Shadowing Practice: Self-Access Centre | IELTS LISTENING TEST | SECTION-3 - Learn English Speaking with Video
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You will hear the director of studies in an English language centre and a student representative talking about their self-access centre.
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First, you have some time to look at questions 21 to 24.
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Thank you.
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Hi, Yun.
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As you know, I've asked you here today to discuss the future of our self-access centre.
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We have to decide what we want to do about this very important resource for our English language students.
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So, can you tell me what the students think about this?
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Well, from the student's point of view, we would like to keep it.
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The majority of students say that they enjoy using it because it provides a variation on the classroom routine,
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and they see it as a pretty major component of their course.
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But we would like to see some improvements to the equipment, particularly the computers there aren't enough for one each at the moment
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and we always have to share well yes the teachers agree
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that it is a very valuable resource but one thing we have noticed is
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that a lot of the students are using it to check
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their personal emails we don't want to stop you students using it
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but we think the computers should be used as a learning resource not for emails some of us also think
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that we could benefit a lot more by relocating the self-access
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centre to the main university library building how do you think the students would feel about
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that yun well the library is big enough to incorporate the self-access centre
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but it wouldn't be like a class activity anymore
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Our main worry would be not being able to go to a teacher for advice.
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I'm sure there would be plenty of things to do, but we really need teachers to help us choose the best activities.
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Well, there would still be a teacher present, and he or she would guide the activities of the students.
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We wouldn't just leave them to get on with it.
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Yes, but I think the students would be much happier keeping the existing set up.
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They really like going to the self-access centre with their teacher and staying together as a group to do activities.
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If we could just improve the resources and facilities, I think it would be fine.
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Is the cost going to be a problem?
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It's not so much the expense that I'm worried about, and we've certainly got room to do it,
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but it's the problem of timetabling a teacher to be in there outside class hours.
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If we're going to spend a lot of money on equipment and resources, we really need to make sure that everything is looked after properly.
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Anyway, let's make some notes to see just what needs doing to improve the centre.
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Before you hear the rest of the conversation, you have some time to look at questions 25 to 30.
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now listen and answer questions 25 to 30 Now, what about the computers?
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I think it might be a good idea to install some new models.
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They would take up a lot less room, and so that would increase the workspace for textbooks and so on.
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That would be great.
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It is a bit cramped in there at times.
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What about other resources?
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Do you have a list of things that the students would like to see improved?
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Yes, one of the comments that students frequently make is
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that they find it difficult to find materials that are appropriate for their level, especially reading resources.
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So I think we need to label them more clearly.
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Well, that's easy enough.
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We can get that organised very quickly. In fact, I think we should review all of the study resources as some of them are looking a bit out of date.
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Definitely.
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The CD section especially needs to be more current.
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I think we should get some of the ones that go with our latest course books and also make multiple copies.
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Good.
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Now, I was also thinking about some different materials that we haven't got in there at all.
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What do you think of the idea of introducing some workbooks?
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If we break them up into separate pages
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and laminate them they'd be a great resource the students could study the main course book in class
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and then do follow-up practice in the self-access center
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that sounds good okay now finally we need to think about
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how the room is used I'll have to talk to the teachers
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and make sure we can all reach some agreement on a timetable to supervise the center after class
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but we also need to think about security too especially if we're going to invest in some new equipment.
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Um, what about putting in an alarm?
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Good idea.
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The other thing I'd like to do is talk to our technicians
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and see whether we could somehow limit the access to email.
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I really don't want to see that resource misused.
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What about if we agree to only use it before and after class?
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Yes, that would be fine.
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Okay, anyway, that's great for now.
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We'll discuss it further when we've managed to...
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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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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “Self-Access Centre”. Deze woorden komen het vaakst terug: student, resource, teacher, centre, access. Deze video bevat 69 zinnen en 877 woorden om na te spreken. Het gesproken deel duurt 6:22. De spreker praat in een gelijkmatig tempo van ongeveer 138 woorden per minuut, prettig om te shadowen. 91% van de woorden hoort bij de 3.000 meest gebruikte Engelse woorden, dus de woordenschat is goed te volgen.
Belangrijke woorden in deze video
De 9 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| timetable zelfstandig naamwoord | /ˈtaɪmˌteɪbəl/ | rooster, lesrooster |
| laminate werkwoord | /ˈlæmɪneɪt/ | lamineren |
| supervise werkwoord | /ˈsuː.pə.vaɪz/ | toezien, besturen |
| technician zelfstandig naamwoord | /tɛkˈnɪʃən/ | technicus, technieker |
| textbook zelfstandig naamwoord | /ˈtɛkst.bʊk/ | studieboek, handboek |
| incorporate werkwoord | /ɪŋˈkɔɹ.pɚ.eɪt/ | inbouwen, inlijven |
| variation zelfstandig naamwoord | /ˌvɛəɹiˈeɪʃn̩/ | afwisseling, variatie |
| install werkwoord | /ɪnˈstɔl/ | installeren, aansluiten |
| classroom zelfstandig naamwoord | /ˈklɑːsɹʊm/ | klaslokaal |
Phrasal verbs die je zult horen
| Woord | Uitspraak | Betekenis |
|---|---|---|
| get on with werkwoord | aan de gang gaan met, doorgaan | |
| set up werkwoord | /ˌsɛt ˈʌp/ | bereiden, voorbereiden |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- What do you think of the idea of introducing some workbooks?
- I really don't want to see that resource misused.
- We'll discuss it further when we've managed to...
Uitspraak om op te letten
De spreker gebruikt 17 samentrekkingen en verkorte vormen, zoals don't, I'm, we're. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: technician /tɛkˈnɪʃən/, variation /ˌvɛəɹiˈeɪʃn̩/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: supervise /ˈsuː.pə.vaɪz/, misuse /mɪsˈjuːz/
- /w/ — met ronde lippen: workbook /ˈwɝk.bʊk/, workspace /ˈwɝkˌspeɪs/
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 timetable, laminate, supervise.
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.