Shadowing Practice: Complete IELTS Band 5-6.5 - UNIT 3 - Learn English Speaking with Video
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Complete IELTS, Bands 5 to 6 .5, by Guy Brookhart and Vanessa Jakeman,
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published by Cambridge University Press.
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This recording is copyright.
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Track 10, Unit 3, Listening, Exercise 3.
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Come in.
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Hi.
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Oh, hi, Amanda.
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You've come to discuss your midterm assignment, haven't you?
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Yes, that's right.
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So, what have you decided to do?
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Well, I thought I could base my study on pronunciation
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and get students to do some self -assessment of their own pronunciation skills.
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That's interesting.
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You mean get them to record themselves.
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That's right.
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Then listen back and see where their weaknesses lie.
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Good idea.
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You could also do some peer evaluation.
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Oh, yes.
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See whether their assessment of themselves matches what their classmates think.
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Uh -huh.
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So, how are you planning to do the assignment?
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Well, I'm going to select a short extract from somewhere and ask them to read it aloud.
24
Maybe something from one of the textbooks we're reading.
25
Why don't you look up one of my lectures on the website and find a suitable extract there?
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That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.
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Oh yes, that's a much better idea.
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I'll still have to write it out though, won't I?
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Yes, I don't think you can expect them to remember it.
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Even a sentence is hard to recall.
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No, and it isn't a memory test.
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So, when I choose the extract, what features do I need to think about?
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Um, first I'd say pick something, well, something that's about a paragraph long,
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but that makes sense out of the context of the lecture.
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Right.
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A clear, well -structured passage.
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Yes, because to read something well, you've got to be able to understand it, haven't you?
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Yes.
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That might mean taking a while to make the selection.
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I guess it shouldn't consist entirely of short words.
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No, that's an obvious one.
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You need to think about what features of pronunciation you're going to focus on.
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Then make sure that your extract has examples of these.
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So, some multi -syllable words.
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Things like probably and approximately.
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Yes, some challenges.
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And then there's sentence length.
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Hmm.
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I should include some complex sentences so that the students have to show they know where to pause.
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Exactly.
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I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.
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So that they can stress things.
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Yes, particular words or phrases should stand out as significant.
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You know, we've already covered this in our classes over the weeks.
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Now, let me see.
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Is there a lecture that I could recommend for you?
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What about the one you did at the start of term on the history of English?
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Yes, you could go for that.
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It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.
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The topic's a bit dull, though.
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Uh -huh.
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I guess it's good to use something enjoyable.
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Yes, you might as well.
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You have a choice.
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So, um, the lecture on gestures and signs certainly went down well.
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I really liked that one, but I'm not sure that the content is related to what I'm doing.
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Hmm.
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Does that matter?
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OK, there's the one on intonation patterns.
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I didn't take long to put that together though.
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It might be a bit...
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The topic's certainly more closely linked to the whole area of pronunciation.
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OK.
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So, could be good.
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Just watch out in case there are too many examples or models.
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The assignment after that lecture was fun.
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What about language and rhythm?
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That was one of my mini -lectures.
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Oh, right!
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So I wouldn't have to spend too much time going through the content to find something.
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No, whereas the one on intonation patterns was a lot longer.
82
Well, you've got a few to choose from there.
83
So whatever I choose, I'll need to type it out
84
and give them a copy each and then get them to record themselves reading the paragraph aloud.
85
Yes, give them about ten minutes to prepare.
86
You can record in next Tuesday's class if you like.
87
Oh, thanks.
88
Do we have the equipment?
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That's also important, yes.
90
They could use mobile phones, couldn't they?
91
Though the sound quality may not be good on all of them.
92
Technology can be unreliable at times, but OK.
93
Well, we can also bring in some of the department's digital recorders.
94
You just need to book those in advance.
95
OK, thanks.
96
Well, good luck and let me know if you need any more help.
97
It'll certainly be interesting to look at your findings afterwards.
98
Thanks, Dr White.
99
Thank you.
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Track 10, Unit 3, Listening, Exercise 3 Come in.
101
Hi.
102
Oh, hi, Amanda.
103
You've come to discuss your midterm assignment, haven't you?
104
Yes, that's right.
105
So, what have you decided to do?
106
Well, I thought I could base my study on pronunciation.
107
and get students to do some self -assessment of their own pronunciation skills.
108
That's interesting.
109
You mean get them to record themselves.
110
That's right.
111
Then listen back and see where their weaknesses lie.
112
Good idea.
113
You could also do some peer evaluation.
114
Oh, yes.
115
See whether their assessment of themselves matches what their classmates think.
116
Uh -huh.
117
So, how are you planning to do the assignment?
118
Well, I'm going to select a short extract from somewhere and ask them to read it aloud.
119
Maybe something from one of the textbooks we're reading.
120
Why don't you look up one of my lectures on the website and find a suitable extract there?
121
That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.
122
Oh yes, that's a much better idea.
123
I'll still have to write it out though, won't I?
124
Yes, I don't think you can expect them to remember it
125
Even a sentence is hard to recall
126
No, and it isn't a memory test
127
So, when I choose the extract, what features do I need to think about?
128
Um, first I'd say pick something
129
Well, something that's about a paragraph long
130
But that makes sense out of the context of the lecture Right.
131
A clear, well -structured passage.
132
Yes, because to read something well, you've got to be able to understand it, haven't you?
133
Yes.
134
That might mean taking a while to make the selection.
135
I guess it shouldn't consist entirely of short words.
136
No, that's an obvious one.
137
You need to think about what features of pronunciation you're going to focus on.
138
Then make sure that your extract has examples of these.
139
So, some multi -syllable words, things like probably and approximately.
140
Yes, some challenges.
141
And then there's sentence length.
142
Hmm.
143
I should include some complex sentences so that the students have to show they know where to pause.
144
Exactly.
145
I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.
146
So that they can stress things.
147
Yes, particular words or phrases should stand out as significant.
148
You know, we've already covered this in our classes over the weeks.
149
Track 11, Unit 3, Listening, Exercise 6.
150
Now, let me see.
151
Is there a lecture that I could recommend for you?
152
What about the one you did at the start of term on the history of English?
153
Yes, you could go for that.
154
It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.
155
The topic's a bit dull, though.
156
Uh -huh.
157
I guess it's good to use something enjoyable.
158
Yes, you might as well.
159
You have a choice.
160
So, um, the lecture on gestures and sign certainly went down well.
161
I really liked that one, but I'm not sure that the content is related to what I'm doing.
162
Hmm, does that matter?
163
OK, there's the one on intonation patterns.
164
I didn't take long to put that together, though.
165
It might be a bit...
166
The topic's certainly more closely linked to the whole area of pronunciation.
167
OK, so could be good.
168
Just watch out in case there are too many examples or models.
169
The assignment after that lecture was fun.
170
What about language and rhythm?
171
That was one of my many lectures.
172
Oh, right.
173
So I wouldn't have to spend too much time going through the content to find something.
174
No. whereas the one on intonation patterns was a lot longer.
175
Well, you've got a few to choose from there.
176
So whatever I choose, I'll need to type it out
177
and give them a copy each and then get them to record themselves reading the paragraph aloud?
178
Yes.
179
Give them about ten minutes to prepare.
180
You can record in next Tuesday's class if you like.
181
Oh, thanks.
182
Do we have the equipment?
183
That's also important, yes.
184
They could use mobile phones, couldn't they?
185
Though the sound quality may not be good on all of them.
186
Technology can be unreliable at times, but OK.
187
Well, we can also bring in some of the department's digital recorders.
188
You just need to book those in advance.
189
OK, thanks.
190
Well, good luck and let me know if you need any more help.
191
It'll certainly be interesting to look at your findings afterwards.
192
Thanks, Dr White.
193
Thank you.
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Woordenschat en spreektips bij deze les
Deze spreekles is gebaseerd op de video “Complete IELTS Band 5-6.5 - UNIT 3”. Deze woorden komen het vaakst terug: lecture, pronunciation, extract, sentence, assignment. Deze video bevat 193 zinnen en 1553 woorden om na te spreken. Het gesproken deel duurt 11:16. De spreker praat in een gelijkmatig tempo van ongeveer 138 woorden per minuut, prettig om te shadowen. 85% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden; de rest kun je beter vooraf bekijken.
Belangrijke woorden in deze video
15 woorden uit de video die het leren waard zijn, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| lecture zelfstandig naamwoord | /ˈlɛk.t͡ʃə/ | lezing, college |
| extract zelfstandig naamwoord | /ˈɛkstɹækt/ | fragment |
| pronunciation zelfstandig naamwoord | /pɹəˌnʌn.siˈeɪ.ʃən/ | uitspraak |
| assignment zelfstandig naamwoord | /əˈsaɪn.mənt/ | toewijzing, toekenning |
| assessment zelfstandig naamwoord | /əˈsɛsmənt/ | schatting, inschatting |
| paragraph zelfstandig naamwoord | /ˈpæɹəɡɹæf/ | alinea, paragraaf |
| select werkwoord | /sɪˈlɛkt/ | uitkiezen, selecteer |
| afterwards bijwoord | /ˈæf.tɚ.wɚdz/ | nadien, achteraf |
| skill zelfstandig naamwoord | /skɪl/ | bekwaamheid, vaardigheid |
| whereas | /(h)wɛɹˈæz/ | hoewel, terwijl |
| suitable bijvoeglijk naamwoord | [ˈsjuː.tə.bɫ̩] | geschikt, passend |
| sequence zelfstandig naamwoord | /ˈsiː.kwəns/ | volgorde, reeks |
| phrase zelfstandig naamwoord | /ˈfɹeɪ̯z/ | uitspraak |
| passage zelfstandig naamwoord | /ˈpæsɪd͡ʒ/ | passage |
| evaluation zelfstandig naamwoord | /ɪˌvæljuˈeɪʃn̩/ | beoordeling, evaluatie |
Phrasal verbs die je zult horen
| Woord | Uitspraak | Betekenis |
|---|---|---|
| go down werkwoord | afdalen | |
| look up werkwoord | /ˌlʊk ˈʌp/ | opkijken |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- Maybe something from one of the textbooks we're reading.
- I'll still have to write it out though, won't I?
- I guess it shouldn't consist entirely of short words.
- Is there a lecture that I could recommend for you?
- Do we have the equipment?
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 | You've come · have you decided · we've already covered |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | was clearly sequenced |
| Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding | information which was |
Uitspraak om op te letten
De spreker gebruikt 50 samentrekkingen en verkorte vormen, zoals I'm, you've, don't. Spreek ze kort uit, zoals je ze hoort.
- De “th”-klanken: rhythm /ˈɹɪð.əm/, authentic /ɔˈθɛn.tɪk/
- De klanken “sh” en “zh”: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, intonation /ɪntəˈneɪʃən/
- Lange woorden — let op de klemtoon: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/, intonation /ɪntəˈneɪʃən/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: aloud /əˈlaʊd/, afterwards /ˈæf.tɚ.wɚdz/, whereas /(h)wɛɹˈæz/, phrase /ˈfɹeɪ̯z/, passage /ˈpæsɪd͡ʒ/
- /æ/ — opener dan de Nederlandse “e”: extract /ˈɛkstɹækt/, paragraph /ˈpæɹəɡɹæf/, afterwards /ˈæf.tɚ.wɚdz/, whereas /(h)wɛɹˈæz/, passage /ˈpæsɪd͡ʒ/
- /w/ — met ronde lippen: afterwards /ˈæf.tɚ.wɚdz/, whereas /(h)wɛɹˈæz/, sequence /ˈsiː.kwəns/, weakness /ˈwik.nɪs/
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 lecture, extract, pronunciation.
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.