Shadowing Practice: IP3T7S3 Working effectively in groups - Learn English Speaking with Video
Choose a practice mode
Each mode opens a full-screen practice room.
90 sentences
If sentences are too short or too long, click Edit to adjust them.
1
So, Brad, what did you think of the article on group work?
2
Oh, hi, Helen.
3
Yeah, it was pretty good, with helpful pieces of advice on how to make group work effective.
4
I think we were lucky to be given such a straightforward text to present at the Management Skills Seminar.
5
Yeah.
6
Actually, shall we discuss it now?
7
Have you got time?
8
Sure.
9
It's only a ten -minute presentation, so we just need to explain and then give our views on the main points raised in the article.
10
I'll jot down some notes.
11
Right.
12
So, there are three main sections.
13
I suggest we start with listening.
14
Yeah, effective listening in groups, because it's not something that's frequently covered on courses in our field.
15
No, and we should say that in the presentation.
16
Yeah.
17
And also, effective listening's pretty simple, you know.
18
I don't think it's hard to learn.
19
Well, people think it's easy, but in my experience, most of us tend to be very lazy listeners.
20
OK, I wouldn't argue with that.
21
Something I do think we should emphasise is the power of the listener's posture, gestures, etc, in making speakers feel respected.
22
Not that you're just waiting for them to finish before jumping in with your own ideas.
23
Uh -huh.
24
OK, right.
25
The next section is on goal setting.
26
Let's make sure we're clear what the article says on this.
27
Yeah.
28
Well, firstly, it says that all group members must be given time to explain their own goals.
29
That's it, yeah.
30
And then did it say that the whole group should agree on common goals?
31
That's a bit too strong.
32
It's more that everyone's agendas should be equally acceptable.
33
But it does say that goals have to be realistic, you know… Achievable within a particular time?
34
You've got it.
35
That's really what the article's saying.
36
There isn't really any point in having ideals if group members know they won't come to anything within a reasonable period.
37
So, I think a summary covering those points will be enough for that part of the presentation, don't you?
38
Yep.
39
Now, the last section is about conflict resolution.
40
Actually, I thought it was the worst part of the article.
41
Me too.
42
I don't think it went into sufficient detail on the issue.
43
Actually, I thought it devoted too much space to it, but that it was all rather boring, you know?
44
It didn't mention some of the more radical theories.
45
Absolutely.
46
I found that really irritating.
47
Right.
48
And also, I think it could have said more about conflict sometimes being healthy in groups.
49
Absolutely.
50
It just mentioned rather glibly about how we should avoid thinking of winners and losers, and that quick resolution of conflict is always desirable.
51
Without explaining what these terms mean?
52
Well, it gives quite detailed definitions, but doesn't develop a proper argument.
53
Right.
54
So, for the presentation, I think we just give some definitions and...
55
And then explain what we felt were the weaknesses in the article's treatment of conflict resolution.
56
Yeah, good.
57
So, let's think about what we have to prepare for the actual presentation.
58
Well, I suppose we'll use PowerPoint, but I'm hopeless at using it, especially if it has any visuals.
59
I really have to look into doing a course on it because I know I'll need it in the future.
60
Don't worry.
61
I'm quite happy using PowerPoint and I'll put it together when everything else is ready.
62
That's a relief.
63
But yes, do that later.
64
OK.
65
Now, I heard the tutor saying we have to include some well -chosen quotations from the article.
66
I'm not sure if we do.
67
I'll email him to find out.
68
No need.
69
I can just have a look at the specs he gave us when he set the task.
70
That'll be quicker.
71
But the tutor definitely said we have to prepare a handout to go with the talk.
72
I'm not really sure how we do that.
73
Sarah did one last year.
74
Who's she?
75
She's doing the same option as me on marketing.
76
I'll ask her advice on what to include.
77
Great.
78
So that just leaves the bibliography at the end.
79
I suppose it'll mainly be articles.
80
Yeah.
81
So we'll just look on the web and we can leave that till later.
82
But we've been advised against that.
83
Well, we could have a look through some journals in the library.
84
I think we should start by looking through module handbooks.
85
I think that'll give us some good leads.
86
Yeah, you're probably right.
87
So, that's all the topics...
88
That is the end of Section 3.
89
You now have half a minute to check your answers.
90
Now turn to section 4.
Download App
Everything you need to speak fluently
AI PronunciationScore every sentence
IPA PracticeMaster every sound
VocabularyBuild your word bank
Vocab GameLearn while playing
Same Channel
FOR YOU
Recommend Video
![[B2] What Do You Think About Teamwork? | English Listening & Speaking Practice](https://img.youtube.com/vi/DyVdPhmopQA/mqdefault.jpg)
B2963
71 sentences
[B2] What Do You Think About Teamwork? | English Listening & Speaking Practice
Business EnglishDaily ConversationHigh School Students
B24
76 sentences
🔥The Just in Time Supply System JIT - Đề thi IELTS LISTENING (actual test
IELTS PrepBusiness EnglishUniversity Students
B212
48 sentences
4 Fundamentals to Smart Speaking | Matt Abrahams (Key Points Talk)
Business EnglishUniversity StudentsWorking Adults
B22
17 sentences
British Council Listening Practice A talk about motivation
Business EnglishDaily ConversationUniversity Students
B28
113 sentences
Effective Team Meetings - Getting it Right
Business EnglishDaily ConversationUniversity Students
B22
40 sentences
English shadowing | Time Management | Level B2 | How to improve English
Business EnglishUniversity StudentsWorking Adults
B22
89 sentences
Cambridge 17- Listening Test 3 part 3
Cambridge Exam PrepBusiness EnglishInterview English
B23
289 sentences
English for Professionals: How to Give Criticism Without Offending
Business EnglishDaily ConversationUniversity Students
B27
38 sentences
UNIT 9 CD2 TRACK 2 COMPLETE FIRST
Business EnglishInterview EnglishDaily Conversation
B13
43 sentences
How to discuss a topic in a group
Business EnglishDaily ConversationHigh School Students
B29
162 sentences
Presentations in English - How to Give a Presentation - Business English
British AccentBusiness EnglishUniversity StudentsWorking Adults
C14
9 sentences
Leadership and Management | Part 3 of 4:The Four Functions of Management
Business EnglishUniversity StudentsWorking Adults
Vocabulary and speaking notes for this lesson
This speaking lesson is built on the video “IP3T7S3 Working effectively in groups”. The speaker keeps coming back to these words: Brad, Helen, article, presentation, conflict. This video has 63 sentences and 797 words to shadow. The speech runs for 4:39. The speaker talks at a natural 171 words per minute, close to everyday conversation. 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
15 words from the video worth learning, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| presentation noun | /ˌpɹɛzn̩ˈteɪʃn̩/ | The act of presenting, or something presented. |
| tutor noun | /ˈtjuːtəː/ | One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction. |
| argue verb | /ˈɑɹ.ɡju/ | To show grounds for concluding (that); to indicate, imply. |
| ideal adjective | /aɪˈdi(ə)l/ | Pertaining to ideas, or to a given idea. |
| helpful adjective | /ˈhɛlp.fl̩/ | Furnishing help; giving aid; useful. |
| 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. |
| equally adverb | /ˈiːkwəli/ | In an equal manner; in equal shares or proportion; with equal and impartial justice; evenly |
| summary noun | /ˈsʌm.ə.ɹi/ | An abstract or a condensed presentation of the substance of a body of material. |
| radical noun | /ˈɹædɪkəl/ | A root (of a number or quantity). |
| sufficient | /səˈfɪʃənt/ | An adequate quantity of; enough. |
| agenda noun | /əˈd͡ʒɛn.də/ | A temporally organized plan for matters to be attended to. |
| acceptable adjective | /əkˈsɛp.tə.bəl/ | Worthy, decent, sure of being accepted or received with at least moderate pleasure. |
| lazy adjective | /ˈleɪ̯zi(ː)/ | Unwilling to do work or make an effort; disinclined to exertion. |
| leaf noun | /lif/ | The usually green and flat organ that represents the most prominent feature of most vegetative plants. |
| weakness noun | /ˈwik.nɪs/ | The condition of being weak. |
Phrasal verbs you will hear
| Word | Meaning |
|---|---|
| look through verb | To take a view of the contents of; search in, either with the eyes or by hand. |
| find out verb | To discover, as by asking or investigating. |
Sentences worth repeating
Short, complete lines from the video that you can reuse in everyday conversation:
- I’ll jot down some notes ...
- I’ll email him to find out.
- I’m not really sure how we do that.
- I’ll ask her advice on what to include.
- I suppose it’ll mainly be articles.
Pronunciation to watch
The speaker uses 29 contractions and reduced forms, such as I'll, don't, I'm. Say them the short way, as you hear them.
- The “sh” and “zh” sounds: presentation /ˌpɹɛzn̩ˈteɪʃn̩/, sufficient /səˈfɪʃənt/, quotation /kwoʊˈteɪʃn̩/
- Long words — get the stress right: acceptable /əkˈsɛp.tə.bəl/, desirable /dɪˈzaɪəɹəbəl/, bibliography /bɪbliˈɒɡɹəfi/, achievable /əˈt͡ʃivəbəl/
How to practise with this video
- Listen to the whole video once without speaking and note the words you do not know.
- Start at 0.75× speed, shadow it sentence by sentence, then go back to normal speed once it feels easy.
- Record yourself and compare with the original, paying attention to words like presentation, tutor, argue.
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.