragraph, you mentioned an advantage of extreme weather.
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Not the right place for it?
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Not really, no. In fact, I would question the need to put it there at all.
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At one point you're talking about droughts,
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hurricanes, floods, etc. And then suddenly you're talking about people being able to sunbathe on the beach in January.
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Ah, I see what you mean.
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I think I was going to elaborate on that, add more information, but I guess I forgot to do so.
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Okay.
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Then there's the section on weather control programs.
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'This made interesting reading, but your ideas didn't really lead on from each other.'
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Did you write a plan before you did this?
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Err.. no. Well, you really ought to.
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Here's an example.
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You talk about experiments to control hurricanes.
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Then you write about rain making experiments.
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And then for no apparent reason you go back to talking about hurricane control.
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So, a bit messy?
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A bit, yes.
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Next you go on to talk about something called cloud seeding.
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Great, you gave a good, clear explanation about what cloud seeding is, that it's a way of using science and chemistry to make clouds produce rain
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and you give some examples of where it's been used.
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So that section's alright?
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Ah, well, listen to this.
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The chemical silver nitrate is introduced into clouds to encourage them to produce rain.
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silver nitrate Oh, that was careless.
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I meant silver iodide.
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Exactly.
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I would hate to think what might happen if you started firing silver nitrate into clouds.
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Ha!
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Ha!
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Okay.
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Finally, the conclusion.
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I always have problems with the conclusion.
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I never really know what to say.
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Well, you summarise your main points and give a few opinions, which is great.
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But you then start talking about environmental systems.
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This was not only in the wrong place, but I couldn't see where it fitted in with the rest of the essay generally.
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Right, so there's a bit of room for improvement then.
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Unit 9, Track 21.
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Alright, let's go back to the section in your essay on cloud seeding.
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Apart from your silver nitrate, silver iodide mistake, you've missed a few bits out. Have I?
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I'm afraid so.
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What I'd like you to do is talk me through the process of cloud seeding, what it involves and so on.
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And I'll stop you if you've forgotten something.
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Okay?
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Fine.
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Well, first of all, silver nitri - er, iodide, is fired into the cloud from the ground using a rocket.
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Good And you could mention that sometimes it's dropped from above by aircraft.
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Right.
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And this is the first stage, the primary stage, which is called static seeding.
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The silver iodide causes a chemical reaction with the tiny water drops in the cloud and they freeze.
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Okay, so you've got millions of tiny ice particles because the water droplets in the cloud freeze.
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What happens next?
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Next, there's a process called rhyming.
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R -I -M -I -N -G.
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That's when the ice particles, well, they join up to form bigger pieces of ice, and when they're heavy enough,
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they fall from the sky.
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Good and then Well, as they fall, they turn to rain or snow, And, uh...
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Well, that's it, isn't it?
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Well, usually, yes, but you've mentioned that there's a first stage, a primary stage, so surely you should have mentioned...
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Oh, the secondary stage!
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Which is known as?
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Dynamic seeding, of course.
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How could I have left that bit out?
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Let me think.
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Okay, so the water droplets turn to ice and...
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Uh...
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What happens when water freezes, when anything freezes for that matter?
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Something that may seem surprising?
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Oh, of course.
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It releases heat.
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Mm -hmm, exactly.
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It releases heat.
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And what can happen to a cloud when freezing water inside it does this?
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The cloud gets bigger and contains even more moisture.
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Exactly.
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And not only do they become bigger, but they also...
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They, uh...
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Produce storms.
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No, hang on, that's not right.
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They last longer, that's it.
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Right.
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They last longer.
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Which means they can be seeded again to produce even more rain.
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “Complete Ielts 4 5 WB Unit 9 track 20 21”. Deze woorden komen het vaakst terug: cloud, silver, seeding, rain, weather. Deze video bevat 100 zinnen en 828 woorden om na te spreken. Het gesproken deel duurt 6:25. De spreker praat in een gelijkmatig tempo van ongeveer 129 woorden per minuut, prettig om te shadowen. 83% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken. 15 van de 100 zinnen zijn vragen, dus het is goede oefening voor vraagintonatie en korte antwoorden.
Belangrijke woorden in deze video
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| freeze werkwoord | /ˈfɹiːz/ | bevriezen |
| nitrate zelfstandig naamwoord | /ˈnaɪˌtɹeɪt/ | nitraat |
| hurricane zelfstandig naamwoord | /ˈhʌɹɪkeɪn/ | orkaan |
| droplet zelfstandig naamwoord | /ˈdɹɑplət/ | druppeltje |
| particle zelfstandig naamwoord | /ˈpɑɹtək(ə)l/ | deeltje, partikel |
| summarize werkwoord | /ˈsʌməˌɹaɪz/ | samenvatten, opsommen |
| sunbathe werkwoord | /ˈsʌnbeɪð/ | zonnebaden, zonnen |
| rhyme zelfstandig naamwoord | /ɹaɪm/ | rijmwoord, rijm |
| careless bijvoeglijk naamwoord | /kɛɹ.ləs/ | onvoorzichtig, onbedachtzaam |
| specify werkwoord | /ˈspɛs.əˌfaɪ/ | specificeren |
| surround werkwoord | /səˈɹaʊnd/ | omgeven, omringen |
| messy bijvoeglijk naamwoord | /ˈmɛsi/ | wanordelijk, chaotisch |
| moisture zelfstandig naamwoord | /ˈmɔɪs.t͡ʃɚ/ | vocht |
| drought zelfstandig naamwoord | /ˈdɹaʊ̯t/ | droogte |
| paragraph zelfstandig naamwoord | /ˈpæɹəɡɹæf/ | alinea, paragraaf |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- What did you think?
- Did you write a plan before you did this?
- How could I have left that bit out?
Grammatica in deze video
De structuren die de spreker het meest gebruikt, met de exacte woorden uit de video:
| Structuur | In de video |
|---|---|
| Present perfect have/has + voltooid deelwoord — iets uit het verleden dat nu nog telt | it's been · you've missed · you've forgotten |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | is introduced · is fired · is called |
| Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding | opinions, which is · stage, which is |
Uitspraak om op te letten
De spreker gebruikt 14 samentrekkingen en verkorte vormen, zoals you've, isn't, you're. Spreek ze kort uit, zoals je ze hoort.
- Lange woorden — let op de klemtoon: disorganized /dɪsˈɔːɡənaɪzd/, elaborate /ɪˈlæb.ə.ɹeɪt/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: freeze /ˈfɹiːz/, iodide /ˈɑɪ.əˌdɑɪd/, disorganized /dɪsˈɔːɡənaɪzd/, summarize /ˈsʌməˌɹaɪz/, surround /səˈɹaʊnd/
- /æ/ — opener dan de Nederlandse “e”: paragraph /ˈpæɹəɡɹæf/, static /ˈstæt.ɪk/, elaborate /ɪˈlæb.ə.ɹeɪt/
- /g/ — een harde plofklank, geen Nederlandse “g”: disorganized /dɪsˈɔːɡənaɪzd/, paragraph /ˈpæɹəɡɹæf/
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 freeze, nitrate, hurricane.
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.