Prática de Shadowing: Cambridge 16 Test 1 Section 3 LIstening - Aprenda a falar inglês com vídeo
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Part 3.
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You will hear two students called Jess and Tom discussing their art projects.
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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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How are you getting on with your art project, Tom?
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OK.
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Like, they gave us the theme of birds to base our project on, and I'm not really all that interested in wildlife, but I'm starting to get into it.
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I've pretty well finished the introductory stage.
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So have I.
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When they gave us all those handouts with details of books and websites to look at, I was really put off But the more I read,
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the more interested I got Me too I found I could research so many different aspects of birds in art Colour,
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movement, texture So I was looking forward to the bird park visit What a letdown It poured with rain
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and we hardly saw a single bird Much less used than the trip to the Natural History Museum.
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Yeah.
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I liked all the stuff about evolution there.
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The workshop sessions with Dr Fletcher were good too, especially the brainstorming sessions.
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Ah, I missed those because I was ill.
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I wish we could have seen the projects last year's students did.
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Hmm, I suppose they want us to do our own thing, not copy.
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Have you drafted your proposal yet?
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Yes, but I haven't handed it in.
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I need to amend some parts.
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I've realised the notes from my research are almost all just descriptions.
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I haven't actually evaluated anything, so I'll have to fix that.
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Oh, I didn't know we had to do that.
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I'll have to look at that too.
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Did you do a timeline for the project?
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Yes, and a mind map.
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Yeah, so did I.
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I quite enjoyed that.
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But it was hard having to explain the basis for my decisions in my action plan.
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What?
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You know, give a rationale.
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I didn't realise we had to do that.
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Okay, I can add it now.
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And I've done the video diary presentation and worked out what I want my outcome to be in the project.
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Someone told me it's best not to be too precise about your actual outcome at this stage, so you have more scope to explore your ideas later on.
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So I'm going to go back to my proposal to make it a bit more vague.
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Really?
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Okay, I'll change that too then.
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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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Now listen and answer questions 25 to 30.
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One part of the project I'm unsure about is where we choose some paintings of birds
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and say what they mean to us.
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Like, I chose a painting of a falcon by Landseer.
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I like it because the bird's standing there with his head turned to one side, but he seems to be staring straight at you.
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But I can't just say it's a bit scary, can I?
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Hmm.
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You could talk about the possible danger suggested by the bird's look.
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Oh, OK.
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There's a picture of a fishhawk by Audubon I like.
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It's swooping over the water with a fish in its talons
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And with great black wings which take up most of the picture
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So you could discuss it in relation to predators and food chains?
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Well, actually, I think I'll concentrate on the impression of rapid motion it gives Right Do you know
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that picture of a kingfisher by Van Gogh?
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It's perching on a reed growing near a stream Yes, it's got these beautiful blue and red and black shades I've actually chosen it
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because I saw a real kingfisher once
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when I was little I was out walking with my grandfather and I've never forgotten it Oh, so we can use a personal link?
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Sure OK
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there's a portrait called william wells i can't remember the artist
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but it's a middle -aged man who's just shot a bird
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and his expression
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and the way he's holding the bird in his hand suggests
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he's not sure about what he's done to me it's about
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how ambiguous people are in the way they exploit the natural
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world interesting there's gogan's picture via amati he did it in
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tahiti It's a woman with a white bird behind her
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that is eating a lizard
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And what I'm interested in is what idea this bird refers
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to Apparently it's a reference to the never -ending cycle of existence Wow!
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I chose a portrait of a little boy,
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Giovanni de' Medici He's holding a tiny bird in one fist I like the way he's holding it carefully
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so he doesn't hurt it Ah, right!
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That is the end of part three.
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You now have half a minute to check your answers to part three.
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Vocabulário e dicas de fala para esta lição
Esta aula de conversação de nível B2 usa o vídeo “Cambridge 16 Test 1 Section 3 LIstening”. As palavras que mais se repetem: bird, project, picture, questions, holding. Este vídeo tem 76 frases e 802 palavras para praticar shadowing. A fala dura 6:11. O falante mantém um ritmo estável de cerca de 130 palavras por minuto, confortável para o shadowing. Apenas 80% das palavras estão entre as 3.000 mais comuns do inglês, por isso o vocabulário é exigente.
Vocabulário principal deste vídeo
As 15 palavras mais avançadas do vídeo, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| kingfisher substantivo | /ˈkɪŋˌfɪʃə/ | martim-pescador, guarda-rios |
| brainstorming substantivo | tempestade cerebral, tempestade de ideias | |
| handout substantivo | /ˈhændˌaʊt/ | ficha |
| introductory adjetivo | /ˌɪntɹəˈdʌktəɹi/ | introdutório |
| amend verbo | /əˈmɛnd/ | melhorar |
| ambiguous adjetivo | /æmˈbɪɡ.ju.əs/ | ambíguo, dúbio |
| lizard substantivo | /ˈlɪzɚd/ | lagarto |
| predator substantivo | /ˈpɹɛd.ə.tɚ/ | predador |
| falcon substantivo | /ˈfælkən/ | falcão |
| exploit substantivo | /ˈɛksplɔɪt/ | façanha, proeza |
| vague adjetivo | /veɪɡ/ | vago |
| fist substantivo | /fɪst/ | punho |
| stare verbo | /stɛɚ/ | fitar, encarar |
| evaluate verbo | /ɪˈvaljʊeɪt/ | avaliar |
| reed substantivo | /ɹiːd/ | junco, cana |
Phrasal verbs que você vai ouvir
| Palavra | Pronúncia | Significado |
|---|---|---|
| get on with verbo | andar logo com | |
| look forward to verbo | ansiar por, estar ansioso para | |
| put off verbo | adiar | |
| work out verbo | /ˌwɝk ˈaʊt/ | calcular |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- I've pretty well finished the introductory stage.
- Have you drafted your proposal yet?
- Yes, but I haven't handed it in.
- I'll have to look at that too.
- Did you do a timeline for the project?
Pronúncia para ficar de olho
O falante usa 21 contrações e formas reduzidas, como I'm, I've, I'll. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “sh” e “zh”: kingfisher /ˈkɪŋˌfɪʃə/, rationale /ˌɹæʃ.əˈnæl/, workshop /ˈwɝk.ʃɑp/, shade /ʃeɪd/
- Palavras longas — acerte a sílaba tônica: introductory /ˌɪntɹəˈdʌktəɹi/, ambiguous /æmˈbɪɡ.ju.əs/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: handout /ˈhændˌaʊt/, amend /əˈmɛnd/, lizard /ˈlɪzɚd/, exploit /ˈɛksplɔɪt/, vague /veɪɡ/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Faça shadowing frase por frase na velocidade normal, repetindo cada uma até o seu ritmo ficar igual ao do falante.
- Grave a sua voz e compare com o original, prestando atenção a palavras como kingfisher, brainstorming, handout.
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.