Shadowing Practice: 🔥The Just in Time Supply System JIT - Đề thi IELTS LISTENING (actual test - Learn English Speaking with Video
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You will hear a business student called Ron getting feedback from his tutor on his presentation.
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First, you have some time to look at questions 21 to 24.
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Now listen carefully and answer questions 21 to 24.
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Thanks, Ron, for coming to my office to discuss the presentation you gave yesterday to the business management seminar.
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We'll go over what you did with the aim of helping you improve your next presentation.
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Sounds good.
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Now, the topic was the Just-in-Time, or JIT, supply system, used by a lot of manufacturers,
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first in Japan and then in the West, I think.
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Yes, but actually one thing I should have made clearer
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and talked about was the fact that the Americans actually pioneered the idea of Just-in-Time, though it wasn't called that.
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Henry Ford and his cars, in fact, at the turn of the 20th century.
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And later, a big US supermarket chain used it, and this was where Toyota in Japan got the idea for its car making.
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Yes, that would have been a good addition.
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Now, before we go any further, I think I would suggest that you should have stopped and clearly defined just in time for your seminar colleagues.
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You said its aim was to reduce waste and you mentioned
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that classic business theory assumes that stock or inventory of parts are counted as assets,
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but just-in-time sees them as unnecessary waste.
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But you never told us that JIT simply means waiting until the last moment to order new supplies as you need them.
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Yes, you're right.
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I should have done that.
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Now, you talked a bit about standardising parts as a way of streamlining JIT.
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Where did you get your data from?
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Well, I tried an internet website on the subject, which is called the Lean Clearinghouse, but it was too technical for me.
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So, in the end, I got my data from a textbook called Learning from Toyota.
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I found some journal articles too, but they didn't seem very useful.
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Yes, well there is a US government report on it I've seen.
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I'll get a copy for you.
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Great, I look forward to reading through it.
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And while you're at it, you might want to find out about cases where JIT might not be suitable,
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and that's in service industries like tourism or healthcare, where customers are paying for something that they can't actually see or count.
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Although JIT is fashionable today, Some people would say it hasn't proved
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so successful in the service sector as it has with the manufacturing of goods that can be quantified.
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That would be interesting.
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I'll see what I can find out.
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Before you hear the rest of the discussion, you have some time to look at questions 25 to 30.
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Thank you.
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Now listen and answer questions 25 to 30.
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Now, unless you have any more questions, let's turn to a critique of the technical aspects of the presentation.
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I'm afraid I'll emphasise the things I think you might want to work on.
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It was a good talk, but with a little work, your next presentation should be excellent.
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Fine.
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That would be helpful.
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Actually, I wasn't happy with my delivery.
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I sometimes seemed to talk fast and sometimes slow.
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I was on edge, I guess.
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Yes, you were.
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And as well as that, your purpose wasn't very specific.
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In future, you need to lay out exactly what you're going to cover and why.
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Make it clear and concise and not so general.
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And what about my transitions from one section to the next?
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Well, you didn't link the sections, did you?
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You went too quickly from one to the next.
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It was all just too abrupt.
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OK.
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I'll try to improve that.
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Now, your PowerPoint visuals were lovely, but sometimes I got the feeling that, nice as they were as pictures,
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they didn't have much to do with what you were talking about, right?
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You're right.
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And, you know, another thing I could see from the other students' reactions, they just didn't understand some of the vocabulary I was using.
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Good point.
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Well, remember, your audience were laymen, mostly without knowledge of JIT.
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So, you need to simplify and try to put things in everyday English.
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I never seem to do that.
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And lastly, I'll just mention your body language.
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You didn't use gestures and you just stood straight without any animation.
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It didn't make you seem very interested in the subject.
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I know, even though I really do like the subject.
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Sorry.
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Well, despite all this, I enjoyed your presentation, and I could see you put lots of work into it.
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I look forward to an even better presentation from you next time.
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Well, thanks for your help.
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That is the end of part three.
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You now have thirty seconds to check your answers to part three.
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Thank you.
75
Thank you.
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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 “🔥The Just in Time Supply System JIT - Đề thi IELTS LISTENING (actual test”. The speaker keeps coming back to these words: presentation, Jit, questions, subject, seem. This video has 76 sentences and 814 words to shadow. The speech runs for 7:29. The speaker talks slowly, about 109 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
The 15 most advanced words in the video, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| seminar noun | /ˈsɛmɪnɑɹ/ | A class held for advanced studies in which students meet regularly to discuss original research, under the guidance of a professor. |
| abrupt adjective | /əˈbɹʌpt/ | Without notice to prepare the mind for the event; sudden; hasty; unceremonious. |
| concise adjective | /kənˈsaɪs/ | Brief, yet including all important information. |
| emphasise verb | UK standard spelling of emphasize. | |
| layman noun | /ˈleɪmən/ | Layperson, someone who is not an ordained cleric or member of the clergy. |
| quantify verb | /ˈkwɑn.tɪˌfaɪ/ | To assign a quantity to. |
| simplify verb | /ˈsɪmplɪfaɪ/ | To make simpler, either by reducing in complexity, reducing to component parts, or making easier to understand. |
| standardise verb | [ˈstændə(ɹ)daɪz] | To establish a standard consisting of regulations for how something is to be done across an organization. |
| streamline verb | /ˈstriːmlaɪn/ | To design and construct the contours of a vehicle etc. so as to offer the least resistance to its flow through a fluid. |
| fashionable adjective | /ˈfæʃənəbl̩/ | Characteristic of or influenced by a current popular trend or style; in fashion; in vogue. |
| tutor noun | /ˈtjuːtəː/ | One who teaches another (usually called a student, learner, or tutee) in a one-on-one or small-group interaction. |
| lastly adverb | /ˈlæstli/ | Used to mark the beginning of the last in a list of items or propositions. |
| textbook noun | /ˈtɛkst.bʊk/ | A coursebook, a formal manual of instruction in a specific subject, especially one for use in schools or colleges. |
| supermarket noun | /ˌsupɚˈmɑɹkət/ | A large self-service store that sells groceries and, usually, medications, household goods, and/or clothing. |
| vocabulary noun | /vəˈkæb.jə.lə.ɹi/ | A usually alphabetized and explained collection of words e.g. of a particular field, or prepared for a specific purpose, often for learning. |
Phrasal verbs you will hear
| Word | Pronunciation | Meaning |
|---|---|---|
| look forward to verb | To anticipate, expect, or wait for, especially with a feeling of approval or pleasure; to be excited or eager to. | |
| find out verb | To discover, as by asking or investigating. | |
| go over verb | To look at carefully; to scrutinize; to analyze. | |
| lay out verb | /ˌleɪ ˈaʊt/ | To expend or contribute money to an expense or purchase. |
| read through verb | To thoroughly read something to check or proofread it. |
Sentences worth repeating
Short, complete lines from the video that you can reuse in everyday conversation:
- Where did you get your data from?
- I'll get a copy for you.
- I'll see what I can find out.
- Actually, I wasn't happy with my delivery.
- Well, you didn't link the sections, did you?
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 | wasn't called · are counted · is called |
| Present perfect have/has + past participle — a past action that still matters now | I've seen · hasn't proved |
Pronunciation to watch
The speaker uses 23 contractions and reduced forms, such as didn't, I'll, you're. Say them the short way, as you hear them.
- The “sh” and “zh” sounds: fashionable /ˈfæʃənəbl̩/, animation /ˌæn.ɪˈmeɪ.ʃən/
- Long words — get the stress right: supermarket /ˌsupɚˈmɑɹkət/, vocabulary /vəˈkæb.jə.lə.ɹi/, unnecessary /ʌnˈnɛs.əˌsɛɹ.i/, animation /ˌæn.ɪˈmeɪ.ʃən/
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 seminar, abrupt, concise.
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.