Shadowing Practice: Cambridge IELTS 10. Test 1. Listening Section 3 - Learn English Speaking with Video
Creating lesson...
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Section 3.
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You will hear a student called John talking to a professor about a design competition he is entering.
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First, you have some time to look at questions 21 to 25.
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Now listen carefully and answer questions 21 to 25.
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Um, hello Professor.
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I'm John Wishart.
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I'm working on my entry for the Global Design Competition.
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My tutor said you might be able to help me with it.
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Ah yes, I got a copy of your drawings.
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Come in and tell me about it.
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What sort of competition is it?
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Well, it's an international design competition and we have to come up with a new design for a typical domestic kitchen appliance.
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I see.
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And are there any special conditions?
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Does it have to save energy, for example?
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Actually, that was the focus in last year's competition.
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This year's different.
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We have to adopt an innovative approach to existing technology, using it in a way that hasn't been thought of before.
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I see.
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That sounds tricky.
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And what kitchen appliance have you chosen?
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Well, I decided to choose the dishwasher.
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Interesting.
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What made you choose that?
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Well, they're an everyday kitchen appliance in most Australian houses, but they're all pretty boring and almost identical to each other.
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I think some people will be prepared to pay a little extra for something that looks different.
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That's a nice idea.
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I see you've called your design the rock pool.
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Why is that?
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Basically because it looks like the rock pools you find on a beach.
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The top is made of glass so that you can look down into it.
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And there's a stone at the bottom.
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Is that just for decoration?
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Actually, it does have a function.
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Instead of pushing a button, you turn the stone.
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So it's really just a novel way of starting the dishwasher.
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That's right.
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It's a really nice design.
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but what makes it innovative?
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Well, I decided to make a dishwasher that uses carbon dioxide.
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In place of water and detergent?
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How will you manage that?
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The idea is to pressurise the carbon dioxide so that it becomes a liquid.
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The fluid is then released into the dishwasher where it cleans the dishes all by itself.
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Sounds like a brilliant idea.
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Your system will totally do away with the need for strong detergents.
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So what happens once the dishes are clean? are clean?
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Well, to allow them to dry, the liquid carbon dioxide and the waste materials all go to an area called the holding chamber.
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That's where the liquid is depressurised and so it reverts to a gas.
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Then the oil and grease are separated out and sent to the waste system.
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It sounds like you've thought it all out very thoroughly.
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So what happens to the carbon dioxide once the process is complete?
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Not wasted, I hope.
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Actually, that's where the real savings are made.
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The carbon dioxide is sent back to the cylinder and can be used again and again.
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What a terrific idea!
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Do you think it will ever be built?
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Probably not, but that's OK.
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I'm sure a lot of positive things will come out of your design.
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Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
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Now listen and answer questions 26 to 30.
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Now you seem to have thought about everything, so what exactly did you need me to help you with?
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Well, my design has made it to the final stage of the competition
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and in a few months' time I have to give a presentation.
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And that's the part I was hoping you could help me with.
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Right, well that should be easy enough.
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What have you managed to do so far?
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Well, I've got detailed drawings to show how it will work and I've also written a five hundred word paper on it.
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I see.
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Well, if you want to stand a good chance of winning, you really need a model of the machine.
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Yes, I thought I might, but I'm having a few problems.
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What's the main difficulty so far?
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Ah, let me guess, is it the materials?
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Yes.
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I want it to look professional, but everything that's top quality is also very expensive.
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Look, projects like this are very important to us.
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They really help lift our profile.
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So why don't you talk to the university about a grant?
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Oh.
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I can help you fill out the application forms if you like.
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Oh, that would be great.
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You'd better show me this paper you've written as well.
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For a global competition such as this, you need to make sure the technical details you've given are accurate and thorough.
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Oh, that would be a great help.
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Is there anything else I can do?
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Well, I'm really nervous.
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That is the end of section three.
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You now have half a minute to check your answers.
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Now turn to section 4.
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Vocabulary and speaking notes for this lesson
This B2 speaking lesson is built on the video “Cambridge IELTS 10. Test 1. Listening Section 3”. The speaker keeps coming back to these words: design, competition, dioxide, carbon, dishwasher. This video has 89 sentences and 814 words to shadow. The speech runs for 6:25. The speaker talks at a steady 127 words per minute, a comfortable pace for shadowing. 87% of the words are among the 3,000 most common in English, so the vocabulary is easy to follow. 20 of its 89 sentences are questions, so it is good practice for question intonation and short answers.
Key vocabulary in this video
The 15 most advanced words in the video, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| dioxide noun | /daɪˈɑksaɪd/ | Any oxide containing two oxygen atoms in each molecule. |
| dishwasher noun | /ˈdɪʃˌwɑʃɚ/ | A machine for washing dishes. |
| appliance noun | /əˈplaɪ.əns/ | An implement, an instrument or apparatus designed (or at least used) as a means to a specific end, especially |
| detergent noun | /dɪˈtɜːd͡ʒənt/ | Any non-soap cleaning agent, especially a synthetic surfactant. |
| innovative adjective | /ˈɪn.əˌveɪtɪv/ | Characterized by the creation of new ideas or inventions. |
| pressurize verb | /ˈpɹɛʃəɹaɪz/ | To put (physical) pressure on; to put under pressure. |
| revert verb | /ɹɪˈvɝt/ | To throw back; to reflect; to reverberate. |
| tutor noun | /ˈtjuːtəː/ | One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction. |
| grease noun | /ɡɹis/ | Animal fat in a melted or soft state. |
| decoration noun | /ˌdɛkəˈɹeɪʃən/ | The act of adorning, embellishing, or honoring; ornamentation. |
| terrific adjective | Very strong or intense; excessive, tremendous. | |
| bore verb | /boɹ/ | To inspire boredom in somebody. |
| tricky adjective | /ˈtɹɪk.i/ | Hard to deal with, complicated. |
| thorough adjective | /ˈθʌɹoʊ/ | Painstaking and careful not to miss or omit any detail. |
| cylinder noun | /ˈsɪləndɚ/ | A surface created by projecting a closed two-dimensional curve along an axis intersecting the plane of the curve. |
Phrasal verbs you will hear
| Word | Pronunciation | Meaning |
|---|---|---|
| come up with verb | To manage to produce, deliver, or present (something) by inventing, creating, thinking of, or obtaining it. | |
| do away with verb | To abolish; to put an end to; to eliminate. | |
| fill out verb | /fɪl ˈaʊt/ | To complete a form or questionnaire with requested information. |
Sentences worth repeating
Short, complete lines from the video that you can reuse in everyday conversation:
- What made you choose that?
- How will you manage that?
- Do you think it will ever be built?
- What have you managed to do so far?
- Ah, let me guess, is it the materials?
Grammar in this video
The structures the speaker uses most, with the exact words from the video:
| Structure | In the video |
|---|---|
| Passive voice be + past participle — the focus is on what happens, not who does it | been thought · will be prepared · is made |
| Present perfect have/has + past participle — a past action that still matters now | hasn't been thought · you've called · you've thought |
Pronunciation to watch
The speaker uses 16 contractions and reduced forms, such as I'm, you've, I've. Say them the short way, as you hear them.
- The “th” sounds: thorough /ˈθʌɹoʊ/, thoroughly /ˈθʌɹ.ə.li/
- The “sh” and “zh” sounds: dishwasher /ˈdɪʃˌwɑʃɚ/, pressurize /ˈpɹɛʃəɹaɪz/, decoration /ˌdɛkəˈɹeɪʃən/
- Long words — get the stress right: innovative /ˈɪn.əˌveɪtɪv/, decoration /ˌdɛkəˈɹeɪʃən/
How to practise with this video
- Listen to the whole video once without speaking and note the words you do not know.
- Shadow it sentence by sentence at normal speed, repeating each one until your rhythm matches the speaker.
- Record yourself and compare with the original, paying attention to words like dioxide, dishwasher, appliance.
What is the Shadowing Technique?
Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.