Shadowing Practice: Condenser: Đề thi IELTS LISTENING (actual test)(Full part) - Learn English Speaking with Video
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1
Hi Magda, how was your placement?
2
It went really well.
3
The kids really enjoyed the science I did with them.
4
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.
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And it really shows it's hard to get any real results.
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Yes.
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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, 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 graphs in the past.
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Did all your experiments work out OK?
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Well, we had one lesson on making paper from grass.
30
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.
34
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.
39
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.
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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.
73
Thank you.
74
Thank you.
75
Thank you.
76
Thank you.
77
Thank you.
78
Thank you.
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “Condenser: Đề thi IELTS LISTENING (actual test)”. Deze woorden komen het vaakst terug: experiment, essence, plant, result. Deze video bevat 78 zinnen en 698 woorden om na te spreken. Het gesproken deel duurt 7:57. De spreker praat langzaam, ongeveer 88 woorden per minuut, zodat je tijd hebt om elke klank na te doen. 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
De 15 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| essence zelfstandig naamwoord | /ˈɛsəns/ | essentie, wezen |
| bounce werkwoord | /baʊns/ | stuiteren, ketsen |
| motivate werkwoord | /ˈmoʊ.tɪ.veɪt/ | motiveren |
| extract zelfstandig naamwoord | /ˈɛkstɹækt/ | fragment |
| container zelfstandig naamwoord | /kənˈteɪ.nəɹ/ | bak |
| graph zelfstandig naamwoord | /ɡɹæf/ | grafiek |
| inflate werkwoord | /ɪnˈfleɪt/ | opblazen |
| strainer zelfstandig naamwoord | /ˈstɹeɪnɚ/ | filter, vergiet |
| rosemary zelfstandig naamwoord | /ˈɹoʊzˌmɛəɹi/ | rozemarijn |
| drip werkwoord | /ˈdɹɪp/ | druipen |
| restless bijvoeglijk naamwoord | /ˈɹɛstlɪs/ | rusteloos |
| scarf zelfstandig naamwoord | /skɑːf/ | das, sjaal |
| pottery zelfstandig naamwoord | /ˈpɑtəɹi/ | aardewerk, vaatwerk |
| calculation zelfstandig naamwoord | /ˌkælkjuˈleɪʃn̩/ | berekening |
| glue zelfstandig naamwoord | /ɡlu/ | lijm |
Phrasal verbs die je zult horen
| Woord | Uitspraak | Betekenis |
|---|---|---|
| set up werkwoord | /ˌsɛt ˈʌp/ | bereiden, voorbereiden |
| work out werkwoord | /ˌwɝk ˈaʊt/ | uitrekenen |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- No, I'll let you do it yourself.
- Yes, I think that's always a good idea.
- It's where we put the ice.
Uitspraak om op te letten
De spreker gebruikt 13 samentrekkingen en verkorte vormen, zoals didn't, don't, wasn't. Spreek ze kort uit, zoals je ze hoort.
Klanken die Nederlandstaligen lastig vinden:
- /æ/ — opener dan de Nederlandse “e”: extract /ˈɛkstɹækt/, graph /ɡɹæf/, calculation /ˌkælkjuˈleɪʃn̩/, diagram /ˈdaɪ.ə.ɡɹæm/, grasp /ɡɹæsp/
- /g/ — een harde plofklank, geen Nederlandse “g”: graph /ɡɹæf/, glue /ɡlu/, diagram /ˈdaɪ.ə.ɡɹæm/, grasp /ɡɹæsp/
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 essence, bounce, motivate.
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.