Shadowing Practice: Cambridge IELTS 18 Test 2 Section 4 - Learn English Speaking with Video
Creating lesson...
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Part 4 You will hear a student on a fashion design course giving a talk about the history of pockets.
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First you have some time to look at questions 31 to 40.
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Thank you.
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Now listen carefully and answer questions 31 to 40.
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Good morning.
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Now, we've been asked to choose an aspect of European clothing or fashion and to talk about its development over time.
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I decided to focus on a rather small area of clothing, and that's pockets.
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I chose pockets for two reasons, really.
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We all have them in jeans, jackets, coats, for example, and even though we often carry bags or briefcases as well,
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nothing is quite as convenient as being able to pop your phone or credit card into your pocket it.
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Yet, I suspect that other than that, people don't really think about pockets too much, and they're rather overlooked as a fashion item.
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It's certainly very interesting to go back in time and see how pockets developed for men and women.
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In the 18th century, fashions were quite different from the way they are now, and pockets were too.
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If we think about male fashion first, that was the time when suits became popular.
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Trousers were knee-length only and referred to as breeches.
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The waistcoats were short and the jackets were long.
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But all three garments were lined with material and pockets were sewn into this cloth by whichever tailor the customer used.
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The wearer could then carry small objects such as pencils
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or coins on their person and reach them through a gap in the lining.
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Coat pockets became increasingly decorative on the outside for men who wanted to look stylish,
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but they were often larger but plainer if the wearer was someone with a profession who needed to carry medical instruments,
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a doctor or physician, for example.
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The development of women's pockets was a little different.
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For one thing, they weren't nearly as visible or as easy to reach as men's.
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In the 18th and 19th centuries, women carried numerous possessions on their person,
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and some of these could be worth a lot of money.
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Women were more vulnerable to theft, and wealthy women, in particular, worried constantly about pickpockets.
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So, what they did was to have a pair of pockets made that were tied together with string.
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The pockets were made of fabric, which might be recycled cloth if the wearer had little money, or something more expensive, such as linen,
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sometimes featuring very delicate embroidery.
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Women tied the pockets around their waist, so that they hung beneath their clothes.
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Remember, skirts were long then, and there was plenty of room to hide a whole range of small possessions between the layers of petticoats
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that were commonly worn.
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They would have an opening in the folds of their skirts, through which they could reach whatever they needed, like their perfume.
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Working women, of course, also needed to carry around items
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that they might use for whatever job or trade they were involved in, but their pairs of pockets still remained on the inside of their clothing.
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They just got bigger or longer, sometimes reaching down to their knees.
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So, the tie-on pockets went well into the nineteenth century,
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and only changed when fashion altered towards the end of that period.
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That's when dresses became tighter and less bulky, and the pairs of pockets became very noticeable.
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They stood out too much and detracted from the woman's image.
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Women who had been used to carrying around a range of personal possessions and still wanted to,
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needed somewhere to carry these items about their person.
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That was when small bags, or pouches as they were known, came into fashion, and of course,
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they inevitably led onto the handbag of more modern times, particularly when fashion removed pockets altogether.
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That is the end of part four.
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You now have one minute to check your answers to part four.
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Thank you.
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Thank you.
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you would now have 10 minutes to transfer your answers to the listening answer sheet.
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Vocabulary and speaking notes for this lesson
This B2 speaking lesson is built on the video “Cambridge IELTS 18 Test 2 Section 4”. The speaker keeps coming back to these words: pocket, fashion, carry, became, answer. This video has 50 sentences and 670 words to shadow. The speech runs for 7:01. The speaker talks slowly, about 96 words per minute, so there is time to copy every sound. Only 81% of the words are among the 3,000 most common in English, so the vocabulary is demanding.
Key vocabulary in this video
The 15 most advanced words in the video, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| wearer noun | /ˈweɹɚ/ | One who wears. |
| cloth noun | /klɒθ/ | A fabric, usually made of woven, knitted, or felted fibres or filaments, such as used in dressing, decorating, cleaning or other practical use. Sometimes… |
| skirt noun | /skɚt/ | A separate article of clothing, usually worn by women and girls, that hangs from the waist and covers the lower torso and part of the legs. |
| breeches noun | /ˈbɹiː.t͡ʃɪz/ | Trousers; pantaloons. |
| briefcase noun | /ˈbɹiːfˌkeɪs/ | A case used for carrying documents, especially for business. |
| detract verb | /dɪˈtɹækt/ | To take away; to withdraw or remove. |
| embroidery noun | /ɪmˈbɹɔɪdəɹi/ | The art of decorating fabric or other materials using a needle to stitch thread or yarn. |
| handbag noun | /ˈhændˌbæɡ/ | A small bag used chiefly by women for carrying various small personal items, sometimes considered as a fashion accessory. |
| petticoat verb | /ˈpɛt.ɪ.kəʊt/ | To dress in a petticoat. |
| pickpocket noun | /ˈpɪkpɒkɪt/ | One who steals from the pocket of a passerby, usually by sleight of hand. |
| recycle verb | /ɹəˈsaɪkəl/ | To break down and reuse component materials. |
| waistcoat noun | /ˈweɪs(t)kəʊt/ | An ornamental garment worn under a doublet. |
| overlook verb | /ˈoʊ.vɚˌlʊk/ | To offer a view (of something) from a higher position. |
| garment noun | /ˈɡɑɹmənt/ | A single article of clothing. |
| tailor noun | /ˈteɪlɚ/ | A person who makes, repairs, or alters clothes professionally, especially suits and men's clothing. |
Phrasal verbs you will hear
| Word | Meaning |
|---|---|
| stand out verb | To jut out, protrude (from a surface etc.). |
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 | we've been asked · were lined · were made |
| Relative clauses who / which + clause — extra information about a person or thing | men who wanted · Women who had |
Pronunciation to watch
The speaker uses 4 contractions and reduced forms, such as don't, they're, we've. Say them the short way, as you hear them.
- The “th” sounds: cloth /klɒθ/, nineteenth /ˌnaɪnˈtiːnθ/, altogether /ɔl.tuˈɡɛð.ɚ/, theft /θɛft/
- The “sh” and “zh” sounds: stylish /ˈstaɪlɪʃ/, profession /pɹəˈfɛʃ.ən/, physician /fəˈzɪʃən/
- Long words — get the stress right: embroidery /ɪmˈbɹɔɪdəɹi/, decorative /ˈdɛk.ə.ɹə.tɪv/, inevitably /ɪˈnɛvɪtəbli/, altogether /ɔl.tuˈɡɛð.ɚ/
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 wearer, cloth, skirt.
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.