Shadowing Practice: Complete IELTS Band 5-6.5 - UNIT 3 - Learn English Speaking with Video

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193 sentences

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Complete IELTS, Bands 5 to 6 .5, by Guy Brookhart and Vanessa Jakeman,

published by Cambridge University Press.

This recording is copyright.

Track 10, Unit 3, Listening, Exercise 3.

Come in.

Hi.

Oh, hi, Amanda.

You've come to discuss your midterm assignment, haven't you?

Yes, that's right.

So, what have you decided to do?

Well, I thought I could base my study on pronunciation

and get students to do some self -assessment of their own pronunciation skills.

That's interesting.

You mean get them to record themselves.

That's right.

Then listen back and see where their weaknesses lie.

Good idea.

You could also do some peer evaluation.

Oh, yes.

See whether their assessment of themselves matches what their classmates think.

Uh -huh.

So, how are you planning to do the assignment?

Well, I'm going to select a short extract from somewhere and ask them to read it aloud.

Maybe something from one of the textbooks we're reading.

Why don't you look up one of my lectures on the website and find a suitable extract there?

That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.

Oh yes, that's a much better idea.

I'll still have to write it out though, won't I?

Yes, I don't think you can expect them to remember it.

Even a sentence is hard to recall.

No, and it isn't a memory test.

So, when I choose the extract, what features do I need to think about?

Um, first I'd say pick something, well, something that's about a paragraph long,

but that makes sense out of the context of the lecture.

Right.

A clear, well -structured passage.

Yes, because to read something well, you've got to be able to understand it, haven't you?

Yes.

That might mean taking a while to make the selection.

I guess it shouldn't consist entirely of short words.

No, that's an obvious one.

You need to think about what features of pronunciation you're going to focus on.

Then make sure that your extract has examples of these.

So, some multi -syllable words.

Things like probably and approximately.

Yes, some challenges.

And then there's sentence length.

Hmm.

I should include some complex sentences so that the students have to show they know where to pause.

Exactly.

I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.

So that they can stress things.

Yes, particular words or phrases should stand out as significant.

You know, we've already covered this in our classes over the weeks.

Now, let me see.

Is there a lecture that I could recommend for you?

What about the one you did at the start of term on the history of English?

Yes, you could go for that.

It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.

The topic's a bit dull, though.

Uh -huh.

I guess it's good to use something enjoyable.

Yes, you might as well.

You have a choice.

So, um, the lecture on gestures and signs certainly went down well.

I really liked that one, but I'm not sure that the content is related to what I'm doing.

Hmm.

Does that matter?

OK, there's the one on intonation patterns.

I didn't take long to put that together though.

It might be a bit...

The topic's certainly more closely linked to the whole area of pronunciation.

OK.

So, could be good.

Just watch out in case there are too many examples or models.

The assignment after that lecture was fun.

What about language and rhythm?

That was one of my mini -lectures.

Oh, right!

So I wouldn't have to spend too much time going through the content to find something.

No, whereas the one on intonation patterns was a lot longer.

Well, you've got a few to choose from there.

So whatever I choose, I'll need to type it out

and give them a copy each and then get them to record themselves reading the paragraph aloud.

Yes, give them about ten minutes to prepare.

You can record in next Tuesday's class if you like.

Oh, thanks.

Do we have the equipment?

That's also important, yes.

They could use mobile phones, couldn't they?

Though the sound quality may not be good on all of them.

Technology can be unreliable at times, but OK.

Well, we can also bring in some of the department's digital recorders.

You just need to book those in advance.

OK, thanks.

Well, good luck and let me know if you need any more help.

It'll certainly be interesting to look at your findings afterwards.

Thanks, Dr White.

Thank you.

100

Track 10, Unit 3, Listening, Exercise 3 Come in.

101

Hi.

102

Oh, hi, Amanda.

103

You've come to discuss your midterm assignment, haven't you?

104

Yes, that's right.

105

So, what have you decided to do?

106

Well, I thought I could base my study on pronunciation.

107

and get students to do some self -assessment of their own pronunciation skills.

108

That's interesting.

109

You mean get them to record themselves.

110

That's right.

111

Then listen back and see where their weaknesses lie.

112

Good idea.

113

You could also do some peer evaluation.

114

Oh, yes.

115

See whether their assessment of themselves matches what their classmates think.

116

Uh -huh.

117

So, how are you planning to do the assignment?

118

Well, I'm going to select a short extract from somewhere and ask them to read it aloud.

119

Maybe something from one of the textbooks we're reading.

120

Why don't you look up one of my lectures on the website and find a suitable extract there?

121

That way you'll be using authentic spoken language rather than written text, and it will be a model for students to listen to.

122

Oh yes, that's a much better idea.

123

I'll still have to write it out though, won't I?

124

Yes, I don't think you can expect them to remember it

125

Even a sentence is hard to recall

126

No, and it isn't a memory test

127

So, when I choose the extract, what features do I need to think about?

128

Um, first I'd say pick something

129

Well, something that's about a paragraph long

130

But that makes sense out of the context of the lecture Right.

131

A clear, well -structured passage.

132

Yes, because to read something well, you've got to be able to understand it, haven't you?

133

Yes.

134

That might mean taking a while to make the selection.

135

I guess it shouldn't consist entirely of short words.

136

No, that's an obvious one.

137

You need to think about what features of pronunciation you're going to focus on.

138

Then make sure that your extract has examples of these.

139

So, some multi -syllable words, things like probably and approximately.

140

Yes, some challenges.

141

And then there's sentence length.

142

Hmm.

143

I should include some complex sentences so that the students have to show they know where to pause.

144

Exactly.

145

I wouldn't worry about how many sentences there are, but what you do need are some obvious main points.

146

So that they can stress things.

147

Yes, particular words or phrases should stand out as significant.

148

You know, we've already covered this in our classes over the weeks.

149

Track 11, Unit 3, Listening, Exercise 6.

150

Now, let me see.

151

Is there a lecture that I could recommend for you?

152

What about the one you did at the start of term on the history of English?

153

Yes, you could go for that.

154

It had a lot of information which was clearly sequenced and presented, so you might find a nice chunk you can use.

155

The topic's a bit dull, though.

156

Uh -huh.

157

I guess it's good to use something enjoyable.

158

Yes, you might as well.

159

You have a choice.

160

So, um, the lecture on gestures and sign certainly went down well.

161

I really liked that one, but I'm not sure that the content is related to what I'm doing.

162

Hmm, does that matter?

163

OK, there's the one on intonation patterns.

164

I didn't take long to put that together, though.

165

It might be a bit...

166

The topic's certainly more closely linked to the whole area of pronunciation.

167

OK, so could be good.

168

Just watch out in case there are too many examples or models.

169

The assignment after that lecture was fun.

170

What about language and rhythm?

171

That was one of my many lectures.

172

Oh, right.

173

So I wouldn't have to spend too much time going through the content to find something.

174

No. whereas the one on intonation patterns was a lot longer.

175

Well, you've got a few to choose from there.

176

So whatever I choose, I'll need to type it out

177

and give them a copy each and then get them to record themselves reading the paragraph aloud?

178

Yes.

179

Give them about ten minutes to prepare.

180

You can record in next Tuesday's class if you like.

181

Oh, thanks.

182

Do we have the equipment?

183

That's also important, yes.

184

They could use mobile phones, couldn't they?

185

Though the sound quality may not be good on all of them.

186

Technology can be unreliable at times, but OK.

187

Well, we can also bring in some of the department's digital recorders.

188

You just need to book those in advance.

189

OK, thanks.

190

Well, good luck and let me know if you need any more help.

191

It'll certainly be interesting to look at your findings afterwards.

192

Thanks, Dr White.

193

Thank you.

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Vocabulary and speaking notes for this lesson

This speaking lesson is built on the video “Complete IELTS Band 5-6.5 - UNIT 3”. The speaker keeps coming back to these words: lecture, pronunciation, extract, sentence, assignment. This video has 193 sentences and 1553 words to shadow. The speech runs for 11:16. The speaker talks at a steady 138 words per minute, a comfortable pace for shadowing. 85% of the words are among the 3,000 most common in English; the rest is worth studying before you start.

Key vocabulary in this video

15 words from the video worth learning, with pronunciation and meaning:

Word	Pronunciation	Meaning
lecture noun	/ˈlɛk.t͡ʃə/	A spoken lesson or exposition, usually delivered to a group.
extract noun	/ˈɛkstɹækt/	Something that is extracted or drawn out.
pronunciation noun	/pɹəˌnʌn.siˈeɪ.ʃən/	The formal or informal way in which a word is made to sound when spoken.
assignment noun	/əˈsaɪn.mənt/	The act of assigning; the allocation of a job or a set of tasks.
assessment noun	/əˈsɛsmənt/	The act of assessing or an amount (of tax, levy or duty etc) assessed.
paragraph noun	/ˈpæɹəɡɹæf/	A passage in text that starts on a new line, the first line sometimes being indented, and usually marks a change of topic.
aloud adverb	/əˈlaʊd/	With a loud voice, or great noise; loudly; audibly.
select verb	/sɪˈlɛkt/	To choose one or more elements of a set, especially a set of options.
afterwards adverb	/ˈæf.tɚ.wɚdz/	At a later or succeeding time; after that;
skill noun	/skɪl/	A capacity to do something well; a technique, an ability, usually acquired or learned, as opposed to abilities that are regarded as innate.
whereas	/(h)wɛɹˈæz/	In contrast; whilst on the contrary; although.
recall verb	/ɹɪˈkɔl/	To withdraw, retract (one's words etc.); to revoke (an order).
suitable adjective	[ˈsjuː.tə.bɫ̩]	Having sufficient or the required properties for a certain purpose or task; appropriate to a certain occasion.
sequence noun	/ˈsiː.kwəns/	A set of things next to each other in a set order; a series.
phrase noun	/ˈfɹeɪ̯z/	A short written or spoken expression.

Phrasal verbs you will hear

Word	Pronunciation	Meaning
go down verb		To descend; to move from a higher place to a lower one.
go through verb		To travel from one end of something to the other.
look up verb	/ˌlʊk ˈʌp/	To have better prospects.
stand out verb		To jut out, protrude (from a surface etc.).

Sentences worth repeating

Short, complete lines from the video that you can reuse in everyday conversation:

Maybe something from one of the textbooks we're reading.
I'll still have to write it out though, won't I?
I guess it shouldn't consist entirely of short words.
Is there a lecture that I could recommend for you?
Do we have the equipment?

Grammar in this video

The structures the speaker uses most, with the exact words from the video:

Structure	In the video
Present perfect have/has + past participle — a past action that still matters now	You've come · have you decided · we've already covered
Relative clauses who / which + clause — extra information about a person or thing	information which was

Pronunciation to watch

The speaker uses 50 contractions and reduced forms, such as I'm, you've, don't. Say them the short way, as you hear them.

The “th” sounds: rhythm /ˈɹɪð.əm/, authentic /ɔˈθɛn.tɪk/
The “sh” and “zh” sounds: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, intonation /ɪntəˈneɪʃən/
Long words — get the stress right: pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, evaluation /ɪˌvæljuˈeɪʃn̩/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/, intonation /ɪntəˈneɪʃən/

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 lecture, extract, pronunciation.

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.

Shadowing technique: read the full step-by-step guide →

Shadowing Practice: Complete IELTS Band 5-6.5 - UNIT 3 - Learn English Speaking with Video

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Vocabulary and speaking notes for this lesson

Key vocabulary in this video

Phrasal verbs you will hear

Sentences worth repeating

Grammar in this video

Pronunciation to watch

How to practise with this video

What is the Shadowing Technique?