Prática de Shadowing: BBE English Podcast 01 - Chủ động luyện nghe Tiếng Anh có phụ đề | I'm Mary - Aprenda a falar inglês com o YouTube

C1
Controles de Shadowing
0% concluído (0/201 frases)
Section 1 Hello, Tourist Information Centre.
⏸ Pausado
Velocidade:
Nº de repetições:
Modo de espera:
Sinc. legendas:0ms
Todas as frases
201 frases
1
Section 1 Hello, Tourist Information Centre.
2
Mike speaking.
3
How can I help you?
4
Oh, hi.
5
I wanted to find out about cookery classes.
6
I believe there are some one-day classes for tourists.
7
Well, they're open to everyone, but tourists are always welcome.
8
OK, let me give you some details of what's available.
9
There are several classes.
10
One very popular one is at the food studio.
11
OK.
12
They focus on seasonal products, and as well as teaching you how to cook them, they also show you how to choose them.
13
Right, that sounds good.
14
How big are the classes?
15
I'm not sure exactly, but they'll be quite small.
16
And could I get a private lesson there?
17
I think so.
18
Let me check.
19
Yes, they do offer those.
20
Though, in fact, most of the people who attend the classes find it's a nice way of getting to know one another.
21
I suppose it must be, yes.
22
And this company has a special deal for clients where they offer a discount of 20% if you return for a further class.
23
OK, but you said there were several classes.
24
That's right.
25
Another one you might be interested in is Bonds Cookery School.
26
They're quite new.
27
They just opened six months ago, but I've heard good things about them.
28
They concentrate on teaching you to prepare healthy food, and they have quite a lot of specialist staff.
29
So, is that food for people on a diet and things like that?
30
I don't know if I'd be interested in that.
31
Well, I don't think they particularly focus on low-calorie diets or weight loss.
32
It's more to do with recipes that look at specific needs, like including ingredients that will help build up your bones and make them stronger, that sort of thing.
33
I see.
34
Well, I might be interested.
35
I'm not sure.
36
Do they have a website I could check?
37
Yes.
38
Just key in the name of the school.
39
It'll come up.
40
And if you want to know more about them, every Thursday evening they have a lecture at the school.
41
It's free and you don't need to book or anything.
42
Just turn up at 7.30.
43
And that might give you an idea of whether you want to go to an actual class.
44
OK, there's one more place you might be interested in.
45
That's got a rather strange name.
46
It's called the Arezza Centre.
47
That's spelled A-R-R-E-T-S-A.
48
OK.
49
They've got a very good reputation.
50
They do a bit of meat and fish cookery, but they mostly specialise in vegetarian dishes.
51
Right.
52
That's certainly an area I'd like to learn more about.
53
I've got lots of friends who don't eat meat.
54
In fact, I think I might have seen that school today.
55
Is it just by the market?
56
That's right.
57
So they don't have any problem getting their ingredients.
58
They're right next door.
59
And they also offer a special two-hour course in how to use a knife.
60
They cover all the different skills, buying them, sharpening, chopping techniques.
61
It gets booked up quickly though so you'd need to check it was available.
62
Right well thank you very much.
63
I'll go and check that out.
64
Section 2.
65
Good evening everyone.
66
My name's Phil Sutton and I'm chairman of the Highways Committee.
67
We've called this meeting to inform members of the public about the new regulations for traffic and parking we're proposing for Granford.
68
I'll start by summarising these changes before we open the meeting to questions.
69
So why do we need to make these changes to traffic systems in Granford?
70
Well, we're very aware that traffic is becoming an increasing problem.
71
It's been especially noticeable with the increase in heavy traffic while they've been building the new hospital.
72
But it's the overall rise in the volume of traffic of all kinds that's concerning us.
73
To date, there's not been any increase in traffic accidents, but that's not something we want to see happen, obviously.
74
We recently carried out a survey of local residents and their responses were interesting.
75
People were very concerned about the lack of visibility on some roads due to cars parked along the sides of the roads.
76
We'd expected complaints about the congestion near the school when parents are dropping off their children or picking them up, but this was on top of the list and nor were noise and fumes from trucks and lorries, though they were mentioned by some people.
77
We think these new traffic regulations would make a lot of difference, but we still have a long way to go.
78
We've managed to keep our proposals within budget just so they can be covered by the council, but of course it's no good introducing new regulations if we don't have a way of making sure that everyone obeys them and that's an area we're still working on with the help of representatives from the police force.
79
Okay so this slide shows a map of the central area of Granford with the High Street in the middle and School Road on the right.
80
Now we already have a set of traffic lights in the High Street at the junction with Station Road but we're We're planning to have another set at the other end, at the school road junction, to regulate the flow of traffic along the high street.
81
We've decided we definitely need a pedestrian crossing.
82
We considered putting this on school road just outside the school, but in the end we decided that could lead to a lot of traffic congestion.
83
So we decided to locate it on the high street, crossing the road in front of the supermarket.
84
That's a very busy area so it should help things there.
85
We are proposing some changes to parking.
86
At present, parking isn't allowed on the High Street outside the library, but we are going to change that and allow parking there, but not at the other end of the High Street near School Road.
87
There'll be a new No Parking sign on School Road just by the entrance to the school, forbidding parking for 25 metres.
88
This should improve visibility for drivers and pedestrians, especially on the bend just to the north of the school.
89
As far as disabled drivers are concerned, at present they have parking outside the supermarket, but lorries also use those spaces, so we've got two new disabled parking spaces on the side road up towards the bank.
90
It's not ideal but probably better than the present arrangement.
91
We also plan to widen the pavement on School Road.
92
We think we can manage to get an extra half metre on the bend just before you get to the school, on the same side of the road.
93
Finally we've introduced new restrictions on loading and unloading for the supermarket so lorries will only be allowed to stop there before 8am.
94
That's the supermarket on School Road.
95
We kept to the existing arrangements with the High Street supermarket.
96
OK, so that's about it.
97
Section 3 We've got to choose a topic for our experiment, haven't we, Jack?
98
Were you thinking of something to do with seeds?
99
That's right.
100
I thought we could look at seed germination, how a seed begins to grow.
101
OK.
102
Any particular reason?
103
I know you're hoping to work in plant science eventually.
104
Yeah, but practically everything we do is going to feed into that.
105
No, there's an optional module on seed structure and function in the third year that I might do.
106
So I thought it might be useful for that.
107
If I choose that option, I don't have to do a dissertation module.
108
Good idea.
109
Well, I thought for this experiment, we could look at the relationship between seed size and the way the seeds are planted.
110
So we could plant different sized seeds in different ways and see which grow best.
111
OK.
112
Would need to allow time for the seeds to come up.
113
That should be fine if we start now.
114
A lot of the other possible experiments need quite a bit longer.
115
So that'd make it a good one to choose.
116
And I don't suppose it'd need much equipment.
117
We're not doing chemical analysis or anything.
118
Though that's not really an issue.
119
We've got plenty of equipment in the laboratory.
120
Yeah, we need to have a word with the tutor if we're going to go ahead with it, though.
121
I'm sure our aim's OK.
122
It's not very ambitious, but the assignment's only 10% of our final mark, isn't it?
123
But we need to be sure we're the only ones doing it.
124
Yeah, it's only 5% actually, but it'd be a bit boring if everyone was doing it.
125
Did you read that book on seed germination on our reading list?
126
The one by Graves?
127
I looked through it for my last experiment, though it wasn't all that relevant there.
128
It would be for this experiment, though.
129
I found it quite hard to follow, lots about the theory which I hadn't expected.
130
Yes, I'd been hoping for something more practical.
131
It does include references to the recent findings on genetically modified seeds, though.
132
Yes, that was interesting.
133
I read an article about seed germination by Lee Hall.
134
About seeds that lie in the ground for ages and only germinate after a fire.
135
That's the one.
136
I knew a bit about it already, but not about this research.
137
His analysis of figures comparing the times of the fires and the proportion of seeds that germinated was done in a lot of detail.
138
Very impressive.
139
Was that the article with the illustrations of early stages of plant development?
140
They were very clear.
141
I think those diagrams were in another article.
142
Anyway, shall we have a look at the procedure for our experiment?
143
We'll need to get going with it quite soon.
144
Right.
145
So the first thing we have to do is find our seeds.
146
I think vegetable seeds would be best, and obviously they mustn't all be the same size.
147
So how many sorts do we need?
148
About four different ones?
149
I think that would be enough.
150
There'll be quite a large number of seeds for each one.
151
Then for each seed we need to find out how much it weighs and also measure its dimensions.
152
And we need to keep a careful record of all that.
153
That'll be quite time consuming.
154
And we also need to decide how deep we're going to plant the seeds, right on the surface a few millimetres down or several centimetres.
155
OK, so then we get planting.
156
Do you think we can plant several seeds together in the same plant pot?
157
No, I think we need a different one for each seed.
158
Right, and we'll need to label them.
159
We can use different coloured labels.
160
Then we wait for the seeds to germinate.
161
I reckon that'll be about three weeks, depending on what the weather's like.
162
Then we see if our plants have come up and write down how tall they've grown.
163
Then all we have to do is look at our numbers and see if there's any relation between them.
164
That's right.
165
Section 4 Hi.
166
Today we're going to be looking at animals in urban environments.
167
and I'm going to be telling you about some research on how they're affected by these environments.
168
Now, in evolutionary terms, urban environments represent huge upheavals, the sorts of massive changes that usually happen over millions of years.
169
And we used to think that only a few species could adapt to this new environment.
170
One species which is well known as being highly adaptable is the crow, and there have been various studies about how they manage to learn new skills.
171
Another successful species is the pigeon, because they're able to perch on ledges on the walls of city buildings, just like they once perched on cliffs by the sea.
172
In fact, we're now finding that these early immigrants were just the start of a more general movement of animals into cities, and of adaptation by these animals to city life.
173
And one thing that researchers are finding especially interesting is the speed with which they're doing this.
174
We're not talking about gradual evolution here.
175
These animals are changing fast.
176
Let me tell you about some of the studies that have been carried out in this area.
177
So in the University of Minnesota, a biologist called Emily Snellrud and her colleagues looked at specimens of urbanized small mammals such as mice and gophers that had been collected in Minnesota and that are now kept in museums there.
178
And she looked at specimens that had been collected over the last hundred years, which which is a very short time in evolutionary terms.
179
And she found that during that time, these small mammals had experienced a jump in brain size when compared to rural mammals.
180
Now we can't be sure this means they're more intelligent, but since the sizes of other parts of the body didn't change, it does suggest that something cognitive was going on.
181
And Snellrud thinks that this change might reflect the cognitive demands of adjusting to city life.
182
Having to look in different places to find food, for example, and coping with a whole new set of dangers.
183
Then over in Germany, at the Max Planck Institute, there's another biologist called Katerina Miranda, who's done some experiments with blackbirds living in urban and rural areas.
184
she's been looking not at their anatomy, but at their behavior.
185
So, as you might expect, she's found that the urban blackbirds tend to be quite bold.
186
They're prepared to face up to a lot of threats that would frighten away their country counterparts.
187
But there's one type of situation that does seem to frighten the urban blackbirds, and that's anything new, anything they haven't experienced before.
188
And if you think about it, that's quite sensible for a bird living in the city.
189
Jonathan Atwell, in Indiana University, is looking at how a range of animals respond to urban environments.
190
He's found that when they're under stress, their endocrine systems react by reducing the amount of hormones, such as corticosterone, into their blood.
191
It's a sensible-seeming adaptation.
192
A rat that gets scared every time a subway train rolls past won't be very successful.
193
There's just one more study I'd like to mention, which is by Sarah Parton and her team.
194
And they've been looking at how squirrels communicate in an urban environment.
195
And they've found that a routine part of their communication is carried out by waving their tails.
196
You do also see this in the country, but it's much more prevalent in cities, possibly because it's effective in a noisy environment.
197
So what are the long-term implications of this?
198
One possibility is that we may see completely new species developing in cities.
199
But on the other hand, it's possible that not all of these adaptations will be permanent.
200
Once the animals got accustomed to its new environment, it may no longer need the features it's developed.
201
So, now we've had a look at adaptations.

Sobre Esta Aula

Na aula de hoje, você irá praticar o seu inglês através de uma conversa entre um atendente de um centro de informações turísticas e um cliente. O foco desta prática é entender como encontrar informações sobre aulas de culinária, o que proporciona uma oportunidade de aprender vocabulário relacionado a serviços turísticos e culinária. Durante a sessão, você poderá aprimorar suas habilidades de escuta e fala, utilizando técnicas de shadow speak para melhorar sua pronúncia em inglês. A prática envolveu diálogos informais, o que é essencial para se acostumar com a fluência e o ritmo natural da língua.

Vocabulário e Frases Chave

  • Cookery classes - Aulas de culinária
  • Seasonal products - Produtos sazonais
  • Private lesson - Aula particular
  • Discount - Desconto
  • Healthy food - Comida saudável
  • Specialist staff - Equipe especializada
  • Vegetarian dishes - Pratos vegetarianos
  • Free lecture - Palestra gratuita

Dicas de Prática

Para aproveitar ao máximo esta aula, tente aplicar a técnica de shadowing. Isso significa ouvir o áudio e repetir as falas logo em seguida, imitando o tom e o ritmo do falante. Como o diálogo é relativamente claro e ritmo moderado, você pode facilmente acompanhar. Para começar, ouça pequenos trechos da conversa, pare e repita em voz alta. Preste atenção nas entonações e nas pausas. Com a prática, você irá melhorar a pronúncia em inglês e sua compreensão auditiva.

Lembre-se de ser paciente consigo mesmo durante este processo. É normal não captar tudo na primeira vez. Ouvir o diálogo várias vezes ajudará a fixar o vocabulário e as expressões utilizadas. Considere também anotar as partes que você achou mais desafiadoras e revisitá-las em sessões futuras. Aprender inglês com YouTube pode ser muito eficaz quando você se dedica a praticar regularmente e utiliza essas técnicas de forma consistente. Boa sorte!

O que é a Técnica de Shadowing?

Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.

☕ Pague-nos um café

Doar via PayPal