Shadowing Practice: ielts listening cam 15 test 1 part 4 - Learn English Speaking with Video
Creating lesson...
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Part four.
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You will hear a student giving a presentation about a type of tree known as the eucalyptus, which is common in Australia.
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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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Today, I'm going to talk about the eucalyptus tree.
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This is a very common tree here in Australia, where it's also sometimes called the gum tree.
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First, I'm going to talk about why it's important.
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Then I'm going to describe some problems it faces at present.
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Right, well, the eucalyptus tree is an important tree for lots of reasons.
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For example, it gives shelter to creatures like birds and bats.
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And these and other species also depend on it for food, particularly the nectar from its flowers.
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So, it supports biodiversity.
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It's useful to us humans too,
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because we can kill germs with a disinfectant made from oil extracted from eucalyptus leaves.
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The eucalyptus grows all over Australia, and the trees can live for up to 400 years
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so it's alarming that all across the country numbers of eucalyptus are falling
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because the trees are dying off prematurely
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so what are the reasons for this one possible reason is
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disease as far back as the 1970s the trees started getting
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a disease called mundula yellows the tree's leaves would gradually turn
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yellow then the tree would die it wasn't until 2004
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that they found the cause of the problem was lime
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or calcium hydroxide to give it its proper chemical name
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which was being used in the construction of roads the lime was being washed away into the ground
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and affecting the roots of the eucalyptus trees nearby What it
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was doing was preventing the trees from sucking up the iron they needed for healthy growth.
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When this was injected back into the affected trees, they immediately recovered.
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But this problem only affected a relatively small number of trees.
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By 2000, huge numbers of eucalyptus were dying along Australia's east coast of a disease known as bell miner -associated dieback.
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The bell miner is a bird, and the disease seems to be common where there are high populations of bell miners.
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Again, it's the leaves of the trees that are affected.
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What happens is that insects settle on the leaves and eat their way round them, destroying them as they go,
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and at the same time they secrete a solution which has sugar in it.
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The bell miner birds really like this solution
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and in order to get as much as possible they keep away other creatures that might try to get it.
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So these birds and insects flourish at the expense of other species
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and eventually so much damage is done to the leaves that the tree dies.
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Thank you.
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but experts say that trees can start looking sick before any sign of bell minor associated dieback
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so it looks as if the problem might have another explanation one possibility is
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that it's to do with the huge bushfires
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that we have in australia a theory proposed over 40 years ago by ecologist William Jackson is
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that the frequency of bushfires in a particular region affects the type of vegetation that grows there.
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If there are very frequent bushfires in a region, this encourages grass to grow afterwards,
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while if the bushfires are rather less frequent, this results in the growth of eucalyptus forests.
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So why is this?
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Why do fairly frequent bushfires actually support the growth of eucalyptus?
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Well, one reason is that the fire stops the growth of other species which would consume water needed by eucalyptus trees. And there's another reason.
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If these other quick -growing species of bushes and plants are allowed to proliferate,
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they harm the eucalyptus in another way by affecting the composition of the soil and removing nutrients from it.
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So some bushfires are actually essential for the eucalyptus to survive as long as they are not too frequent.
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In fact, there's evidence
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that Australia's indigenous people practiced regular burning of bushland for thousands of years before the arrival of the Europeans
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but since Europeans arrived on the continent the number of bushfires has been strictly controlled now scientists believe
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that this reduced frequency of bushfires to low levels has led to what's known as dry rainforest
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which seems an odd name as usually we associate tropical rainforest with wet conditions.
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And what's special about this type of rainforest?
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Well, unlike tropical rainforest, which is a rich ecosystem, this type of ecosystem is usually a simple one.
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It has very thick, dense vegetation, but not much variety of species.
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The vegetation provides lots of shade.
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So one species that does find it ideal is the bell minor bird
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which builds its nests in the undergrowth there
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but again that's not helpful for the eucalyptus tree 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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Vocabulary and speaking notes for this lesson
This B2 speaking lesson is built on the video “ielts listening cam 15 test 1 part 4”. The speaker keeps coming back to these words: tree, eucalyptus, bushfires, bell, species. This video has 65 sentences and 821 words to shadow. The speech runs for 7:54. The speaker talks slowly, about 104 words per minute, so there is time to copy every sound. 83% 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
The 15 most advanced words in the video, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| eucalyptus noun | /ˌjuː.kəˈlɪp.təs/ | Any of many trees, of genus Eucalyptus, native mainly to Australia. |
| bushfire noun | An uncontrolled fire in a wooded or grassy area; a wildfire. | |
| rainforest noun | /ˈɹeɪn.fɔɹ.ɪst/ | A forest in a climate with high annual rainfall and no dry season. |
| miner noun | /ˈmaɪnə(ɹ)/ | A person who works in a mine. |
| vegetation noun | /ˌvɛd͡ʒəˈteɪʃən/ | Plants, taken collectively. |
| dieback noun | The browning and death of a plant shoot starting at the tip, due to either disease or climate conditions. | |
| insect noun | /ˈɪn.sɛkt/ | An arthropod (in the Insecta class) characterized by six legs, up to four wings, and a chitinous exoskeleton. |
| ecosystem noun | /ˈikoʊˌsɪstəm/ | A system formed by an ecological community and its environment that functions as a unit. |
| lime noun | /laɪm/ | Any of several green citrus fruit, somewhat smaller and sharper-tasting than a lemon. |
| tropical adjective | /ˈtɹɑ.pɪ.kəl/ | Of or pertaining to the tropics, the equatorial region between 23 degrees north and 23 degrees south. |
| biodiversity noun | /ˌbaɪoʊdəˈvɚsəti/ | The diversity (number and variety of species) of plant and animal life within a region. |
| bushland noun | An area of land in a natural, uncultivated state; wilderness, open forest. | |
| disinfectant noun | /dɪs.ɪnˈfɛktənt/ | A substance that kills germs or viruses. |
| ecologist noun | /iːˈkɒləd͡ʒɪst/ | A scholar of ecology. |
| hydroxide noun | /haɪˈdɹɒks.aɪd/ | A univalent anion (OH⁻) based on the hydroxyl functional group. |
Phrasal verbs you will hear
| Word | Meaning |
|---|---|
| keep away verb | To refrain from coming (near). |
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 | being washed · was injected · are affected |
| Relative clauses who / which + clause — extra information about a person or thing | eucalyptus, which is · solution which has · rainforest, which is |
| Present perfect have/has + past participle — a past action that still matters now | has been · has led |
Pronunciation to watch
The speaker uses 4 contractions and reduced forms, such as I'm, wasn't. Say them the short way, as you hear them.
- The “sh” and “zh” sounds: vegetation /ˌvɛd͡ʒəˈteɪʃən/, flourish /ˈflʊ̈ɹ.ɪʃ/, shade /ʃeɪd/
- Long words — get the stress right: eucalyptus /ˌjuː.kəˈlɪp.təs/, vegetation /ˌvɛd͡ʒəˈteɪʃən/, ecosystem /ˈikoʊˌsɪstəm/, biodiversity /ˌbaɪoʊdəˈvɚsəti/, disinfectant /dɪs.ɪnˈfɛktənt/
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 eucalyptus, bushfire, rainforest.
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.