Shadowing Practice: Vol 2 - test 4 - section 3 - Learn English Speaking with Video

Section 3 You will hear two students called Helen and Paul talking to their tutor about a nursing course.

First, you have some time to look at questions 21 to 24.

Now listen carefully and answer questions 21 to 24.

Helen and Paul, congratulations to you both for doing so well the past semester.

You too have exhibited an impeccable performance during your first year in the nursing programme.

I'd like to get some feedback from the two of you to better improve the programme

and to provide guidance for our prospective students.

I'd like to start with you, Helen. So...

First of all, Which aspect of the programme impressed you?

Well, to be honest, when I was enrolled into the course, I was expecting a group of classmates my age.

But as I stepped into the classroom for the first time, I was surprised by the diversity.

Most were in their 20s, but there were also those in their 30s or even 40s.

As it turns out, the intergenerational communication has sparked intense debate and new thinking,

and I think that's something special about the programme that I appreciate very much.

What about you, Paul?

What do you think of the programme? For me?

The group project we carried out last semester is another key feature of the programme.

The whole class was divided into eight different groups, working on eight prospective cases.

Team building sessions were conducted in a collaborative way most of the time.

Comprised of five members, our group studied acute pancreatitis.

During the process, we broke the task into different parts and assigned them to each member.

We were then able to tackle the complex problem by pooling our knowledge and skills.

More importantly, stronger links were established between the group members.

Because of the project, we've all become good friends.

That's true.

According to graduates, Group projects prepare them for the work world in which teamwork and collaboration are increasingly the norm.

So tell me Paul, what else do you like about the programme?

I want to be a registered nurse working in a public hospital after graduation.

So the internship provided is a valuable opportunity for clinical practice in a supportive learning atmosphere.

However, I was amazed by the amount of written assignments since

I thought the course should have focused more on practice oriented learning.

involves critical thinking, which challenges me to develop my points more thoroughly.

I thus manage to gain a diversity of perspectives.

The programme is designed to deliver basic and advanced theoretical knowledge of core concepts,

including healthcare systems concepts, together with practicum or clinical practice experience to bridge the classroom content to the practice setting.

So, I'm afraid written work is unavoidable.

Also this year, we've added a module of law.

How do you feel about that?

At first we felt that learning law is kind of redundant and too time consuming.

After a few sessions we realised that it is necessary in dealing with future medical disputes.

Before you hear the rest of the talk, you have some time to look at questions 25 to 30.

Now, listen and answer questions 25 to 30.

Do you have any suggestions for prospective students?

What bothers me most is handing in essays on time.

I almost missed the deadline once, because there were three essays due within the same week.

So rationalising your time is critical.

Well, that's true.

The lectures deliver so much useful information.

I have poor memory, so I kept making notes and revisiting them on a regular basis. by heart.

How was the research?

I heard that it was quite challenging.

How did you manage to overcome the difficulties?

That's true.

The majority of us had no clue how to carry out the research at first.

Fortunately, when I was digging up reference materials at the library, I sought help from the librarian.

She taught me about finding the appropriate resources and choosing the proper research methods.

Have you checked out the online forum?

that they come across and get support from the faculty members.

Some of my classmates didn't do so well during the placement tests.

I feel that background reading is necessary.

Lastly, do you have anything to say to the freshmen?

I was really ambitious at first, trying to get straight A's on my transcript.

I made tons of notes and worked hard even on the optional assignments to get extra credit.

I stressed myself out before having an emotional breakdown.

After consulting my advisor, I found it important to set realistic goals.

Don't push yourself too hard.

It is wise to sort out your priorities.

Thank you for coming here today and providing valuable feedback on the programme.

Have a great summer break.

That is the end of section 3.

You now have half a minute to check your answers.

Now turn to section 4.

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Vocabulary and speaking notes for this lesson

This B2 speaking lesson is built on the video “Vol 2 - test 4 - section 3”. The speaker keeps coming back to these words: programme, Paul, practice, questions, member. This video has 72 sentences and 804 words to shadow. The speech runs for 7:13. The speaker talks at a steady 111 words per minute, a comfortable pace for shadowing. 82% of the words are among the 3,000 most common in English; the rest is worth studying before you start. 11 of its 72 sentences are questions, so it is good practice for question intonation and short answers.

Key vocabulary in this video

The 15 most advanced words in the video, with pronunciation and meaning:

Word	Pronunciation	Meaning
prospective adjective	/pɹəˈspɛktɪv/	Likely or expected to happen or become.
classmate noun	/ˈklæs.meɪt/	A student who is in the same class at school.
semester noun	/sɪˈmɛstɚ/	Half of a school year (US) or academic year such as autumn or spring semester.
classroom noun	/ˈklɑːsɹʊm/	A room, often in a school, where classes take place.
assignment noun	/əˈsaɪn.mənt/	The act of assigning; the allocation of a job or a set of tasks.
enroll verb	/ɪnˈɹəʊl/	To enter (a name, etc.) in a register, roll or list
impeccable adjective	/ɪmˈpɛkəbəl/	Perfect, without faults, flaws or errors
intergenerational adjective		Between or across generations.
orient verb	/ˈɔɹ.iˌɛnt/	To build or place (something) so as to face eastward.
pancreatitis noun		Inflammation of the pancreas.
practicum noun	/ˈpɹæk.tɪ.kəm/	A college course designed to give a student supervised practical knowledge of a subject previously studied theoretically.
revisit verb	/ɹiːˈvɪzɪt/	To visit again.
teamwork noun		The cooperative effort of a team of people to achieve a common goal.
unavoidable adjective	/ˌʌnəˈvɔɪdəbəl/	Impossible to avoid; bound to happen.
redundant adjective	/ɹɪˈdʌn.dənt/	Superfluous; exceeding what is necessary, no longer needed.

Phrasal verbs you will hear

Word	Pronunciation	Meaning
carry out verb	/ˈkæ.ɹi aʊt/	To hold while moving it out.
check out verb		To record the departure or withdrawal of someone or something (such as guests, employees, books, etc.).
come across verb		To change sides; to cross over to work for the opposition.
dig up verb		To excavate something.
sort out verb		To clarify by reviewing mentally.
turn out verb		To end up; to result.

Sentences worth repeating

Short, complete lines from the video that you can reuse in everyday conversation:

What do you think of the programme?
How do you feel about that?
Do you have any suggestions for prospective students?
How did you manage to overcome the difficulties?
Have you checked out the online forum?

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	was enrolled · was divided · were conducted
Present perfect have/has + past participle — a past action that still matters now	have exhibited · has sparked · we've added

Pronunciation to watch

The speaker uses 7 contractions and reduced forms, such as I'd, we've, didn't. Say them the short way, as you hear them.

The “th” sounds: theoretical /ˌθi.əˈɹɛt.ɪ.kəl/, thoroughly /ˈθʌɹ.ə.li/
The “sh” and “zh” sounds: internship /ˈɪntɜːnʃɪp/, optional /ˈɑp.ʃə.nəl/, ambitious /æmˈbɪʃ.əs/, freshman /ˈfɹɛʃ.mən/, graduation /ˌɡɹæd͡ʒuˈeɪʃən/
Long words — get the stress right: impeccable /ɪmˈpɛkəbəl/, unavoidable /ˌʌnəˈvɔɪdəbəl/, librarian /laɪˈbɹɛə̯ɹi.ən/, collaborative /kəˈlæb.ə.ɹə.tɪv/, fortunately /ˈfɔɹ.t͡ʃə.nɪt.li/

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 prospective, classmate, semester.

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.

Shadowing technique: read the full step-by-step guide →

Shadowing Practice: Vol 2 - test 4 - section 3 - Learn English Speaking with Video

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Vocabulary and speaking notes for this lesson

Key vocabulary in this video

Phrasal verbs you will hear

Sentences worth repeating

Grammar in this video

Pronunciation to watch

How to practise with this video

What is the Shadowing Technique?