Shadowing Practice: Globalization and educational change: Đề thi IELTS LISTENING (actual test) - Learn English Speaking with Video
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Part 3
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You will hear a conversation between an academic advisor
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and a student asking for information about a particular subject that she wants to study.
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First, you have some time to look at questions 21 to 26.
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Listen carefully and answer questions 21 to 26.
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Come in and take a seat.
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Thank you.
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Now, you've made an appointment to see me with regard to one of the papers you want to enrol next semester.
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Yes, that's right.
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It's the Globalisation and Educational Change paper, GEC692.
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Ah, well, I know the one you mean, but all the code numbers are going to change next semester,
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so although the course name will stay the same, the code will be ED995.
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Not that you have to worry about that.
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But the content will be the same, right?
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Oh, yes, to a large extent.
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The objectives are still to provide you with the skills and knowledge for analysing the challenges that globalisation poses for education.
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Yes, that's what I'm really interested in the future of education, not where we are now, but where we're heading?
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Well, you'll most likely enjoy the course because it'll give you the opportunity not just to explore,
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but also to document the advancement of new educational developments.
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And there'll be quite a lot of analysis involved.
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Yes, obviously.
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But once you've examined how education has been affected by cultural values and socio -economic structures,
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you'll go on to debate the pros and cons of the restructuring of public education in view of rapid globalisation.
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I see, but when you say public education, do you mean worldwide?
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No, no. That would be far too large an undertaking for just one paper.
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You'd probably choose to work with the education system within your own state
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or country sounds interesting
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but isn't it a bit restrictive not at all from there
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you'd move on to explore the impact of internationalization on curriculum diversity in both developing
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and developed countries have you had a chance to look at the assessment criteria yet actually i have
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and it makes me a bit nervous just thinking about it Why's that?
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Well, I see that the first assignment starts with an illustrated PowerPoint presentation to the rest of the class.
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I've never done one before.
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No need to worry.
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You can get help with that.
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Anyway, this presentation isn't graded.
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It's what we call a formative assessment.
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The feedback you get will help you to finalise the written review.
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That's a review of those academic articles in the first part of the reading list, right?
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Yes, but you only have to choose five of them.
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That first assignment is worth 30%.
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And the second assignment?
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There are two parts to that also, and both are graded.
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Twenty marks will go towards your participation in a seminar, and then there's a 5 ,000 -word essay, which will be graded out of 50.
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Thanks.
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Before you hear the rest of the conversation, 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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is there anything else i can help you with yes the
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reading list is quite long where do you think i should
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start well i'd suggest you leave the articles until the semester is underway
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but a good preparation would be to look at some of
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the major texts It's these ones here in any particular order
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you could start with this one by tower here at the
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bottom of the page sorry who tower t o w e r 2007 comparative education
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that should give you a good basis then move on to Elliot educational issues of the new millennium
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but be sure to get the 2008 edition not the original 1998 edition, because so much has changed since 1998.
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The new edition has extensive revisions and a lot of new material.
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OK, so that's Tower first, then Elliot.
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I think I could handle a couple more over the summer break.
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Well, in that case, look for Brown's Education and Globalisation, published in 2009.
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Actually, There are quite a few books by Brown, but I'd start with that one and leave his others till much later.
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And I'd also really recommend this one here, Globalisation and Knowledge Policy, by York,
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published quite recently in fact, 2010.
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That is the end of Part 3.
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You now have 30 seconds to check your answers to Part 3.
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Thank you.
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Thank you.
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Thank you.
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Vocabulary and speaking notes for this lesson
This video has 68 sentences and 724 words to shadow. The speech runs for 7:14. The speaker talks slowly, about 100 words per minute, so there is time to copy every sound. 86% 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 less common words from the video, with pronunciation and meaning:
- assignment /əˈsaɪn.mənt/ (noun) — The act of assigning; the allocation of a job or a set of tasks.
- semester /sɪˈmɛstɚ/ (noun) — Half of a school year (US) or academic year such as autumn or spring semester.
- assessment /əˈsɛsmənt/ (noun) — The act of assessing or an amount (of tax, levy or duty etc) assessed.
- explore /ɪkˈsploɹ/ (verb) — To examine or investigate something systematically.
- presentation /ˌpɹɛzn̩ˈteɪʃn̩/ (noun) — The act of presenting, or something presented.
- extent /ɪkˈstɛnt/ (noun) — A range of values or locations.
- carefully /ˈkɛɹf(ə)li/ (adverb) — With care; attentively, circumspectly.
- skill /skɪl/ (noun) — A capacity to do something well; a technique, an ability, usually acquired or learned, as opposed to abilities that are regarded as innate.
- rapid /ˈɹæp.ɪd/ (adjective) — Very swift or quick.
- objective /ɒbˈd͡ʒɛk.tɪv/ (noun) — A material object that physically exists.
- regard /ɹɪˈɡɑːd/ (noun) — A steady look, a gaze.
- participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/ (noun) — The act of participating, of taking part in something.
- diversity /daɪˈvɜː(ɹ)sɪti/ (noun) — The quality of being diverse or different; a difference or unlikeness.
- feedback /ˈfiːdˌbæk/ (noun) — Critical assessment of a process or activity or of their results.
- preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/ (noun) — The act of preparing or getting ready.
Phrasal verbs you will hear
- look at (verb) — To observe or watch.
- ask for (verb) — To request; to order.
- come in /ˌkʌm ˈɪn/ (verb) — To enter.
- look for (verb) — To seek.
- think about /ˈθɪŋk əˌbaʊt/ (verb) — To ponder.
Pronunciation to watch
The speaker uses 16 contractions and reduced forms, such as I'd, isn't, you'd. Say them the short way, as you hear them.
- The “sh” and “zh” sounds: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/, revision /ɹəˈvɪʒ.ən/, globalisation /ˌɡləʊ.bə.laɪˈzeɪ.ʃən/
- Long words — get the stress right: participation /pɑːˌtɪs.ɪˈpeɪ.ʃən/, diversity /daɪˈvɜː(ɹ)sɪti/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/, curriculum /kəˈɹɪk.jə.ləm/, comparative /kəmˈpæɹətɪv/
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 assignment, semester, assessment.
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 made · you've examined · I've never done |
| Passive voice be + past participle — the focus is on what happens, not who does it | has been affected · isn't graded · are graded |
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.