Shadowing Practice: Environmental Science modules part 3 Actual IELTS listening - Learn English Speaking with Video

Creating lesson...
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Part 3.
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You will hear two students called Jamie and Martha discussing their environmental science course.
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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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Hi, Martha.
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Do you have time to talk?
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We have to submit our evaluations of our course next week, and I thought it'd be useful to discuss what we both think.
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Good idea.
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That would help refresh my memory, especially about things we did in previous years.
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I agree.
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So let's talk about the modules we took.
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What about statistics for environmental research?
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I've always been hopeless with numbers, so I thought that I'd learn a lot.
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But you know, it wasn't at a high enough level for me.
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I actually had to do a lot of reading on my own.
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Me too.
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I had to get an additional reading list from the tutor.
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Now, sewage and drainage systems.
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I wasn't looking forward to that one.
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Not exactly a pleasant subject,
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but you know, the module convinced me that it's an essential topic to understand for both cities and rural environments.
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Right.
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And in the end, not a boring subject.
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Not at all.
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It was quite a revelation.
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The module on agriculture and food security could have been good.
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But the assigned readings were only those ancient government publications.
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And the lecture notes clearly hadn't been updated for years.
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I know.
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What about the module on sustainable energy?
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I really got into the project we had to do to invent something functional.
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I devised a windmill to power my laptop.
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Yep, the projects were great.
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So hands-on, though the personal battery charger I built never really worked.
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Too bad, but I'm sure you learned a lot nonetheless.
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I did, and the government policy module.
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I wish it had included policy in other countries.
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It was a bit inward-looking, I thought, focused just on this country.
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I mentioned that to the lecturer, but she said it was best to concentrate on one country in depth at first.
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Maybe.
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And there was that module called water management.
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I must admit, I got lost in the discussion about the issues of groundwater levels and flood risk management, which weren't that essential.
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You weren't the only one.
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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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Okay.
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I thought some aspects of the course organisation were particularly helpful.
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Can we talk a bit about that? Of course.
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Actually, I was disappointed that I couldn't take any module whenever I wanted.
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That's true.
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But the variety of modules on offer was a strong point and meant I managed to cover a lot of subjects.
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Me too, more than I expected.
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I had wanted to finish the course early by doing an extra module each term, which would have been useful,
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but unfortunately that wasn't allowed.
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I had to wait to do some modules, which I found hard to schedule,
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And I think more assigned reading for the modules would have made the lectures easier to follow.
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That would have been good.
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But I was pleased that the course organisers were able to provide modules focusing on real-life issues, which we can apply later when looking for jobs.
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True.
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And I would have hated it if it had all been theory.
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What about the written paper we had to do for Dr. Brown?
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Are there any things we could suggest to improve the way that's handled?
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Well, I got lots of help from Dr. Brown and his assistant in narrowing down what I wanted to write about.
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Yes, they stopped me from doing something too ambitious.
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But choosing a topic right at the beginning of the module was difficult.
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Maybe he could postpone the decision until halfway through the term.
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Good idea.
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I was happy with the word limit for the assignment, though.
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Well, as usual, I could have written on and on, but the limit made me refine my thoughts, so it was okay in the end.
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I wish I could have had a session with Dr. Brown after he'd marked my written paper.
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I know it would be time-consuming, but it would have been really useful.
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Actually, I was satisfied with Dr. Brown's written feedback.
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It was amazingly detailed, so I don't think I needed more.
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But I wish they could arrange sessions where students get together and help each other before submitting their written work.
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Good idea.
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If they provided time for that, it would be quite convenient.
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Right.
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Now that we've almost finished our course, it's time to think about our career prospects.
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What type of organization do you hope to work for?
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That is the end of part three.
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You now have 30 seconds to check your answers to part three.
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Part 4
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Thank you.
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Thank you.
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Thank you.
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Why This Environmental Science Dialogue Is Great for English Speaking Practice

This video features a natural conversation between two students discussing their course modules, making it ideal for english speaking practice. The dialogue uses everyday language, casual tone, and realistic pauses—elements that mirror real-life interactions. It also includes specific vocabulary related to environmental science, which helps learners build both general and topic-specific fluency. For those using shadow speech techniques, the clear, conversational pace makes it easy to mimic pronunciation and intonation.

Breaking Down Natural Speech Patterns

Let’s look at a few lines that sound authentic and why they work: - “I’ve always been hopeless with numbers, so I thought that I’d learn a lot.” The phrase “hopeless with numbers” is a common, informal way to say someone struggles with math, making it relatable. The conjunction “so” connects ideas smoothly, reflecting how we speak in real time. - “Not exactly a pleasant subject, but you know, the module convinced me…” The filler “you know” and the contrast “but” create a natural flow, showing how speakers pause and adjust their thoughts. - “I wish it had included policy in other countries. It was a bit inward-looking…” “I wish” expresses a common desire, and “inward-looking” is a vivid adjective that’s easy to remember. These phrases are practical for daily conversations. These examples highlight how native speakers use casual language, connectors, and fillers—key elements to master for natural pronunciation.

A Simple Shadow Speech Routine for This Video

To improve your english pronunciation and fluency, try this shadowspeaks practice loop:

  1. Watch the video once to understand the context.
  2. Play a 5-second clip, pause, and repeat it aloud, mimicking the tone, speed, and stress. Focus on matching the speakers’ intonation—for example, the rise in “Not at all” or the emphasis on “essential”.
  3. Record yourself and compare it to the original. Notice differences in vowel sounds (e.g., “module” vs. “muddle”) or pauses.
  4. Repeat with longer clips (10-15 seconds) as you get comfortable. This helps build muscle memory for natural speech patterns.
Practicing this way with YouTube videos like this one is a fun, effective way to learn english with youtube and sound more like a native.

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 →