Shadowing Practice: Which TWO points did students most frequently make about their musical background before PART 3 - Learn English Speaking with Video
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Part 3.
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You will hear two music students discussing the results of a survey they have done.
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First, you have some time to look at questions 21 to 26.
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Now listen carefully and answer questions 21 to 26.
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So, Gareth, we need to organise the findings from our survey or music students for the final presentation.
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Yes, Lorna.
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I think we've got some very interesting results.
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Obviously, we need to start by saying
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that we interviewed all the third-year students doing a music degree and state the objective of our research project, that is, to find out about their attitudes to performing.
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And then we should talk about the students' musical backgrounds before coming to university.
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The most important points to make are
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that although most people have actually composed music during the course
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that wasn't the case when they arrived
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and the other thing they had in common was the piano
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well they'd had access to a piano at some point
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but not all had studied it formally i thought the most interesting finding was
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that before coming here almost everyone was involved in a chamber orchestra
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or band or singing in a choir and playing in front of live audiences but varying enormously in size.
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Some had only played in tiny venues.
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I think it's worth saying that.
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OK.
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And as you might expect from people wanting to study music, they all had a degree of proficiency in at least two instruments.
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But in most cases, one of the instruments was dominant.
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Right.
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We need to talk about attitudes to music practice.
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The most striking thing here is
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that even students who you'd expect to practice for hours every
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day until they get it perfect say it's being terrified of failing that really makes them practice.
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I know I'm the same.
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Me too.
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It's interesting what was said about practicing alone.
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Some people preferred that because they could focus more on their weak points.
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But that wasn't a majority view.
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What most of them agree on is that there's nothing more rewarding than mastering something that's really hard to learn.
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That's right.
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OK, after that we should talk a bit about the pieces that students select for assessed performances.
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There wasn't quite so much consensus on this, was there?
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A few people prefer to do pieces which are relatively unknown, while others choose the ones they think will show off their technical ability.
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But they were in the minority.
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I think the first thing to say is
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that a high percentage said they would always try to learn their pieces by heart, because it's too easy to get lost if you're trying to read and play when you're nervous.
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OK.
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And quite a lot of them said it helps to listen to other people playing your chosen piece, preferably recordings but even just other students
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before you hear the rest of the discussion you have some time to look at questions 27 to 30
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Now listen and answer questions 27 to 30.
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So finally, we need to look at the findings for students' attitudes to performing.
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We should point out that this includes informal and formal public performances, as well as assessed ones.
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Yes, that's important.
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I expected to find that performing solo would make students very nervous, but in fact that isn't the case.
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They do find it hugely challenging to start with, but they appreciate the challenge and find it stimulating.
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Right.
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I was surprised by what students said about deciding which pieces to perform.
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I thought they'd all say this was easy.
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For me, it's always been quite straightforward.
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Which pieces do I like best?
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And which pieces can I play well?
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And my repertoire is quite limited anyway.
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But the most commonly cited answer was that it took them ages to make their minds up.
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I suppose it's because there are so many factors involved.
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You need to consider your audience, the venue, the time available to learn the piece, especially if it's complicated.
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You need to think about all these things, and you can't do that in a hurry.
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That's true.
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Then there's performing with musicians from a different genre, like a classical musician playing with a jazz group.
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That can really be fun.
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But most of the music students had never even considered it.
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Right.
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For performing with musicians who play the same instrument, almost everyone put the same thing.
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Yes, they all said it was incredibly helpful, and not at all intimidating, which says a lot for the department's ethos.
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Yes, that's a good point.
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Okay, what I think we should sort out now...
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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Woordenschat en spreektips bij deze les
Deze spreekles op niveau B2 is gebaseerd op de video “Which TWO points did students most frequently make about their musical background before PART 3”. Deze woorden komen het vaakst terug: students, piece, performing, questions, musician. Deze video bevat 75 zinnen en 775 woorden om na te spreken. Het gesproken deel duurt 8:18. De spreker praat langzaam, ongeveer 93 woorden per minuut, zodat je tijd hebt om elke klank na te doen. 86% 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 14 moeilijkste woorden uit de video, met uitspraak en betekenis:
| Woord | Uitspraak | Betekenis |
|---|---|---|
| musician zelfstandig naamwoord | /mjuˈzɪʃən/ | muzikant, muzikante |
| assess werkwoord | /əˈsɛs/ | beoordelen, evalueren |
| compose werkwoord | /kəmˈpəʊz/ | samenstellen |
| intimidate werkwoord | /ɪnˈtɪmɪdeɪt/ | intimideren, inschuchteren |
| proficiency zelfstandig naamwoord | /pɹəˈfɪʃənsi/ | competentie, vakkundigheid |
| repertoire zelfstandig naamwoord | /ˈɹɛp.əɹ.twɑɹ/ | repertoire |
| stimulate werkwoord | /ˈstɪm.jəˌleɪt/ | stimuleren, aansporen |
| preferably bijwoord | /ˈpɹɛf.ɹəˌbli/ | bij voorkeur |
| straightforward bijvoeglijk naamwoord | /ˌstɹeɪtˈfɔː(ɹ)wə(ɹ)d/ | makkelijk, eenvoudig |
| choir zelfstandig naamwoord | /kwaɪɚ/ | koor |
| orchestra zelfstandig naamwoord | /ˈɔː.kɪs.tɹə/ | orkest |
| formally bijwoord | /ˈfɔː.mə.li/ | formeel |
| consensus zelfstandig naamwoord | /kənˈsɛnsəs/ | consensus, eensgezindheid |
| genre zelfstandig naamwoord | /ˈ(d)ʒɑnɹə/ | genre |
Phrasal verbs die je zult horen
| Woord | Betekenis |
|---|---|
| point out werkwoord | aanwijzen, aanduiden |
| show off werkwoord | zich aanstellen, pronken met |
Zinnen om te herhalen
Korte, volledige zinnen uit de video die je in alledaagse gesprekken kunt gebruiken:
- I think we've got some very interesting results.
- I think it's worth saying that.
- I know I'm the same.
- I thought they'd all say this was easy.
- Which pieces do I like best?
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 | have done · have actually composed · it's always been |
| Lijdende vorm be + voltooid deelwoord — het gaat om wat er gebeurt, niet om wie het doet | was involved · was said |
| Betrekkelijke bijzinnen who / which + zin — extra informatie over een persoon of ding | students who you · pieces which are |
Uitspraak om op te letten
De spreker gebruikt 12 samentrekkingen en verkorte vormen, zoals wasn't, they'd, you're. Spreek ze kort uit, zoals je ze hoort.
- De klanken “sh” en “zh”: musician /mjuˈzɪʃən/, proficiency /pɹəˈfɪʃənsi/, genre /ˈ(d)ʒɑnɹə/
- Lange woorden — let op de klemtoon: intimidate /ɪnˈtɪmɪdeɪt/, proficiency /pɹəˈfɪʃənsi/
Klanken die Nederlandstaligen lastig vinden:
- Stemhebbende eindmedeklinker — /b/, /d/, /g/, /z/, /v/ niet verscherpen: compose /kəmˈpəʊz/, bind /ˈbaɪ̯nd/, straightforward /ˌstɹeɪtˈfɔː(ɹ)wə(ɹ)d/
- /w/ — met ronde lippen: repertoire /ˈɹɛp.əɹ.twɑɹ/, straightforward /ˌstɹeɪtˈfɔː(ɹ)wə(ɹ)d/, choir /kwaɪɚ/
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 musician, assess, compose.
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.