Shadowing Practice: Textiles with Business Studies: IELTS LISTENING Vol 4 Test 9 Section 4 - Learn English Speaking with Video
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Section 4.
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You will hear a talk at a university open day to students interested in following a course in textiles and business studies.
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First, you have some time to look at questions 31 to 40 on pages 7 and 8.
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Thank you.
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Now listen carefully and answer questions 31 to 40.
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Thank you, first of all, for coming along to the university's Open Day, and in particular for coming to this talk to find out
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about our course in textiles with business studies the cooperation between the Faculty of Arts
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and Architecture and the business faculty enables us to offer this undergraduate
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and integrated master's course in the five years this course has been running we've learned a lot
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and it's become very popular now thanks to the Faculty of
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Engineering we're also able to offer a really exciting opportunity to those who would like to further diversify
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and would like to carry their learning through into new disciplines.
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Now, the aims of this course are firstly to create innovative and highly motivated textile practitioners within the disciplines of knitted textiles,
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an increasingly popular area as you will have seen on the catwalks, printed and of course woven textiles.
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Secondly, we also ensure that our students gain an in-depth knowledge
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and understanding of related business operations we make sure
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that our students have sufficient hands-on experience by arranging interesting
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and relevant work placements the focus of the integrated component of
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the work placement is the global market our aim is to
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locate studio work in this increasingly important context moving on to
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what we do in each year in the first year students
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explore the three subject areas of textiles in rotation the emphasis for the first year is experimentation
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and we ask for evidence of visual research
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which must be supported by documentation and proposals for its application in year two design
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and technical skills are related to the real world unlike many
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other university textile courses these days we give our students the
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opportunity to choose an extra module on the traditional processes of design which gives a historical perspective on their work.
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This can be done before introducing students to computer-aided design.
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Students at this point, year two, decide if they intend to complete the course at year three with a BA ONS
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or progress to year four and conclude with a Masters in Design.
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Students can also have tutorials if they feel they need help making this important decision.
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This reflects our commitment to student support at all times.
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Year three consolidates the knowledge gained using a particular learning style.
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It's called reflective practice.
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That means you look back on what you've done and analyse and evaluate your subject in both academic and professional contexts.
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This helps and encourages deeper understanding.
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Students produce a dissertation on a topic of their own choosing and a portfolio of their textile collection.
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Also, to help underpin the commercial aspect of the course, we ask for a business plan.
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On the subject of career opportunities, many graduates work directly within the textile business,
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with careers commonly found as stylists and retail managers.
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However, it shouldn't be forgotten that there are many other exciting opportunities out there, for example, careers in journalism,
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for those with a flair for words or trend forecasting for those with their eye on the future.
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We are certain that we shall see broader and more varied opportunities for our graduates.
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If you like what you've heard today
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and are thinking of applying for the program and you'd like to talk to us further, please come back tomorrow.
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You'll have the opportunity to do a brief interview where we'll be able to assess your aptitude for this subject area.
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Many students who haven't studied related subjects may be surprised to find that they're quite well suited to our program.
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After that, of course, you'll need to go through the usual application procedures.
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That is the end of Section 4.
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You now have half a minute to check your answers.
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Thank you.
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Vocabulary and speaking notes for this lesson
This B2 speaking lesson is built on the video “Textiles with Business Studies: IELTS LISTENING Vol 4 Test 9 Section 4”. The speaker keeps coming back to these words: student, textile, subject, design, faculty. This video has 51 sentences and 670 words to shadow. The speech runs for 5:54. The speaker talks at a steady 114 words per minute, a comfortable pace for shadowing. 84% 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 |
|---|---|---|
| textile noun | /ˈtɛk.staɪl/ | Any material made of interlacing or matted fibres, including carpeting and geotextiles, woven or nonwoven. |
| excite verb | /ɪkˈsaɪt/ | To stir the emotions of; to cause to feel excitement. |
| integrate verb | /ˈɪn.tɪ.ɡɹeɪt/ | To include as a constituent part or functionality. |
| placement noun | /ˈpleɪ̯smənt/ | The act of placing or putting in place; the act of locating or positioning; the state of being placed. |
| analyse verb | UK standard spelling of analyze. | |
| aptitude noun | /ˈæptɪˌtud/ | A natural ability to acquire knowledge or skill. |
| catwalk noun | An elevated enclosed passage providing access fore and aft from the bridge of a merchant vessel. | |
| consolidate verb | /kənˈsɒl.ɪ.deɪt/ | To combine into a single unit; to group together or join. |
| diversify verb | /daɪˈvɝ.sə.faɪ/ | To make (something) diverse or varied in form or quality; to give variety to (something) to distinguish by numerous aspects or differences. |
| experimentation noun | /ɪkˌspɛɹ.ə.mənˈteɪ.ʃən/ | The act of experimenting; practice by experiment. |
| stylist noun | /ˈstaɪlɪst/ | A designer. |
| underpin verb | /ˌʌn.dəˈpɪn/ | To support from below with props or masonry. |
| weave verb | /wiːv/ | To form something by passing lengths or strands of material over and under one another. |
| flair noun | /flɛɚ̯/ | A natural or innate talent or aptitude. |
| reflective adjective | /ɹɪˈflɛktɪv/ | That reflects, or redirects back to the source. |
Phrasal verbs you will hear
| Word | Meaning |
|---|---|
| come back verb | To return to a place. |
| find out verb | To discover, as by asking or investigating. |
| go through verb | To travel from one end of something to the other. |
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 | we've learned · have seen · you've done |
| Passive voice be + past participle — the focus is on what happens, not who does it | must be supported · can be done · be forgotten |
| Relative clauses who / which + clause — extra information about a person or thing | those who would · students who haven |
Pronunciation to watch
The speaker uses 11 contractions and reduced forms, such as you'll, you've, haven't. Say them the short way, as you hear them.
- The “sh” and “zh” sounds: experimentation /ɪkˌspɛɹ.ə.mənˈteɪ.ʃən/, practitioner /pɹækˈtɪʃənəɹ/, dissertation /ˌdɪsəˈteɪʃən/, documentation /ˌdɑkjəmɛnˈteɪʃən/, rotation /ɹoʊˈteɪʃən/
- Long words — get the stress right: consolidate /kənˈsɒl.ɪ.deɪt/, diversify /daɪˈvɝ.sə.faɪ/, experimentation /ɪkˌspɛɹ.ə.mənˈteɪ.ʃən/, practitioner /pɹækˈtɪʃənəɹ/, dissertation /ˌdɪsəˈteɪʃən/
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 textile, excite, integrate.
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.